Bismarck: Master Planner or Opportunist?

Unification of Germany Example Essays. Bismarck Master Planner or Opportunist? | | | | |Bismarck later declared that he had carefully planned unification of Germany in 5 clear | | |steps from 1862. He said that he had planned: 1. To Obtain Russian Neutrality; 2.To trick | | |Austria into declaring War; 3. To ensure French Neutrality; 4. To Treat Austria Leniently | | |after Defeat; 5. To Trick France into Declaring War. | |INTRODUCTION: |Other Historians have recently claimed that rather than plan unification, Bismarck was a | | |skilful diplomat who used events as opportunities to promote Prussian interests. | |Regardless of whether Bismarck planned unification or used events as opportunities he | | |definitely had a favourable ‘hand of cards’ which he inherited when he became | | |Minister-President in 1862 which allowed him to unify Germany by 1871. | | | | | |1. To obtain Russian Neutrality. | | | | |Evidence for Plan: | | |He obtained Russian neutrality for the l ater War with Austria through the Alvensleben | | |Convention of 1863. This meant Russian Poles who escaped over the border into Prussian | | |Poland would be returned to the Tsar. | | | | |Evidence against Plan: | | |It is unlikely that Bismarck knew the Poles would revolt in advance and it seems more likely| |STAGE 1 MASTER PLAN |that he helped the Tsar to prevent the Prussian Poles rebelling too. | | |The International condemnation at Alvensleben led Bismarck to play down the event’s | | |significance which outraged the Tsar. | |It almost led to him being sacked by William I. | | | | | |Analysis: | | |Despite gaining Russian neutrality in the following War against Austria Bismarck achieved it| | |through luck rather than planning.The Tsar was angrier at Austria not supporting Russia in | | |the Crimean War than at Bismarck’s public back down over Alvensleben. He did achieve | | |neutrality but it seems unlikely that he would have planned such a dangerous route. | | | | | | | | |To trick Austria into declaring War. | | | | |Evidence for the Plan: | | |He created a situation where Austria and Prussia were becoming more hostile to one another. | | |This was created through War with Denmark 1864 when Bismarck persuaded Austria to join them | | |in War.Once victorious The Gastein Convention gave Prussia administrative control of | | |Schleswig and Austria control of Holstein. | | |Prussia’s and Austria’s relationship now deteriorates rapidly and when Prussia proposes | | |plans to change the Constitution in Schleswig Austria appeals to the Diet which is forbidden| | |in the Convention and Austria mobilises troops in case of War. | |Prussia now accuses Austria of being the aggressor and starting War invades Holstein. | | | | | |Evidence Against Plan: | | |It is unlikely Bismarck could have foreseen the inheritance crisis in Schleswig and | |STAGE 2 MASTER PLAN |Holstein. | |Also there is strong evidence to suggest that Bismarck wa s only attempting to annex | | |Schleswig and Holstein and not force a War with Austria. | | |There are letters to his wife that explain he is open to a ‘diplomatic solution’ to the | | |crisis and was willing to prevent War with Austria through diplomacy. | | | | |Analysis: | | |Whilst not as clear as Stage 1, it still seems likely Bismarck was acting as a Prussian | | |expansionist rather than planning war with Austria as he was still trying to resolve tension| | |through diplomacy until Austria mobilised her troops in 1866. | | | | | | | |To gain France’s neutrality. | | | | |Evidence for Plan: | | |Bismarck meets Napoleon III in Biarritz in October 1865 to appeal for neutrality in War with| | |Austria. Napoleon verbally agrees and would persuade Italy to join the War with Prussia. | | |Once Austria was defeated Napoleon would gain Venetia which would be passed to Italy. |STAGE 3 MASTER PLAN | | | | | | | | | | | | | | | |Evidence against Plan: | | |B ismarck could never be totally sure of Napoleon’s neutrality. Despite gaining a verbal | | |agreement details are very sketchy as to definite areas of agreement. Also Napoleon later | | |double-crossed Bismarck and made a secret agreement with the Austrians that for French | | |neutrality, if Austria won, Napoleon would be given some Prussian land as a reward. | | | | |Analysis: | | |Yes the Biarritz meeting was planned and yes the French remained neutral, but it seems | | |through more luck than detailed planning as Napoleon made agreements with both sides and | | |Bismarck could not guarantee French neutrality. | | | | | |Treat Austria Leniently after Defeat. | | | | | |Evidence for Plan: | |The Treaty of Prague 1866 was lenient on Austria and this was down to Bismarck. Both William| | |I and Von Moltke wanted to advance on to Vienna and press home defeat to humiliate Austria. | | |It took all of Bismarck’s persuasive abilities to prevent this from happening. | | |Austria had to agree to return to her Empire and leave German interests alone, disband the | | |Old Confederation and allow the formation of The North German Confederation under Prussian | |STAGE 4 MASTER PLAN |control. Secret military agreements were then made with the southern states. | | | | |Evidence against Plan: | | |Instead of deliberately planning to treat Austria leniently, it is more likely that Bismarck| | |wanted to consolidate gains and to prevent France or other European Powers from joining the | | |War in support of Austria which could have jeopardised gains made. | | | | | |Analysis: | | |Although Bismarck’s diplomatic skill in persuading William and von Moltke to go no further | | |after the Battle of Koningratz (Sadowa,) it seems more likely that he did it to prevent | | |French hostilities and to keep the gains made by Prussia during the War. | | | | | | | | | | |To trick France into declaring War. | | | | | |Evidence for Plan: | | |Bismarck goes agai nst the French claim of Luxembourg by proposing a German prince instead, | | |which certainly angered Napoleon. | | |In 1868 when the revolutions in Spain forces out the Queen they offer the throne to Leopold | | |of Hohenzollern (related to Prussian Royal family) in 1870.Bismarck could accept to gain | | |Spain as an ally but it would worry France (who would be encircled). | | |Finally 12th July 1870 it was decided to withdraw Leopold as a candidate. On the 13th July | | |French foreign Ambassador Benedetti meets William I at German town of Ems and William | | |accepted withdrawal of Leopold but refused to promise what the French were demanding; the | | |withdrawal of all future accession rights. William sent the telegram to Bismarck recalling | | |the events. |STAGE 5 MASTER PLAN |Bismarck’s genius comes into his own and releases his own version of the telegram to the | | |press which is so inflammatory that French declares War on Prussia on the 19th July 1870. | | | | | | Evidence Against the Plan: | | |Bismarck initially supported the French claim to Luxembourg but later changes his mind. | | |He also allows the withdrawal of Leopold as a candidate which doesn’t suggest he was trying | | |to provoke the French. | |Although the Ems telegram was deliberately doctored by him to cause the French to declare | | |War on Prussia it is more likely that he made the decision after he received the telegram | | |rather than planning the events in advance. | | |How could he have anticipated such aggressive French foreign policy in the demands Benedetti| | |made on William. | | |Analysis: | | |Although there is more evidence here to suggest Bismarck planned to get the French to | | |declare war; it is unlikely that he planned it prior to 1862 as he suggests.There is more | | |evidence to suggest he decided to provoke France after receiving the Telegram, so therefore | | |taking events as opportunities when they arose. | | | | | | | | | | | |Bismarck wa s a skilful politician who was most probably a Prussian Supremacist who wanted | | |Prussian expansion at the expense of the Austrians.It is most unlikely that he planned | | |unification from the start in 1862 and more likely that he used opportunities when they | | |presented themselves to benefit Prussia, initially and later, for Germany. | | |It is more likely that he first wanted to expand Prussian territory into Schleswig and | | |Holstein, but thwarted by the Austrians was forced into war with them in 1866. | | |Similarly in order to consolidate the North German Confederation under Prussian control, the| | |Treaty of Prague was lenient so not to provoke the French. |CONCLUSION |Finally once the military agreements were in place with the southern states, Bismarck used | | |the opportunities presented as a result of the Luxembourg Situation and the Hohenzollern | | |Candidature Crisis to re-write the Ems Telegram. This again was where he saw the opportunity| | |of expansion to include all German states under Prussian leadership. | | |The only people who believe the Master plan were Bismarck himself and early German | | |historians who were still in awe of the great statesman that had unified Germany. Most other| | |historians realise that he was more likely an incredibly skilful opportunist and able | | |politician. |

The Effects of Black Tea on the Growth

The effects of black tea on the growth of E. coli bacteria cultures Kierstin Barker, Melissa Bischak, Jackie Tyszkiewicz, Errin Enany September 25, 2012 Abstract: This study was carried out in order to investigate whether black tea has antimicrobial properties as stated in Steven Johnson’s The Ghost Map. If tea does have antimicrobial properties, then it could aid in warding off waterborne diseases. We believed that if black tea is steeped in boiled water, then the amount of bacteria exposed to this solution would decrease. We expected to see no difference in the amount of bacteria exposed to the black tea solution.Tannic acid, black tea, boiled water, and a tetracycline antibiotic were tested for their zones of inhibition in order to determine antimicrobial properties. Our results stated that tea does not contain tannic acid but does contain tannin and therefore does not have antimicrobial properties that contain tannic acid based on the results of this experiment. Introducti on: In the novel: The Ghost Map, written by Steven Johnson, Johnson refers to the idea that tea has antimicrobial properties and that it could possibly have influenced people’s risk of contracting infectious diseases such as cholera (Johnson, 2006).Traditionally, people drank tea to improve blood flow, eliminate toxins, and to improve resistance to diseases (Dufresne and Farnworth, 2000). Tea has been shown to have a wide range of physiological and pharmacological effects such as having antimicrobial properties, inhibiting malignant cells, and simply leaving the drinker feeling refreshed (Hamilton-Miller, 1995). Black tea contains amounts of tannic acid.Tannic acid is a commercial type of tannin, which is a bitter plant polyphenolic compound that binds to and precipitates proteins and various other organic compounds including amino acids and alkaloids and has antimicrobial properties which could possibly aid in warding off waterborne diseases (Yildirim, 2000). Could some peop le in the city of London actually have been saved from the fatal cholera disease due to their preferred drink of tea? If tea actually does have antimicrobial properties, then it could possibly provide some explanation as to why some people were not affected by this waterborne disease as seriously as others.So, our primary question is, â€Å"Does black tea decrease the amount of live bacteria in a solution? † In order to test this question, we have devised hypotheses and experiments to see if black tea actually does stunt bacterial growth and whether tannic acid helps aid in this process. While making observations, developing questions, designing an experiment to test hypotheses, and analyzing data, we also want to demonstrate our proficiency in using the scientific method throughout this study. We believe that if black tea is steeped in boiled water, then the amount of bacteria exposed to this solution will decrease.We expect to see no difference in the amount of bacteria exp osed to the black tea solution. If we are able to accept our alternative hypothesis, then the claims that Steven Johnson makes in The Ghost Map could be plausible and tea with tannic acid could have possibly helped ward off waterborne diseases during this particular outbreak in London. By testing antibiotic, tannic acid, and black tea solutions on prepared agar plates covered in E. coli bacteria, we predict to observe the different effects that each solution emits based on the zone of inhibition for each type of solution.Materials and Methods: This experiment was carried out on September 11, 2012. In order to carry out such an experiment, many different materials were used. Two 200 mL beakers were each filled with 200 mL of deionized water. Using a Bunsen burner, both beakers of water were heated until boiling at 100? C. Three agar plates were prepared with 100 microliters of E. coli bacteria. This amount was measured using a micropipette. The bacteria were then spread around the en tire surface area of each plate. Each agar plate was then labeled accordingly (figure 1).Plate #1:Plate #2:Plate #3: Antibiotic (Tetracycline- 30 micrograms/disc) Antibiotic (Tetracycline- 30 micrograms/disc) Boiled water Boiled water Tea Tea 0. 5% tannic acid 0. 5% tannic acid 2% tannic acid 2% tannic acid Figure 1: Labeling of agar plates. The arrows represent the side in which the solution was placed. Each half of the plate contained 3 discs doused with the appropriate solution. After the water was boiled, a black tea bag was then placed into one of the beakers and steeped for 4 minutes. This time was monitored using a stopwatch.After the tea had been steeped, 6 discs were dipped into the tea solution and then placed in the appropriate agar plate (plate #3). The discs were fairly equal distances apart. The same procedure was done with the other beaker of boiled water, the antibiotic, and the different percentages of tannic acid. A total of 6 discs were placed on each plate (ex: 3 dipped in boiled water, 3 in antibiotic in plate #1). These agar plates with added discs were then placed in an incubator set to 37? C for 48 hours and then placed in a refrigerator at 4? C.After the allotted time, the agar plates were taken out of storage and the bacterial reactions to the different solutions were observed and the zone of inhibition on each disc was measured in centimeters using a caliper measuring tool. Results: Table 1. Average diameter in centimeters of the zone of inhibition of the discs soaked each solution. Diameter of Zone of Inhibition| Solution| Average (cm)| Boiled Water| 0. 0| Black Tea| 0. 0| Tannic Acid (0. 5%)| 0. 27| Tannic Acid (2%)| 0. 63| Antibiotic| 1. 0| Table 1. Average diameter in centimeters of the zone of inhibition of the discs soaked each solution.Diameter of Zone of Inhibition| Solution| Average (cm)| Boiled Water| 0. 0| Black Tea| 0. 0| Tannic Acid (0. 5%)| 0. 27| Tannic Acid (2%)| 0. 63| Antibiotic| 1. 0| After measuring the zone of in hibition for each type of solution, we were able to conclude which solution had the most antimicrobial properties based on its zone of inhibition. The solution that had the most antimicrobial properties (stunted the growth of the bacteria the most) would have the greatest average zone of inhibition. According to our data, the solution with the greatest zone of inhibition was the antibiotic (table 1).This concentration was then compared to the rest of the solutions activity towards the bacteria. The higher tannic acid concentration had a greater zone of Figure 2. Average zone of inhibition in centimeters of each solution tested. For tannic acid solutions, the percentage in the parentheses is the concentration of the tannic acid. Figure 2. Average zone of inhibition in centimeters of each solution tested. For tannic acid solutions, the percentage in the parentheses is the concentration of the tannic acid. inhibition but a lower zone of inhibition than the antibiotic (table 1).Therefor e, the more concentrated the tannic acid is, the greater the zone of inhibition. The black tea reacted to the bacteria in the same way as our boiled water control. These both had a zone of inhibition of zero. To better reinforce the differences in zones of inhibition, a bar graph was constructed (figure 2). Through this we were able to see the varying zone of inhibition and therefore could conclude the amount of bacteria growth on the different plates based on which solution was used. Discussion: In this lab, we tested black tea in order to see if it would produce a zone of inhibition in response to E. oli bacteria. What we observed after applying discs to our agar plates was that no apparent zone of inhibition on the tea discs was reached. Our control of boiled water had the same response to the E. coli as did the tea. The tetracycline antibiotic contained the greatest zone of inhibition because it was our control and was known to have antimicrobial properties. Tetracycline is prim arily bacteriostatic and exerts its antimicrobial effect by the inhibition of protein synthesis (Anderson, 2012). The tannic acid also had antimicrobial properties based on the zone of inhibition.The greater amount of concentration, the more of an effect it had on stunting bacteria growth. Because the reaction to the bacteria in the tea and water solutions was similar and the reaction to the bacteria in the tea and the antibiotic was so different, this showed that tea does not have any antimicrobial properties based on this experiment. Because of the difference in reactions in the tannic acid versus the tea solutions, tea does not contain tannic acid or the amount of tannic acid in tea is so little that it does not produce a significant effect on bacteria.We expected to see no difference in the amount of bacteria exposed to the black tea solution. Therefore, we accepted our null hypothesis. We must reject our alternative hypothesis because no zone of inhibition was observed on the t ea agar plate. We also did this experiment to see if tannic acid had and the black tea had a similar reaction to the bacteria. We observed that the results actually worked in reverse; the tea showed no significant signs of inhibition while the tannic acid did. With further research, we were able to conclude that tea does not contain tannic acid, but it does contain tannin (Richardson, 2012).Tannic acid is a form of commercial tannin and has antimicrobial properties, but it is not found in tea (Post, 2009). Through further research we were able to find a similar experiment that received positive data to support that tea has antimicrobial properties. In this experiment, they attempted to describe the synergistic antimicrobial activity of tea and antibiotics against enteropathogens. Antimicrobial activity of boiled water tea extract and organic solvent extract were studied against Salmonella typhimurium to determine minimum inhibitory concentration.Both green tea and black tea extracts effectively inhibited the growth of S. typhimurium and E. coli (Tiwari et al. , 2005). The difference in this experiment was that they added another alternative to test the tea; the tea was steeped in water at room temperature and in boiled water. According to their results, the zone of inhibition was greater in the tea at room temperature than the boiled water and the E. coli had a lower zone of inhibition than the S. typhimurium (Tiwari et al. , 2005). Not adding these factors into our own experiment could have made a significant difference in our figures and the zones of inhibition.Some areas of human error could have been that the tea was steeped for too short of a time to show any significant results or the forceps that handled the discs were not adequately sterile. Black tea did not have tannic acid as previously thought. Through research we were able to better our knowledge and accept our null hypothesis. Tea does have tannins which can be defensive compounds that counteract bacteria and fungi by interfering with plants’ surface proteins (McGee, 2006). This could have aided in the preservation of health during cholera outbreaks, but tannic acid was not a culprit in this investigation.Tea did not show any significant zone of inhibition and therefore does not have significant antimicrobial properties against E. coli bacteria according to this experiment. Literature Cited: Dufresne, C. and Farnworth, E. 2000. A review of latest research findings on the health promotion properties of tea. Journal of Nutritional Biochemistry 12: 404-421. Hamilton-Miller, J. M. T. 1995. Antimicrobial Agents and Chemotherapy, Vol. 39, No. 11. London: American Society for Microbiology. Johnson, S. 2006. The Ghost Map. New York: Riverhead Books. Lee Anne A. Drug Information Online, 2012. â€Å"Tetracycline Hydrochloride Capsules†USPhttp://www. drugs. com/pro/tetracycline. html Lee Anne Anderson (September 20, 2012). McGee, H. Tea 101, 2006. â€Å"What are Tannins ? † http://www. ochef. com/197. htm (September 21, 2012). Post, Gordon. Post Apple Scientific Inc, 2009. â€Å"Tannic Acid† http://tannicacid. info/ (September 21, 2012). Richardson, B. 2012. Tannic Acid in Tea? I Don’t Think So. The Serene Cup. Tiwari TP, Bharti SK, Kaur HD, Dikshit RP, Hoondal GS. 2005. Synergistic antimicrobial activity of tea & antibiotics. US Natural Library of Medicine. 122: 80-4. Yildirim, A. 2000. J. Agric. Food Chem. , Vol. 38, No. 10. Turkey: Erzurum.

The Random Movement Of The Nightmare Essay - 2047 Words

The random movement of the nightmare was also the controlled movement of a poem, in which a quality of feeling might be stated or suggested and only much later justified. But it was justified at last. The Narrative advances and withdraw as in a succession of long dark waves borne by an incoming tide. The waves encroach fairly evenly on their shore, and presently a few more feet of sand had been won. But an occasional wave thrusts up unexpectedly much farther than the others, even as far said, as Kurtz and his Inner Station, â€Å"The chief of the Inner Station,† he answered in a short tone, looking away. â€Å"Much obliged.† I said, laughing. â€Å"And you are the brickmaker of the central station. Everyone knows that â€Å"he was silent for a while. â€Å"He is a prodigy,† He said at last. â€Å"He is an emissary of pity, and science, and progress, and devil knows what else. 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Advertisement And Culture Of The Media - 1658 Words

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In addition, print media is the first mass medium to communicate and reach an immensely colossal number of audience. We look to sundry of print media such as a magazine a somewhat reliable form of media delivering consumers with stories, opinions and visuals expressing current events. However

Loving or Bullying - 1399 Words

Do you believe in using physical punishment with your children? Did your parents use physical punishments on you when you had made one simple mistake? â€Å"Out of 720 adults forty-five percent found that a left mark on a child from a physical punishment was acceptable† (Time for an End to Parental Tough Love). That means 324 adults leave marks on their children on a daily basis. People over the years have been using belts and whips to punish their child so that they never make the same mistake again. Children having to come home to their parents with their hands held high for years until they were old enough to move out of the house. Other children were abandoned or just sent to war to be soldiers so that their parent would not want to take†¦show more content†¦Ã¢â‚¬Å"In Sweden smacking and slapping has been banned since 1979† (Time for an End to Parental Tough Love). They are already against tough love and have found a way to prevent it from happening anymore. When a child is abused, they almost instantly lose the dignity and respect that they are entitled to as a human being. Having to go to school or any public place for that matter, with marks and burses on their body is just demeaning and humiliating. Then there is the fact that discipline combined with not enough attention caused an increased amount of chance of behavioral problems. So in a way you are setting your child up to get in trouble at school or work. When parents do not know what to do they spend thousands of dollars to attend Tough Love Courses to try and fix a problem that does not exist in the first place. Having their child be put through something they will not understand because they are not bad kids. People waste all of that money to fix their child, when they could just be spending time with them instead and seeing that they are perfect just the way they are. People do not realize how serious the physical effects of tough love can be. When some children grow older they have mental disorders from being hit too hard or one too many times. This causes the child to deal with more rejections and hate from other peers and places during their lifetime. Other children have problems withShow MoreRelatedPersuasive Essay On Bullying865 Words   |  4 PagesThis was said during a period of time where bullying was not as big of an issue as it currently is. Whether someone has been bullied, been a bully, or have seen bullying happen, it has come up in some way at a point in their life. Bullying has affected various generations of people in many ways, causing a lot of different problems throughout the world. Some of these may include mental and physical health issues which can also lead to suicide. Bullying must be stopped in order to improve our livesRead MoreSexual Minority Communities And Hate Motivated Violence1021 Words   |  5 Pagessummarize the main points of the article as well as incorporating your reaction to the article. 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Inclusion Equal Opportunities And Diversity Education Essay free essay sample

In 21st century classrooms, there are more and more children coming from much more diverse backgrounds. Teachers need to teach these children with effective teaching methods and must therefore have pedagogical approaches that deepen their cultural understanding. Many of these children have a range of ability in language, abilities and culture. Centre for Studies on Inclusive Education (CSIE) stated that teachers must employ not only theoretically sounds but also culturally responsive pedagogy. Teachers must create a classroom culture where all children, regardless of their cultural or linguistic backgrounds are welcomed and supported and provided with the best learning opportunity. What is inclusion? Inclusive education is concerning equality and human rights. Inclusion is more than an understanding and a policy requirement. It is on the subject of respect and values which welcomes diversity in the classroom and a wider part of society. The inclusion statement n the National Curriculum (DfEE/QCA 1999) stated that differentiation from a wide variety of needs and the planning of lessons to ensure access and participation was part of normal teaching. This point was further emphasised by Overall Sangster (2007) saying that it is about meeting the different needs of as many children as possible in mainstream schooling. What are equal opportunities? Equal opportunities are about being inclusive and fair in the way you deal with all children. Treating all children the same is not enough. Overall Sangster (2007) define fair to be when the teacher meets the needs of every child as far as they can. What is diversity? Diversity is something that is becoming more and more popular in the classroom. In simple terms, diversity just means that are is a variety of different types of children in the classroom. Not only is it a professional standard to develop an understanding of the cultural diversity in their class but it is also a legal requirement (Children Act, 1989, 2004), but are these legal requirements being met? Are these evident in schools? Figures from the Department for Children, Schools and Families show that last year saw the biggest year-on-year increase in pupils from ethnic minorities. Across the country, they accounted for almost 22% in 2007 compared to 20. 6% in 2006. From these figures it is clear to see that inclusion, equal opportunities and diversity are part of the ‘norm’ classroom and need to be therefore addressed appropriately. I will now discuss what it means for a school to be inclusive and if a school is ‘effective’ does it mean that it has to be inclusive as well? I will also look at barriers to learning and how they are overcome. School Inclusion It is important for schools to be inclusive. Hayes (2004) believes that inclusion is best understood as an aim, aspiration or even a philosophy, rather than as a set of techniques that can be applied to a situation. It is important for a school to aim to be inclusive to everyone in the school, whether this is towards children, teachers or other members of staff. Inclusion tends to be regarded as ‘the right thing to do’ and it is this moral imperative than often makes teachers feel guilty about saying anything negative about inclusive policies and practices. It is important to remember that a positive attitude to inclusion has an impact on the process of developing inclusive teaching strategies (Halliwell, 2003). As a trainee teacher, it is important for me to understand that inclusion is a process that is influenced by a number of different factors and has a different meaning for everyone involved. From experience, I have seen inclusion being carried out. This occurred during assembly when the whole school came together for their Friday ‘celebration assembly’. During this assembly, birthdays were announced and the children came to the front. All teachers and children joined in with singing happy birthday while as the same time signing it. This was a lovely experience to observe. The school as a whole were including everyone. Although there are many different indicators of inclusion to reflect on such as policies, practises and experiences of individuals learning, it is also my aim to carry these out. Such policies include Inclusive Schooling (DfES 2001b). This document provides practical advice to schools and LEA’s on the inclusion framework and sets out seven principles of an inclusive education service. The Every Child Matters Policy (DfES 2003, 2004a, 2004b) has according to Arthur, Grainger and Wray (2006) ‘served to set educational inclusion within the broader context of radical change in the whole system of children’s services including explicitly shifting from intervention to prevention with services working together more effectively’. The overall aim of Every Child Matters is to reduce the number of children who experience educational failure, engage in offending or antisocial behaviour, suffer from ill health or become teenage parents (DfES 2003). The Every Child Matters aims are said to be at the heart of Children Act 2004 (Arthur, Grainger and Wray 2006). Finally, according to Overall and Sangster (2007) the idea of an inclusive school is one that will meet the needs of many pupils in a variety of ways; within special classes, through support for individuals, differentiation in the curriculum and carefully thought through teaching, is an exciting idea. This is something that I should really develop as part of my philosophy of inclusive education. Barriers Inclusion is about looking for ways of reducing the barriers to learning that may exist for children who present more challenging circumstances. Prejudice and stereotyping are often significant in creating and maintaining these barriers (Overall and Sangster 2007). Within The National Curriculum (DfEE/QCA 1999) three principles were set out to develop a more inclusive education. Within these principles, the third is to ‘overcome potential barriers to learning and assessment for individuals and group of pupils’. These groups of pupils can range from SEN to EAL to Gifted and Talented. Overcoming barriers is further emphasised in Inclusive Schooling (DfES 2001b) with one of the principles stating ‘schools, local education authorities and others should actively seek to remove barriers to learning and participation’. Overcoming potential barriers to learning and assessment is relevant to all children who have already been identified to have an emotional, mental or physical need. Teachers must plan to meet these needs and also the needs of the rest of the class at the same time. One method of doing this is to pair a pupil with EAL with a pupil who is good at English. Peer encouragement is a great way of encouraging talk. I witnessed an example with an emotionally vulnerable child. This particular child was getting frustrated and upset when they couldn’t do their times tables because other pupils around the table were counting aloud and therefore interfering with this pupil’s train of thought. To resolve this problem, the pupil was sent into a quieter room where there was full concentration of the subject. As a trainee teacher, I need to plan my lessons which overcome barriers which I may face in delivering a lesson or scheme of work. Conclusion Schools should all have an inclusion, equal opportunities and diversity policy in place and one that is being actively carried out by all pupils and members of staff. It is important that I am positive about the right for all children to be valued and to receive the best education available for them. This can be helped by implementing and receiving guidance from local education authorities or attending extra training days. From reading I have learnt to develop my own pedagogy with regard to inclusion, equal opportunities and diversity. As a training professional I have a unique opportunity to contribute to developing my own personal practice and help with developing policies with other colleagues. My aim now is to need all the needs of the children who I will be teaching both on placement now and in the future with my own class of children.

Meteorological Hazards in Aviation

Introduction Throughout its history, the aviation industry has had a close but unpleasant relationship with the vagrancies of weather (Vickers et al., 2001). Indeed, it has been proved that weather is the single largest contributor to delays and a foremost factor in aircraft disasters and incidents, implying that real-time weather information is substantially critical for hazardous weather avoidance in aviation operations (Witiw, Lanier Crooks, 2003).Advertising We will write a custom essay sample on Meteorological Hazards in Aviation specifically for you for only $16.05 $11/page Learn More Weather continues to exact its toll on the aviation sector, particularly when this argument is viewed in the context of past accidents that have been reported in mainstream media as caused by either meteorological hazards or a combination of human factors and weather elements (Broc et al., 2005; World Meteorological Association, 2007). The present paper critically di scusses some of the well known meteorological hazards in the aviation industry. Concept Definition Meteorology has been described as â€Å"†¦the science of the atmosphere, a sea of air that is in a constant state of flux† (Vickers et al., 2001, p. ix). Within this science exists a wide allay of weather/climatic conditions arising from natural interactions with other factors, products and byproducts, but which triggers a set of hazards that may prove disastrous to the aviator who must operate within the precincts of the atmosphere (Simpson et al., 2002). It is reported in the literature that no one is immune to the everyday oscillations of these meteorological hazards as they sweep across huge sections of the globe before dissipating (Vickers et al., 2001). Meteorological Hazards in Aviation Available literature demonstrates that there exists a multiplicity of weather conditions that qualify as hazards in aviation due to the scope and context of the dangers they present t o the industry (Broc et al., 2005). Some of the most predominant ones include icing, volcanic ash, poor visibility, windshear, heavy rains, lee waves, fronts, thunderstorms, cold weather and deformation zone (World Meteorological Association, 2007). This section samples a few of these meteorological hazards in aviation. Windshear Witiw et al (2003) describe the windshear as â€Å"†¦a sudden shift in wind direction, velocity, or both† (p. 131). These authors also report that the most aggressive expression of the condition occurs in a microburst, which is an intense downburst of cool air generated by, or released from, a large convective cloud. The World Meteorological Organization (2007) defines windshear as â€Å"†¦layers or columns of air, flowing with different velocities (i.e. speed and/or direction) to adjacent layers or columns† (p. 1). Windshear is a foremost hazard for low, slow flying aircraft in either the approach or departure phases due to the comp licated wind patterns occasioned by the downdrafts. As the aircraft glides through the microburst it stumbles upon intense headwinds accompanied by a substantial increase in aerodynamic drift and successive severe downdrafts, ultimately causing it to experience a rapid loss of lift and crash into the ground (Witiw et al., 2003).Advertising Looking for essay on aviation? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consequently, some of the detrimental hazards caused by windshear include: 1) loss of aerodynamic lift and airspeed, making the aircraft to plunge into the ground before corrective action is taken by the flight crew, 2) turbulence especially in light aircraft, and 3) structural damage to the aircraft (Witiw et al., 2003; World Meteorological Organization, 2007). In the United States, the National Transport Safety Board (NTSB) database reveals that nearly 250 accidents involving U.S. aircrafts have been attributed to windshear, wi th 30 of them reported as major (Witiw et al., 2003). Thunderstorms Although one of the most beautiful atmospheric phenomenon (Harding, 2011), extant literature demonstrates that â€Å"†¦no other weather encountered by a pilot can be as violent or threatening as a thunderstorm† (Vickers et al., 2001, p.34). Indeed, thunderstorms generate more threats to the aviation industry and it is always important for the flight crew, air transport safety agencies, meteorologists and other interested stakeholders to not only understand their scope and context, but also how to deal with them effectively. Thunderstorms are generated by the coming together of several ingredients, including: 1) unbalanced air mass, 2) atmospheric moisture in the low levels, 3) some triggering mechanism, e.g. daytime heating or upper level cooling, and 4) other related meteorological vagrancies such as windshear (Vickers et al., 2001). These ingredients interact through a process called convection (transp ort of heat energy) to produce thunderstorms that basically attempt to correct the imbalance generated when the atmosphere becomes heated unevenly (Harding, 2011). It is important to note that there exist different types of thunderstorms that affect the aviation industry. Some of the most common types of include: 1) air mass thunderstorms – form within a worm, moist air mass and are non-frontal in character, 2) frontal thunderstorms – form either as a result of a frontal surface lifting an unbalanced air mass or a stable air mass becoming unbalanced due to the lifting, 3) squall line thunderstorms – aggressive combinations of strong winds, hail, rain and lighting, 4) orographic thunderstorms – occur when moist, unbalanced air is forced up a mountain slope at high pressure, and 5) nocturnal thunderstorms – develop during or persist all night (Vickers et al., 2001). Thunderstorms have the capability to generate hazards that can cause untold suffering in the aviation industry. For instance, â€Å"†¦all thunderstorms can produce severe turbulence, low level windshear, low ceilings and visibilities, hail and lighting† (Harding, 2011, p. 1).Advertising We will write a custom essay sample on Meteorological Hazards in Aviation specifically for you for only $16.05 $11/page Learn More It is not uncommon to hear news of aircraft that get lost in severe thunderstorms or helicopters that get struck by lightning, implying that each of these conditions can be potentially catastrophic (Broc et al., 2005). Other hazards generated by thunderstorms include ruthless clear icing, extremely profound precipitation, and dangerous electrical releases within and near the thunderstorm cell (Vickers et al., 2001; World Meteorological Organization, 2007). Visibility It is reported in the literature that reduced visibility is the meteorological element which impacts aviation operations the most through cancelled f lights, accidents as well as incidents (Vickers et al., 2001). These authors posit that the aviation industry uses various types of visibility, which include: 1) horizontal visibility – the furthest visibility achieved horizontally in a particular direction by referencing objects or lights at known distances, 2) prevailing visibility – the ground level visibility which is common to one-half or more of the horizon loop, 3) vertical visibility – the maximum visibility achieved by looking vertically upwards into a surface-based impediment such as mist or snow, 4) slant visibility – visibility achieved by looking forward and downwards from the cockpit of the aircraft, and 5) flight visibility – the standard range of visibility at any given time forward form the cockpit of an aircraft in flight. Reduced visibility is caused by a multiplicity of factors, including lithometers (dry particles suspended in the atmosphere, such as haze, smoke, sand and dust) , precipitation, fog (radiation fog, frontal fog, steam fog, advection fog and ice fog), as well as snow squalls and streamers (Vickers et al., 2001). As already mentioned, low visibility leads to flight cancellations, fuel wastage as aircraft is unable to land in designated destination, aircraft damage in midair collisions, and deaths resulting from aircraft accidents (Watson, Ramirez Salud, 2009). Volcanic Ash The 2011 massive flight cancellations in Europe that were triggered by airborne volcanic ash from the Grimsvotn volcano in Iceland prove that volcanic ash is a major hazard to aviation safety at all levels. Indeed, â€Å"†¦like fine-grained mineral dust, volcanic ash affects radiative forcing and climate, public health, vegetation, and can cause property damage and disruption to community infrastructure† (Hadley, Hufford Simpson, 2004, p. 829). The major problem with volcanic ash emanates from the fact that onboard aircraft radars are unable to detect concentra ted ash within or near eruption plumes, leading to life-threatening encounters, huge losses in flight cancellations, and aircraft damage (Simpson et al., 2002).Advertising Looking for essay on aviation? Let's see if we can help you! Get your first paper with 15% OFF Learn More The damage caused by volcanic ash often calls for expensive repairs or total equipment replacement, thus it is of outmost importance for flight crew to ensure total avoidance of the ash for flight safety. What’s more, the pumice material contained in volcanic dust acts to abrade the aircraft’s leading edges (i.e. wings, struts, and turbine blades) to a point where the aircraft can cause a fatal accident if no replacement is done (Vickers et al., 2001). Icing or Icy Weather Schreiner (2007) acknowledges that â€Å"†¦icy weather, including ice pellets and cloud droplets that freeze on contact, affects air travel all over the world, especially during colder months† (p. 152). Aircraft icing takes place when supercooled water droplets from the atmosphere hit an aircraft whose body temperature is colder than 0oC, crystallizing into ice and occasioning serious detrimental effects that often expose an aviator to the real probability of causing an accident (World Me teorological Association, 2007). The two most important meteorological factors that affect icing include liquid water content of the cloud and temperature structure in the cloud. Some of the detrimental effects caused by icing include: 1) restriction of visibility as windshear glazes over, 2) disturbance of the smooth laminar air flow over the aircraft wings, occasioning a decrease in lift and an increase in the stall speed, 3) increase in aircraft weight and drug, hence decreasing fuel efficiency, and 4) incomplete or absolute blockage of pitot heads and static ports, thereby allowing erroneous instrument readings (Vickers et al., 2001). A study conducted by the NTSB demonstrates that approximately 819 people lost their lives in accidents linked to in-flight icing between 1982 and 2000 (Schreiner, 2007). Heavy Rain Although there is no agreed upon definition regarding rainfall intensity, heavy rainfall is defined in the literature as rates in excess of 4 mm per hours, while heavy s howers are perceived as rates in excess of 10 mm per hour (World Meteorological Association, 2007). Heavy showers, which are often associated with thunderstorms, qualify to be seen in the context of a meteorological hazard to aircraft due to their capacity to not only reduce physical and canopy/windscreen visibility, but also permit water ingestion into the cabin/cockpit/engine partitions of light, non pressurized aircraft, thereby endangering the effective and efficient operations of electronic equipment within the aircraft. There exists a possibility for aircraft turbine engines to ‘flame out’ and cause destructive effects under conditions of extreme rainfall and subsequent water ingestion (World Meteorological Association, 2007). Additionally, it has been reported that intense rainfall affects aircraft braking mechanism and may cause the aircraft to skid off the runway during takeoff and landing (Vickers et al., 2001). Duststorms/Sandstorms Duststorms and sandstorms, according to the World Meteorological Association (2007), are regions of raised dust and sand due to intense wind activity. The particles are propelled to different altitudes depending on the speed, instability and resolution of the wind flow, in line with the principle that smaller and lighter elements are lifted more readily and to much more elevated altitudes than weighty elements. Duststorms and sandstorms bring potentially destructive outcomes in aviation, such as reduced visibility, reduction of engine power in the event of dust and sand ingestion into aircraft engines, costly repairs, and aircraft crash in the event of a complete engine lockdown (Hadley et al., 2004; World Meteorological Association, 2007). Conclusion The paper set out to critically discuss some of the well known meteorological hazards in the aviation industry. It has been sufficiently demonstrated how normal meteorological processes, such as windshear, thunderstorms, visibility, volcanic ash, icing, heavy r ain, as well as duststorms and sandstorms, operate to become potential hazards in aviation. The potentially destructive outcomes arising from the different meteorological processes have been discussed at length, with the results demonstrating that many meteorological hazards lead to loss of life through aircraft accidents, loss of profits through frequent flight cancellations and rescheduling, loss of aircraft through structural damages, as well as costly repairs. It should therefore be the task of meteorology experts to conduct intense awareness campaigns in the aviation industry regarding the serious issues posed by meteorological vulnerabilities. Reference List Broc, A., Delannoy, A., Montreuil, E., Lalande, P., Laroche, P. (2005). Lighting strike to helicopters during winter thunderstorms over North Sea. Aerospace Science Technology, 9(8), 686-691. Hadley, D., Hufford, G.L., Simpson, J.J. (2004). Resuspension of relic volcanic ash and dust from Katmai: Still an aviation hazar d. Weather Forecasting, 19(5), 829-840. Harding, K. (2011). Thunderstorm formation and aviation hazards. National Weather Service. Retrieved from https://aviationweather.gov/general/pubs/front/docs/jul-11.pdf Schreiner, P. (2007). Enhanced icing product to guide aircraft around hazards. Bulletin of the American Meteorological Society, 88(2), 152-154. Simpson, J.J., Hufford, G.L., Pieri, D., Servranckx, R., Berg, J.S., Baver, C. (2002). The February 2001 eruption of Mount Cleveland, Alaska: A case study of an aviation hazard. Weather Forecasting, 17(4) 691-704. Vickers, G., Buzza, S., Schimidt, A., Mullock, J. (2001). The weather of the Canadian Prairies. Ottawa, Ontario: NAV Canada. Watson, A., Ramirez, C.V., Salud, E. (2009). Predicting visibility of aircraft. PLoS ONE, 4(5), 1-16. Witiw, M.R., Lanier, R.C., Crooks, K.A. (2003). Integrating human factors into the human-computer interface: How best to display meteorological information for critical aviation decision-making and performance. Journal of Air Transportation, 8(2), 129-138. World Meteorological Organization. (2007). Aviation Hazards. WMO/TD-No. 1390. Web. This essay on Meteorological Hazards in Aviation was written and submitted by user M1cr0ch1p 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.