Scholars Being Justified in Using the Term Golden Age to...

Scholars Being Justified in Using the Term Golden Age to Describe the Economic History of Western Europe During 1950-1973 ‘Nothing in the history of Western Europe resembles its experience between 1945 and 1968.’ Milward, European rescue, pg. 21 In the quarter of a century that followed the Second World War, the achievements of the European economy were so impressive that the period was often referred to as the ‘Golden Age’. Since 1913 Europe had experienced two world wars plus the great depression and trade wars of the 1930’s, the economy had been stunted and growth was well below trend. In the early post-war years between 1945 and 1947 recovery was frustrated by shortages of food, labour, raw†¦show more content†¦The rising level of employment and productivty, by generating income and demand, was constantly renewing the need for more capacity and higher investment, and so in turn maintaining the pressure on resources. But was this process one that could go on indefinitely? Was it not to be expected that economic growth would slow down once needs of post war reconstruction where over? Many economists undoubtedly did expect growth to slow down up until the middle of the 1960s, but changed thei r mind when rapid growth continued or even accelerated. The end of the ‘Golden Age’ never the less came suddenly in 1974-1975 after the first oil shock. In this sense the breaking point was brought about in 1973, not just by the quadrupling of the price in oil but also by the world economic boom which preceded it and drove prices up in all industrial countries across the world. The question economists wanted to know was no more, how long? But rather, why? Ever since it became clear the forecasting of the post war economy, based on previous trends, did not reflect the reality presented by the ‘Golden Age’, economists started their search for reasons why? Work by such writers as Maddison gave an explanation of the ‘Golden Age’ through an approach known as â€Å"growth accounting†. Observing a huge increase in the ratio of investment to GDP and incorporating technical progress,Show MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesBrier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David MRead MoreRastafarian79520 Words   |  319 Pagesrights reserved. 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The Things They Carried By Tim O Brien - 900 Words

Often times, the role of infantry is whitewashed when being presented to a civilian. Whether it’s John Wayne storming the beaches of Normandy in The Longest Day or Soap MacTavish and John Price defeating an entire army in Call of Duty Modern Warfare, infantry are often painted more herculean than human. But there is an often overlooked technical side to war that is just as, if not more, important than the general ideas of inspired heroics and valorous combat. It is the hours of marching and the plethora of equipment. It’s the boredom before a battle and the grateful numbness after. Most importantly, it is the fear of death and the violent will to survive. In Tim O’Brien’s short Story, The Things They Carried, the author does an excellent side of illustrating this rarely discussed side of warfare. Instead of focusing on the exploits of individual soldiers, O’Brien draws our attention to what necessitates, creates and forms the solider, his environmen t. Because setting is used to illustrate this immense physical and emotional burden, The Things They Carried realistically portrays the challenges and duties of a solider. One way this is achieved is the emphasis placed on the physical objects the soldiers carry. Because the story takes place in Vietnam during the Vietnam War, why the characters carry what they carry becomes an important part of the story. Every item must serve a purpose. They carry rifles to kill. They carry helmets and rain ponchos for protection. They carryShow MoreRelatedThe Things They Carried By Tim O Brien892 Words   |  4 PagesThe Vietnam War was a long, exhausting, and traumatic experience for all of the soldiers and those who came with them. The Things They Carried, by Tim O Brien illustrates the different affects the war had on a variety of people: Jacqueline Navarra Rhoads, a former nurse during the Vietnam war, demonstrates these effects within her own memoir in the book, The Forgotten Veterans. Both sources exemplify many tribulations, while sharing a common thread of suffering from mental unpredictability. DesensitizationRead MoreThe Things They Carried By Tim O Bri en1377 Words   |  6 Pageslove to have it as good as we do. Tim O’Brien’s The Things They Carried discusses many veterans who experience the burden of shame and guilt daily due to their heroic actions taken during the Vietnam War. The book shows you how such a war can change a man before, during, and after it’s over.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I reflect on the many conflicts America has been a part of, none can compare to the tragedies that occurred in The Vietnam war. As told in The Things They Carried (O’Brien), characters such as NormanRead MoreThe Things They Carried By Tim O Brien1457 Words   |  6 Pagesthe theme pertains to everyone regardless of their background. It conveys the same ideas to people from all across our society. Lastly, a classic is timeless, which means it has transcended the time in which it was written. In Tim O’Brien’s novel, The Things They Carried, he offers a new, intriguing way to view war or just life in general and also meets all of the crucial requirements mentioned above to qualify it as a book of literary canon. Though this book is technically a war novel, many peopleRead MoreThe Things They Carried By Tim O Brien1242 Words   |  5 Pagesâ€Å"Tim O’Brien is obsessed with telling a true war story. O Brien s fiction about the Vietnam experience suggest, lies not in realistic depictions or definitive accounts. As O’Brien argues, absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth. Mary Ann’s induction into genuine experience is clearly destructive as well as empowering† (p.12) Tim O’s text, The Things they Carried, details his uses of word choice to portray his tone and bias. Tim O’BrienRead MoreThe Things They Carried By Tim O Brien1004 Words   |  5 Pages Tim O’Brien is a veteran from of the Vietnam War, and after coming home from his duty he decided to be a writer. His work â€Å"The Things They Carried† is about a group of soldiers that are fighting in the Vietnam War. The first pa rt of the story talks mostly about physical items that each soldier carries, and also mentions the weight of the items as well. Though, there is one exception to the list of physical things. Lieutenant Cross is a character of the story, and Tim O’ Brien quickly states theRead MoreThe Things They Carried By Tim O Brien1169 Words   |  5 Pagesbut are set in the past and borrows things from that time period. A story that fits this genre of literature is The Things They Carried. The story is about Tim O Brien, a Vietnam veteran from the Unite States, who tells stories about what had happened when he and his team were stationed in Vietnam. He also talks about what he felt about the war when he was drafted and what he tried to do to avoid going to fight in Vietnam. The Things They Carried by Tim O Brien was precise with its portrayal of settingRead MoreThe Things They Carried By Tim O Brien896 Words   |  4 PagesTrouble without a doubt is what First Lieutenant Jimmy Cross c arried around his shoulders because he was out in war, where mistakes happen. Lost and unknown of his surroundings he had to lead his men into safety, while destroying anything they found. First Lieutenant Jimmy Cross only holds onto one thing for hope and that is Martha, the woman who he hopes is a virgin to come back to. Tim O’ Brien introduces symbolism by adding a character that has a meaning of purity and a pebble, which symbolizesRead MoreThe Things They Carried By Tim O Brien Essay832 Words   |  4 PagesSummary: â€Å"By and large they carried these things inside, maintaining the masks of composure† (21). In Tim O’brien’s The Things They Carried, the American soldiers of the Vietnam War carry much more than the weight of their equipment, much more than souvenirs or good-luck charms or letters from home. They carried within themselves the intransitive burdens—of fear, of cowardice, of love, of loneliness, of anger, of confusion. Most of all, they carry the truth of what happened to them in the war—aRead MoreThe Things They Carried By Tim O Brien1369 Words   |  6 PagesMany authors use storytelling as a vehicle to convey the immortality of past selves and those who have passed to not only in their piece of literature but in their life as an author. In Tim O’Brien’s work of fiction The Things They Carried, through his final chapter â€Å"The Lives of the Dead,† O Brien conveys that writing is a matter of survival since, the powers of s torytelling can ensure the immortality of all those who were significant in his life. Through their immortality, O’Brien has the abilityRead MoreThe Things They Carried By Tim O Brien1407 Words   |  6 Pages       Our introduction stated that in â€Å"The Things They Carried,† author Tim O’Brien tells us not directly of the soldiers of Vietnam, or the situations they find themselves in, but about the things they carry on their shoulders and in their pockets. These â€Å"things† identify the characters and bring them to life.   I find that to be true as the author unfolds the stories about war and the uncommon things one carries in to war both inadvertently and on purpose.  Ã‚  Ã‚  As it was noted: Stories about war –

Early Childhood Education Research †Free Samples to Students

Question: Discuss about the Early Childhood Education Research. Answer: Introduction: The unoccupied play is referred to the form of play when the child does not take part in any formal play but engages in observing activities around him. In such form of play, the child is about to learn about the world around. A child might also show repeated movements over a considerable period of time while looking around and learning to imitate activities that other individuals around him engage in. One example of such play is when a child aged between four to five years, new to a day care centre, stands at one corner of the playground where other children are engaged in any play activity and observes them keenly. The play activity might be the group of children playing in the sand area and engaging in making sand castles. The child might be watching and enjoying the other childrens participation but would not be participating himself. In addition, he might be attempting to play with the sand on his own in certain instances. In such cases he might be playing with the sand, making repeated movements time and again to imitate the activities the other children are engaged in while looking around. His thoughts might be centred around questioning what others are doing and being a mere observer. Solitary play is referred to the form of play when a child plays alone and engages in an activity different from that of others. In such case, a child is unaware or uninterested in what other children are doing around him. This form of play is common for children between two and three years age. One example of solitary play is a child playing with a puzzle game. In such a case, the child engages in intellectual thinking about how to solve the puzzle that does not require the involvement of other individuals. In such a case the child has the primary focus on the activity he is engaged in. Social aspects of the play are absent. Solitary play presents a child with the opportunity to learn about new things and how different things work. It is also beneficial for cognitive development apart from social skills and physical development. For example, a child engaged in puzzle game can enhance his concentration ability through the exercise. The rational is that he is completely engrossed in p laying and does not notice what other children in the vicinity are doing. This form of play is significant since aa children learn how to entertain themselves and engage in solitary activities that do not require the involvement of others. Parallel play is referred to the form of play when a child plays side-by-side of other children. However, there is a lack of group involvement among them. This is typically under conditions when children play with same toys and might be trying to mimic each other. The manner in which the children play might be similar, but there is no interpersonal engagement with each other as the children continue to play on their own. Such form of play is common for children aged between two and half years and three and half years. However, children with more age can also take part in such form of play. One example of such play is when two children might be sitting in the sand area and digging holes in the same with their respective shovels. In such a case the children might be engaging in a similar form of activity, however, there is an absence of non-verbal or verbal interaction. The activities that they are engaging in does not require cooperation and collaboration even though one might try to mimic they manner in which the other child is digging the holes in the sand. Though the contact between the children is very less, they might be learning significant social skills about learning from each other. Associative play is referred to the form of play when children play together, but they are not directed towards a common goal. A child might be interested in playing with children around them instead of materialistic toys. This form of play is different from parallel play as in this form of play a child might continue playing separately from one another but might become increasingly involved in activities done by others in the surrounding. Children of age between three and four years usually engage in this form of play. An example of associative play is one when a group of children decides to dress up for a fancy dress competition. There would not be any common goals for the children. However, they would be engaged in interpersonal communication. The children would be responsible for focusing on their own dressing up, and thus the goals for different children would be different. Under such conditions, a child might be learning to show more interest in other children than the actual a ctivity of dressing up. Children engaged in such a form of play feel rejoice and happiness as there is no competition emerging between the children pertaining to their activity management. Cooperative play is referred to the form of play when a child takes part in an activity that demands working in a group and exhibiting teamwork skills. In such play, there is a need of working towards a common gaol that all children are to fulfil. Children are interested in both the activity they are engaged in and in other children since collaboration among them is required. The activity is more formalised and undertaken by children aged four to five years. One example of cooperative play is when children form groups to play pirates. Cooperative play is reported as the children are divided into groups of good people and bad people whose aim would be to capture each others boats. The play would take the form of socio-dramatic play as the children would be collaborating with each other for developing a theme and putting themselves into roles integral within the theme. As the children would have a common goal, they would be supportive of each other. References Wood EA. Free choice and free play in early childhood education management: Troubling the discourse. International Journal of Early Years Education. 2014 Jan 2;22(1):4-18. Singer E. Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal. 2013 Jun 1;21(2):172-84. Johnson J, Celik S, Al-Mansour MO. Play in early childhood education. Handbook of Research on the Education of Young Children, 3rd ed. New York: Routledge. 2013 Jan 17:265-74.