Supporting Statement for a Secondary School Teacher of ICT Role Essay

Supporting Statement for a Secondary School Teacher of ICT Role - Essay Example Over the years, I have been able to identify many settings other than the regular class room, such as the laboratory, the cafeteria, or even a sporting event. As a teacher, it is my firm belief that my duty is not limited to a few hours of teaching. Rather, I also have an obligation of teaching my students to think out of the box and extend their thinking beyond the surroundings of the course. Therefore, my aim is to create such learning experiences for the students that allow them to recognize the innovative outcomes, understand the concepts, and identify places where these ideas connect in real life. My experience with teaching indicates that an idea is better understood if related with real life. I take teaching very seriously and believe it to be one of my greatest skills. As far as the teacher’s evaluation is concerned, my score had always been higher than the average score of other departments in almost all categories. The categories included the likes of encouraging tea mwork, zest in teaching methods, and whether or not the students would suggest me to other students. The evaluation also recorded students enjoying my teaching and indicated their interest in taking another course with me in future. As a teacher, I believe in collaborative learning and always aim to foster teamwork in the class room. Although my students will work as an independent unit, but in-spite of forming a group, they will also learn to work as a team where not only they are an independent unit but also recognize ‘one’ same goal. Considering the fast pace of the ICT environment, I understand that a teacher must learn to make the most of this subject and must continuously match the pace with the remarkable changes of the setting. As an ICT teacher, I would be aiming to help the students make use of this subject to enhance their capabilities in various areas of the subjects. Therefore, my diploma in this field will work as an important tool in helping me educating and training the students. As for the professional practice in ICT, I hope to make the most of this diploma as well. When it comes to leadership and management of the curriculum, I can easily instill the expectation of setting high standards for all. I always promote good attendance and have, in the past, achieved a 3 percent increase in attendance over my years of service. In order to develop such a culture, I always support the habit of ‘fun learning’ so that they learn to identify the worth of education and consequently maintain good attendance. In the past I have used tools like videos, competitions, and presentations that encouraged the importance of time management and how they can enjoy their work with effective prioritization. Newsletters and assemblies were also used which gave way to achievement oriented behavior in the students. Therefore, my aim is pretty simple, rather than presenting creative education as an alternative to literacy, I strive to maintain a teaching style that is a balance of both. I have also gained a substantial amount of familiarity with data base management system in the past. Being the primary instructor, I have thus gained enough sound knowledge of working with others. With the art of analyzing and applying various software development methodologies at hand, my delivery method in teaching inculcates the same style. I understand that one class can never be like the previous one. Where a new class changes with a new

Did the USA need to drop bombs on Hiroshima and Nagasaki in 1945 Essay

Did the USA need to drop bombs on Hiroshima and Nagasaki in 1945 - Essay Example Simultaneously, it demonstrated a change within the nature of warfare, as well as the beginning of a novel age. American Head of state Harry Truman’s contentious verdict to drop an atomic-bomb on Japan concluded the 2nd World War as well as initiated the nuclear era (Leahy 2008). Since the culmination of the warfare, Truman’s verdict has been the focus of much debate, largely becauseof the huge civilian fatality toll, which ensued from the assaults. Nevertheless, the setting of the era as well as the demand to culminate the 2nd World War rendered the usage of the nuclear-powered weapons an indispensible action to force the Japan’s surrender. Truman’s verdict to employ the atomic-bomb over Japan was vindicated by the historic setting of the 2nd World Warfare, Japan’s repudiation to surrender totally, and the huge death toll projected from an attack of central Japan. Revisionists have reckoned the usage of the atomic-bomb a misdemeanor against humanit y because of the high civilian casualties as well as horrific effects, which ensued from the attacks. The subject of morals has made this debate much more controversial (Leahy 2008). Assessed by today’s ethical standards, the usage of the nuclear bomb on Japan that produced thousands of fatalities is commonly viewed as ethically wrong (Hayes 2006). Nearly 150,000 nationals were murdered because of the attack of Nagasaki and Hiroshima. Only forty three thousands of Hiroshima’s populations of three hundred and fifty thousand were soldiers (McNulty 2005). Conferring to the American Strategic Bombing Assessment, all but three thousand, two hundred and forty three of the seventy thousand people slayed by the bombing of Hiroshima were civilians (The United States Strategic Bombing Survey 2006). Because of the large civilian death-toll from the bombardments, the usage of the nuclear explosives is contended to be unlawful (Frank 2009, pg. 19). Rendering to the ‘Draft Rul es of Aerial Warfare’, outlined in February of 1923, the bombarding of nationals was an illegal and illegitimate usage of military force. The ‘Draft Rules of Aerial Warfare’ assert that the Aerial bombing is legal only when aimed at a martial objective, namely, a purpose where the injury or destruction would establish a distinctive military benefit to the destructive, and additionally firms that if legal military goals such as martial establishments as well as factories employed for military reasons are so positioned, that they can never be attacked without the undiscerning assault upon the civilian populace, the aircraft should abstain from assault (Leahy 2008). The bombing of Japan’s warfare production industries unavoidably resulted to the prevalent bombings of huge areas occupied by civilians. Hence, according to global law, Nagasaki and Hiroshima were not legal military targets (McNulty 2005). As the attack of these towns was unlawful, the usage of th e nuclear bombs is contended to have been unfounded rendering to the prevailing international decree during the 2nd World War (Hayes 2006). The large civilian death-toll, which ensued from the attack of Nagasaki and Hiroshima, occurred in a dreadful manner. Radiation illness afterwards claimed tens-of-thousands’ of lives of people who were not directly murdered by the attack (Hayes 2006). Burchett Wilfred, a journalist who went to Hiroshima on September of 1945, depicted the predicament of radiation fatalities that in Hiroshima, 30 days following the first nuclear