The Long-Term Significance of the Vietnam War Essay

The Long-Term Significance of the Vietnam War - Essay Example The North Vietnamese Army, Vietnam people's army adopted a more traditional war at times using bigger units than the Viet Cong (Bedford/St Martin's 2009, 15). The United States and South Vietnamese armies depended on air control and overwhelming weapons to carry out search and destroy actions, involving artillery, ground forces, and airstrikes. This paper will discuss why the Vietnam War was significant and why America lost this battle. â€Å"Americans considered the Vietnam War as one of the most critical time of the United States history† (Hub Pages 2010, 1). It was an injury to the U.S spirit, which, regardless of the devastating Korean War, might still have brought a straightforward feeling of triumph in having met, as well as dominated, the opponent in the Second World War. The intransigency of general after general, president after president, and the hopeless extremes to which the United States army went to win in Vietnam can be illustrated in the harsh Operation Ranch H and. This was whereby thousands of gallons of herbicides, jointly known as Agent Orange, were applied in defoliating large binds of forest terrain that hid the rival’s armies. ... â€Å"The Vietnam War took the globe in an exceptional course† (Chambers 2011, 10). Those ten years, 1962 to 1972, which the United States battled in Vietnam acted like a pressure liberation valve. â€Å"The war allowed streams to bleed off making the world’s pressures ease, as well as preventing a much superior war from happening† (Chambers 2011, 10). The United States’ original tactic of fighting the enemy was at the border. The tactic worked most of the times. The War, however, bought the world time. The United States’ existence gave time required for a majority of severe leaders behind the warfare, such as USSR's Nikita Khrushchev, China's Mao, and some of U.S's old guard to lose their power. Time developed into the factor that tipped the stability of power all across the globe in favor of essential reformers like Boris Yeltsin and Mikhail Gorbachev, who supported democratic power. â€Å"Time also helped in moving the Soviet citizens from the o ld and severe rule of the socialist state† (Chambers 2011, 10). After six months, nearly half million East Germans brought down the Berlin Wall. This was followed by the end of every Eastern European communist government, one after the other. â€Å"The United States lost the Vietnam War due to its foreign policy† (Shrinkermd 2008, 1). Their foreign policy was to stop, instead of getting rid of Communism. America would have been capable of destroying Communism many different times such as during the Korean War. â€Å"However, the American leaders did not want to eradicate Communism since it would make the Americans look like an Empire again such as the Philippines of the Spanish American warfare† (Shrinkermd 2008, 1). America lost the battle due to forfeit.

Learning about Pets through the Arts Essay Example | Topics and Well Written Essays - 1500 words

Learning about Pets through the Arts - Essay Example This went on the following day when I noticed Rob drawing a dog on a leash and a bird on a cage. When I asked about his picture, Rob answered, â€Å"I just looove animals!† In the playground, Gina, Michelle and Jason were on their fours, trying to catch each other. I later learned that they were pretending to be a pack of dogs. When the parents came for their children that afternoon, I asked if they had pets at home. Rob’s mother said he had a canary bird. Gina’s and Jason’s mothers said they had dogs at home, and Jason’s mother said he was given a turtle by his aunt for his birthday. I recognized that tapping this interest in pets when planning their learning experiences in the arts would be a good move on my part. Young children enjoy the arts. It is an experience where they can express themselves. During their free play, the arts may play an active role in the curriculum because it holds is essentially interesting and fun for them, so this may be the best time that teachers can observe them to gather information on what they enjoy doing and learning from. Since early childhood education should be based on the child’s interests and abilities, the arts can serve as the gateway that allows educators to enter and know about their world from their own perspective. As McArdle says (2008), â€Å"the arts can enable children to make their thinking visible, and provide teachers and researchers with rich data and information about young children† (p. 372). Since they delight music, dance, visual arts and drama as observed from their behaviours in these areas, engaging them in such experiences will guide the teacher to plan others which they may also enjoy while honing their skills. Wright (1997) asserts that because the arts involve non-verbal, symbolic ways of knowing, thinking and communicating, it becomes a powerful means of promoting learning for young children especially since their language skills have not yet bee n mastered (Wright, 2012). Aside from taking the children’s interests in consideration, the early childhood curriculum should also adhere to Te Whariki’s principles of empowerment, holistic development, family and community and relationships as well as the strands and goals that fall under each (Ministry of Education, 1996). Outcomes of Nga Toi or The Arts include the development of abilities in identifying their own emotional responses and those of others and representing these in their art (Mana Atua); understanding links between their early childhood settings and the real world as well as they discover unfamiliar people, images, objects, languages, sounds, smells and tastes which are far different from the ones they know (Mana Whenua); developing abilities and interests in a wide variety of domains that build their skills and strengths (Mana Tangata); experiencing stories and symbols of their own culture and discovering and developing different ways to be creative/ expressive (Mana Reo); building confidence and a repertoire for symbolic, pretend or dramatic play; coming up with strategies for exploring their worlds with their bodies, tools and materials in order to extend their skills; building confidence in movement activities; and representing these discoveries with creative and expressive media and technology (Mana Aoturoa) (Ministry of Educ