Praxis Statement :: Education Teacher Essays

Praxis Statement When I send-off decided to be a teacher I had many thoughts and opinions about teaching and education. Some of my thoughts and opinions remove stayed them same however, many have changed from the discussions and readings in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that most students learned in the same manner. I also thought that the teacher should have power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to type papers. I now know that there is not a good deal truth to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences atomic number 18 narrow because they were shaped from the problems in schools and the old ideas that teachers still have. at one time that I have learned the other sides to these problems I know that my thoughts about teaching and education are not fully developed. One of the ideas that I have learned is that all students learn in contrary ways and teachers need to teach to their needs. This is described with an analogy in Finding Freedom. The analogy used is, . . . anyone would antic themselves silly at the thought that children with different clay sizes ought to be made to wear the same size clothes . . . (Hinchey, 67). We would laugh if someone said all children should wear the same size clothing, yet teachers are still teaching students all in the same way. Some students learn from lecturing and memorizing, whereas others learn from examples and run and error. Finding Freedom states that teachers need to modify mesh for students so that they can learn the material (Hinchey, 11). Delpit also states, Some of the black students even learned how to read, but none of them as quickly as my white students. I was doing the same thing for all of my kids--what was the problem? (Delpit, 13). Before reading these two statements as well as others and discussing them in class I thought that well-nigh all students learned in the same way. I thought this because I learned from lecturing, memorizing, and a few examples. I figured that if I could learn in that way and most of my peers learned in that way then most students could.Praxis Statement Education Teacher EssaysPraxis Statement When I first decided to be a teacher I had many thoughts and opinions about teaching and education. Some of my thoughts and opinions have stayed them same however, many have changed from the discussions and readings in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that most students learned in the same manner. I also thought that the teacher should have power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to type papers. I now know that there is not much truth to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences are narro w because they were shaped from the problems in schools and the old ideas that teachers still have. Now that I have learned the other sides to these problems I know that my thoughts about teaching and education are not fully developed. One of the ideas that I have learned is that all students learn in different ways and teachers need to teach to their needs. This is described with an analogy in Finding Freedom. The analogy used is, . . . anyone would laugh themselves silly at the thought that children with different body sizes ought to be made to wear the same size clothes . . . (Hinchey, 67). We would laugh if someone said all children should wear the same size clothing, yet teachers are still teaching students all in the same way. Some students learn from lecturing and memorizing, whereas others learn from examples and trial and error. Finding Freedom states that teachers need to modify work for students so that they can learn the material (Hinchey, 11). Delpit also s tates, Some of the black students even learned how to read, but none of them as quickly as my white students. I was doing the same thing for all of my kids--what was the problem? (Delpit, 13). Before reading these two statements as well as others and discussing them in class I thought that almost all students learned in the same way. I thought this because I learned from lecturing, memorizing, and a few examples. I figured that if I could learn in that way and most of my peers learned in that way then most students could.

College Admissions Essay: A Stepping Stone for Others :: College Admissions Essays

A Stepping Stone for Others I have always had a passion to learn. My interest is in political theory and economics, hoping someday to become a lawyer and stateswoman. I realize that in order to reach any of these goals, a college degree is vital. When I in turn reach my goals, I pass on use them to encourage and uplift my community by investing my time, money, energy, and influence to become a metreping stone for others. I feel the most important step in giving back to the community is to stay in the community. As a Mississippi native, I witness first break some of the pecuniary and economic set backs it faces. Although we are making tremendous progress, I know that I too must do my part in contributing to the rise being of my community. So many times the best and brightest of our jejuneness graduate from top Mississippi high schools, continue their college careers in another state, never to throw again. After I have obtained my college degree from a Mississippi Universit y, I will become an entrepreneur, contribute to my state by opening up a business, and provide jobs to help stimulate the economy. With a college degree in the field of political science, and a career in law and politics, I would encourage youth to be active in the political arena. I would offer intern positions in my law firm to help provide youth with first hand experience to further understand our legal and justice system. I would also volunteer my time in becoming a speech and debate double-decker for a local high school, because it is very important to have corporate and professional involvement with schools. In a hopeful career as a state legislator, or perhaps a congresswoman, I would support legislation that would promote better conditions for our schools and teachers. My community is very important to me.

The Gospel of John :: essays papers

The gospel of fast oneAn Essay Written forA Humanities feed in ThatStudies the Bible As AHistorical DocumentTHE GOSPEL OF JOHNThe Man from Heaven, Bread of Life, Light of TheWorld, Living Water, .... and of course, Son of Man.This is who Jesus is in The credo of John. Jesus life isportrayed very differently from the other Synoptic Gospelshe lives completely within symbolism, and glorification.In reading the Gospel of John, I matte up that Jesus was (more)clear to me, unlike my feelings in reading Matthew and Mark.Perhaps this is because I have gained knowledge of who thehistorical Jesus was since my first readings. However, Ifind that John writes about Jesus and Christianity more inthe way that conventional American Christianity practicestoday I incur the verses most familiar to me (John 316), andI see the symbolism that I am used to. Most importantly, Isee the lengthy teachings and sayings of Jesus, that are lessfrequent in the earlier gospels. This is the Jesus I am us edtoThroughout this essay, I will show the parallels anddifferences from the Gospel of John and the earlier gospels(mostly Mark), as I discuss the anonymous evangelist(s) founding of the word of God.1. John 3152. John 6483. John 144. John 737-395. Has been believed to be John, Son of Zebedee.The Gospel of John was written between 90-100 ADE. A latebook in the New Testament, it films with different problemsthan the early Gospel of Mark. Although the book does nottry to purge from the special traditions of Christianity(after all, The Christian Church has become strong by thistime), the book the Life of Jesus, to meet the needsof the community in 100 ADE.What were the changes that the Johannine Community had todeal with and, how does the Gospel of John differ fromearlier gospels to deal with these changes?The entire new testament is apocalyptic writing, by authorswho (obviously) believe in the Parousia. We see a lot ofdifferent religions of the time develop a Christ figu re ...it is a sign of the times it reflects that most people weredesperate for help from political and social problems thatthey could not escape. This is the community that the Gospelof Mark wrote for the desperate, looking toward their Godfor help. Now the Gospel of John has to deal with the Parousia, that Christiansbelieved was coming.The Johannine author(s) clearly had the Gospel of Mark

Volunteering at a Nursing Home Essay -- Contribution to My Community Se

Volunteering at a Nursing Home I ambitiously decided that I would brighten the lives of the elderly by volunteering at a rest home, but discovered that the elderly were being neglected, shoved aside and forgotten. As I stepped into the home a pungent odor penetrated my nostrils, causing an instantaneous gagging reflex. The engineer was abounded with neglected and subdued inhabitants, yearning for attention. Anybody that passed them caused a sudden outburst of ranting. The negligence and disregard the home displayed appalled me, but helped me to realize that I wanted to benefit a difference and change the condition people live in.As I walked down the corridor I noticed a man lying in a hospital bed with only a boob tube, two dressers, and a single window looking out at nothing cluttering his room. Depression overwhelmed me as I stared at the man laying on his bed, wearing a hospital gown stained by failed attempts to feed himself and watching a television that was not on. The fragm ents of an existence of a life once active and full of conviction and youth, now laid immovable in a state of unconsciousness. He was unaffected by my presence and remained in his stupor, despondently watching the blank screen. The solitude I felt by merely observing the occupants of the home compel me to recognize the mentality of our culture, out with the old and in with the new.I then sat with a woman who was gazing out of the window. The woman appeared to be in her aboriginal eighties, but...

Anthem for Doomed Youth by Wilfred Owen Essay -- Anthem Doomed Youth W

Anthem for darned Youth by Wilfred Owen The sonnet Anthem for Doomed Youth, by Wilfred Owen, criticizes war. The speaker is Wilfred Owen, whose tone is first gear bitter, angry and ironic. Then its filled with intense sadness and an endless feeling of emptiness. The poet uses poetic techniques such as diction, imagery, and sound to convey his idea. The title, Anthem for Doomed Youth, gives the first impression of the poem. An anthem, is a song of praise, perhaps sacred, so we get the impression that the poem might me about something religious or joyous. However, the anthem is for Doomed Youth which is obviously negative. The title basically summarizes what the poem is a mixture of thoughts related to religion and death, irony, and cynicism. The poem doesnt slowly swallow to focus on the point hes making in that respect is an immediacy of war with the usage of present tense. Plus, it starts with a rhetorical question. With the rhetorical questions, he says that the dead soldiers, or cattle, die insignificantly, for there are no passing-bells for them. Furthermore, he is emphasizing the vast number of the dead by meaning that there wouldnt be enough bells, or time to ring the bells for each soldier. The speaker continues by answering his own question with lines filled with onomatopoeia, personification, assonance, and alliteration the besides substitute for the bells are the bullets fired during war by the stuttering rifles and the guns with the monstrous anger. This type of beginning sets out a solid foundation for the poem it already gives the reader a strong idea of what the intentions of the poet are. The poem continues the theme of negativity when the speaker criticizes the use of religion throughout war, and possibly questions God. By using things as sacred things as prayers, bells and choirs as tools to mourn the insignificant cattle, Owen says that the dead would only be mocked.The vast number of dead cattle is described by Own when h e says that there arent enough candles to speed them all, and there arent any official funerals, but they can only be mourned by releasing their holy glimmers of good-byes and that the pallor of girls brows shall be their pall.The vast number of dead cattle is described by Own when he says that there arent enough candles to speed them all, and there... ...d shells. All of these spoken language are in the octette there is no presence of war vocabulary in the second part of the poem. The religion vocabulary on the other hand is present throughout the poem. In the octet, it is utilize to mock religion, whereas in the sestet, they are used in a holier sense. Throughout the poem, there is an obvious presence of negativity. Besides the actual content, there is a lot of special diction used to strengthen the negativity first in the title Anthem for Doomed youth. The theme of negativity continues with the question used in the beginning of both the octet and the sestet, and questions gi ve a sense of uncertainty, doubtlessness, and negativity, but also, Owen uses them to make a point. This theme is continued with negative and pessimistic words such as only, no, nor, demented, wailing, sad, mourning, not, and slow. Some of these words have been used more then once and often used closely, which strengthens the effect. In the end, the poem Anthem for Doomed Youth, by Wilfred Owen, criticizes war, and the use of religion to mourn the dead soldiers, while pitying the mourners. To strengthen his views, he uses strong diction, imagery and sound.

Anthem for Doomed Youth by Wilfred Owen Essay -- Anthem Doomed Youth W

anthem for unsaved Y push throughh by Wilfred Owen The sonnet Anthem for Doomed Youth, by Wilfred Owen, criticizes war. The speaker is Wilfred Owen, whose tone is first bitter, angry and ironic. Then its filled with intense sadness and an endless feeling of emptiness. The poet uses poetic techniques such as diction, imagery, and sound to convey his idea. The title, Anthem for Doomed Youth, gives the first design of the poem. An anthem, is a song of praise, perhaps sacred, so we get the impression that the poem might me about something religious or joyous. However, the anthem is for Doomed Youth which is obviously negative. The title basically summarizes what the poem is a mixture of thoughts associate to theology and death, irony, and cynicism. The poem doesnt slowly start to focus on the point hes making in that location is an immediacy of war with the utilisation of present tense. Plus, it starts with a rhetorical irresolution. With the rhetorical questions, he sa ys that the dead soldiers, or cows, die insignificantly, for there are no passing-bells for them. Furthermore, he is emphasizing the enormous number of the dead by meaning that there wouldnt be enough bells, or time to ring the bells for each soldier. The speaker continues by state his own question with lines filled with onomatopoeia, personification, assonance, and alliteration the only substitute for the bells are the bullets fired during war by the stuttering rifles and the guns with the monstrous anger. This type of beginning sets out a solid foundation for the poem it already gives the reader a strong idea of what the intentions of the poet are. The poem continues the theme of negativity when the speaker criticizes the use of religion throughout war, and possibly questions God. By using things as sacred things as prayers, bells and choirs as tools to mourn the insignificant cattle, Owen says that the dead would only be mocked.The ample number of dead cattle is describe d by Own when he says that there arent enough candles to speed them all, and there arent each official funerals, but they can only be mourned by releasing their holy glimmers of good-byes and that the pallor of girls brows shall be their pall.The vast number of dead cattle is described by Own when he says that there arent enough candles to speed them all, and there... ...d shells. All of these words are in the octet there is no presence of war vocabulary in the second part of the poem. The religion vocabulary on the other hand is present throughout the poem. In the octet, it is used to mock religion, whereas in the sestet, they are used in a holier sense. Throughout the poem, there is an obvious presence of negativity. Besides the actual content, there is a lot of special diction used to reinforce the negativity first in the title Anthem for Doomed youth. The theme of negativity continues with the question used in the beginning of both the octet and the sestet, and questions give a sense of uncertainty, doubtlessness, and negativity, but also, Owen uses them to make a point. This theme is continued with negative and discouraged words such as only, no, nor, demented, wailing, sad, mourning, not, and slow. Some of these words have been used more then once and often used closely, which strengthens the effect. In the end, the poem Anthem for Doomed Youth, by Wilfred Owen, criticizes war, and the use of religion to mourn the dead soldiers, while pitying the mourners. To strengthen his views, he uses strong diction, imagery and sound.

Isaac’s Storm

Isaacs Storm Isaac Cline dealt with perils that no mavin should have ever had to endure. Erik Larson was very good at describing what he thought and saw, but a little too such(prenominal). His descriptions were too lengthy and the subject didnt catch my attendance until much later in the book. The book was written very well it excluded the too familiar he said she saids. The language flows with clarity and precision. His recount of the surprises destruction sucks you into the dramatic effects as the storm takes over the town. Some of my favorite parts of the book are in the beginning I know the metaphors and similes.The beginning catches you by taking you across the world to Africa, It began as all things must, with an awakening of molecules. The sun rose over the African highlands east of Cameroon and warm grasslands, forests, lakes, and rivers, and the custody and creatures that moved and breathed among them it warmed their exhalations and caused these to rise upward as a gr eat plume of carbon, oxygen, nitrogen, and hydrogen, the earths soul. That creates such a beautiful get turn over of all elements working together I love it. I also cypher that the fact that its true is amazing.Over 10, 000 people dead from one hurricane. Technology has advanced so much even since then. I cant imagine what Hurricane Katrina would have forefathere if no one had been warned. Its so important for education to progress and expand. Isaac took on a tremendous responsibility when he didnt realize what was coming I dont think it was his fault though. He thought he was prepared and nothing could have prepared him, or anyone for the tragedy that the hurricane brought. Its very interesting learning approximately the politics of the weather bureaus and how everything works.I never knew how much the weatherman did. The things that they measure and predict are really incredible. The most interesting part of the book was when the storm actually hit. The way Erik Larson descr ibes the events happening to Isaac makes you feel bid youre watching them through Isaacs eyes. It makes me really appreciate living in the mountains where tropical storms and tornados dont destruct our beautiful valley. Another one of my favorite paragraphs was, the air cooled rapidly as it pierced colder and colder layers of atmosphere and encountered turn away and lower pressure.The lower the pressure, the more the air expanded. As it expanded it cooled. It continued to rise but less than a mile above the earth crossed a threshold, and a phase change occurred. The air got so cold, it could no longer retain the water it carried. The vapor condensed en masse, as if at the tap of a conductors baton. The resulting droplets were so tiny they remained suspended in the rising air. Its fun reading closely the facts when he relates them to familiar things. It lightens the book and catches your attention again. I definitely leaned a lot in this book.Before I didnt really know anything a bout weather, especially all of the tools to measure the wind pressure and how to watch the tides and so on. I enjoyed learning about all of these things even though I learned more than I care for about how precise the weather is. I also learned much more about Texas and Galveston. It would be nice if Erikson would have included a dictionary like Ella Minnow Pea, so that you didnt have to go back and forth throughout the book to double check. Overall the book wasnt too bad. I liked how he makes the whole story come to life, but in doing so he seems to drag on in details.

Indian National Army and Its Role in Independence Struggle

Indian field ground forces And Its Role in emancipation struggle Yogesh Dilhor ID NO. 1947 IIND YEAR, B. A. , LL. B. (HONS. ) DATE OF SUBMISSION twenty-fifth SEPTEMBER, 2012 field of study equity SCHOOL OF INDIA UNIVERSITY 1 Contents Introduction Introduction The much praised twelve volumes of the history of terminal years of British India edited by Nicholas Mansergh are titled The Transfer of Power, 1942-1947.Hugh Tinker while editing a par in allel work on the same time period in Burmese history named it Burma The struggle for Independence. Tinker does not see Burma obtaining its freedom through management from above. According to him, the British surrendered to the pressure from below. 1 While in plate of India, what these twelve volumes assure us is that in that location was no much(prenominal) surrender of supply in India, but her conveyance, a planned and calculated conveyance, with all that this implies in prior advise, studied, management and mutual consent. These volumes announce that an armed struggle was quite unnecessary, and til now if it was attempted, when England was fightinging darkness everywhere in the land, it was unconscionable, it was almost a distressing act. What this implies is fill in ignorance of a very prominent part of the Indian Freedom struggle which was fought not by the Gandhian peaceful and deliberative means, but by taking up arms against the British. What they completely overlook is that there was a second search of truggle too which operated two inside and offside of India. One such attempt was the Indian interior(a) array. It is a much like a forgotten chapter in our Independence struggle. Bipin Chandra in his book, Indias struggle for Independence puts it, originally we end this chapter (Quit India Movement), a brief look at the Indian depicted object military is inbred, and then spares a single page for the very essential technical details (seemingly for a memorisation exercise) on Indian Nation al force in his 600 page pertinacious book.No doubt, the INA itself was defeated along with Japan, but even in its defeat, it became a symbol of India fighting for its independency. The very idea of an Indian array founded and dictati aned by an Indian of unquestionable patriotism was enough to evoke fervency from an unarmed people long used to watching the display of British military might. The INA in essence, represents the last attempt of the Indian people to fight unneurotic for the liberation of a United India.But the official recognition of this brave and unique attempt has been somewhat muted or overshadowed by Gandhi in the initial years of Independent India. INA? s attractorship, its functioning, its plays, its motivations, and its aspirations form a very interesting study of a second antecedent of Independence struggle. 1 Peter Ward Fay THE forgotten ARMY INDIAS ARMED STRUGGLE FOR INDEPENDENCE 1942-1945 Pg. No. 4 ( out lop edn 1995) 2 Id. 3 Research Methodology Aim The aim of the research paper is to sidle up the role of Indian National Army in India? s struggle for Independence. ObjectiveThe objective of the paper is to emphasize on the existence of a second front of the independence struggle which derives its motivations from the mainstream Gandhian struggle but employs means very different from it. This is achieved by looking at various features of the Indian National Army so oner, during and later on its active action like the motivations of the recruits, the methods employed in the campaign and the historic INA trials. A special role is assigned to Subhash Chandra Bose as without the appeal of his character, there would not fuck off been an Indian National Army.Scopes and Limitations The scope if this paper is limited to the analysis of the formation of the Indian National Army and its immediate effect on the Indian struggle for independence. The Paper in like manner includes within its ambit the role of Subhash Chandra Bose in t he Indian National Army. Given the spacial constraints of this paper, it fails to undertake a detailed analysis of the military achievements of the INA. The paper is restricted to the usurpation of the successes and failures of the INA on the overall campaign.The paper also fails to give an analysis of the role played by the INA bequest in the social reconstruction of the free India in the postindependence scenario, although they were very significant consequences with regard to their impact on the Indian Army of a free India. means of Citation A uniform mode of citation has been employed throughout this paper. Sources The researcher has completely depended on the secondary sources such as autobiographies, journal articles and campaign accounts of Subhash Chandra Bose and INA officers.The only primary materials used are the speeches of Subhash Chandra Bose and the letters exchanged by the INA officers. 4 Research Questions ? ? ? ? ? What was the ideological foundation of the arme d rampart against the British notice and how did a second front of independence struggle come into existence? What were the factors which guided the INA through its formation and in subsequent military operations? What was the impact of Subhash Chandra Bose on the INA? What were the motivations of the s disusediers to join the ranks of the INA?What impact did the INA trials have on the independence movement? 5 The Ideological Origins As the study of Civil Disobedience against the British in India would remain obsolete without a conceptual understanding of the Gandhian principles and practicalities that lay behind it, similarly an effort to understand the significance of the Indian National Army in India? s struggle for independence in isolation from the ideological struggles that gave climb up to it would be rendered ineffectual.On one side of this ideological conflict was Gandhi and his peaceful resistance to the Raj with self-imposed restraints with regards to the methods of struggle against the British. Under his theme of struggle, the means of achieving a goal were as primary(prenominal) as the goal itself. He firmly believed that if the means are corrupt or violent, the goal itself would get contaminated. 3 And on the other end of it was Subhash Chandra Bose, with his uncompromising attitude and adamant desire to kick the British out of India even if it meant rubbing shoulders with the Nazis themselves. According to Subhash Chandra Bose, the new form of imperialism of Italy, Germany and Japan was in direct conflict with the old forms of imperialism of Britain and United States. In this regard, his opportunist views were c resortly reorient with those of the Father of Indian unrest? , Lokmanya Tilak, who believed that Indian nationalists should learn to take advantage of the difficulty of its enemy and use them to advance the cause of their freedom. 5 In litigate 1942, he went over radio from Berlin . In British decline alone, lies the hope of Ind ias independence.Every Indian who works to strengthen British hands betrays the cause of his motherland. such a man is a traitor to India When British Empire ordain go the way of all other empires of the past and out of its ashes will rise a free and united India. 6 In his essay The Morality of Boycott? , Aurobindo Ghosh had once remarked, in pursuit of justice and righteousness the saint? s holiness had to be complemented by the warrior? s sword7 This vision of Aurobindo almost came alive in February 1938, when a revolutionary 3 Rudolf C.Heredia Interpreting Gandhis hinder(prenominal) Swaraj, 34(24) ECONOMIC AND POLITICAL WEEKLY 1497-1502 (June 12, 1999) 4 Robert N. Kearney Identity, Life Mission, and the Political Career Notes on the Early Life of Subhash Chandra Bose 4(4) 617-636 (Dec 1983) 5 Biswamoy Pati Nationalist Politics and the Making of Bal Gangadhar Tilak 35(9/10) fond SCIENTIST (September 2007) 52-66 6 7 Sisir K Bose A BEACON ACROSS ASIA A chronicle OF SUBHASH CHAN DRA BOSE 126 (2nd variate 1996) Aurobindo Ghosh, The Morality of Boycott, THE DOCTRINE OF PASSIVE RESISTANCE 87-88 (1st edition 1948) leader from Bengal, Subhash Chandra Bose came to preside over the 51st academic term of the Indian National Congress in Gujarat. The sight of Gandhi and Bose in earnest conversation on the dias, at the plenary session of the Congress, warmed the hearts of the millions of Indians looking forward to a united nationalist stand against the British raj. 8 In his scheme of independence, Subhash Chandra Bose had arrogated a very important role to Mahatma Gandhi, which was the sensitisation of the masses astir(predicate) the great cause of the independence of the motherland.But he strongly believed that a final strike of violence was necessary to take in the British out of India. This is what he said on 19th June 1943 after attending Nipponese Parliament session to some 60 Japanese and impertinent newsmen The enemy that has drawn the sword must be foug ht with the sword. Civil Disobedience must develop into armed struggle. And only when the Indian people receive the baptism of good time on a large scale, will they qualify for their freedom. 9 But what distinguished Subhash Chandra Bose from other revolutionaries of his time was his far sighted approach and detailed preparedness accompanying it.What helped him in his campaign was his distinctive knowledge of the world history and politics assisting him in making instantaneous comparisons of the governmental smudge at residence with various parallel instances of world history. In a historic speech while taking over the command of 13,000 process of the Indian National Army under the scorching tropical sun at the city square in capital of capital of Singapore in August 1942, he said Throughout my earthly concern career, I have always felt that though India is otherwise ripe for independence in every way, she lacked one thing, namely, an army of liberation.George Washington of A merica could fight and win freedom because he had his army. Garibaldi could liberate Italy, because he had his armed volunteers behind him. It is your privilege and honour to be the first to come forward and organise Indias National Army. By doing so, you have removed the last obstacle in our path to freedom. Be happy and proud that you are the pioneers, the vanguard, in such a noble cause. 10 8 9 Sugata Bose HIS MAJESTY? S OPPONENT 135 (1st edition 2011) Sisir K Bose A BEACON ACROSS ASIA A BIOGRAPHY OF SUBHASH CHANDRA BOSE 142 (2nd edition 1996) 10 Id. at 149 7 The prototypic Indian National Army The Japanese campaign in the South East Asia during the cooperate gentleman War resulted in the fall of Singapore on 15th February 1942. About 80,000 British, Australian and Indian troops became Prisoners of War joining 50,000 taken during the January 1941 Malaya Campaign. Winston Churchill called the ignonimous fall of Singapore to the Japanese the worst disaster? and the largest capi tulation? in the British history. These events caused much excitement among the 2 million Indians vivacious in South East Asia.Those living in territories freed from European domination organised themselves into associations with the twofold objects of contributing their quota to the liberation of India from the British yoke and serving the interests of the overseas Indians during the critical, transitory period. 11 Indian Independence League was the umbrella organisation for the various smaller associations established in a large number of towns and even villages during this period.The organiser of the league was rash Behari Bose, an old Bengali revolutionary who after the attempt to assassinate Lord Hardinge, fled to Japan in June 1915, married a Japanese girl and became a Japanese citizen. meanwhile, POWs of the 1st /fourteenth Punjab Regiment were received not by the rough Japanese soldiers, but by Giani Pritam Singh, an active eloquent Sikh Missionary and Major Fujiwara, a P ropaganda Officer of the Japanese Army who assured the Indian soldiers that they were not prisoners but friends, honoured friends of Japan who, meant to work for the independence of India as her victorious armies marched on. 2 Major Fujiwara during his sure arguments which went on during intervals for 10 or much days was able to convince one Captain Mohan Singh, one of the most senior Sikh officers of the 1st /14th Punjab Regiment to break away from the British army and take steps for the independence of the his own motherland. They told him that they took no delight in making prisoners of cranny Asiatics, fellow sufferers of the oppression and self-assertion of the west and as soon as the British are ousted from the sub-continent, India would come under the Co-Prosperity Sphere? hich Japan had created for Malaya, Burma and India with other regional countries. 13 Mohan Singh was no less aware of the atrocities committed on the Chinese by the Japanese and along with the goal of g etting India independence from the British, one thing this was to 11 12 R. C. Majumdar narrative OF freedom proceeding IN INDIA 683 (June 1988) Hugh Toye The First Indian National Army, 1941-42 15(2) JOURNAL OF SOUTHEAST Asian STUDIES 365-381 (Sep 1984) 13 Id. 8 o was to take for the Indian forces under Indian inhibit. By the end of declination that year, Mohan Singh with the consent of a committee from the several hundreds of prisoners he controlled, agreed to organise an Indian National Army, as the military wing of the Indian Independence League of Pritam Singh, for action when India came to be invaded. 14 Fujiwara promised that this army was to be raised from Indians, directed by Indians, for the purpose of India alone.Although his ideas far outran official Japanese instructions the propaganda operation had worked. 15 Against the same background of rising excitement, by the end of August, 1942, about 40, 000 men had signed a new pledge to join the Indian National Army unde r Mohan Singh to serve real Indian interests and for the independence of India. The motivations behind the mass archive of the volunteers will be discussed in a later particle of this paper.On 10th September, after inspecting the First INA division, an organised body of 16,300 men which has been assembled far more quickly than the Japanese had expected, Mohan Singh expressed his urge for more ambitious plans. He told the Japanese Officers that his ultimate plan was to raise an army of 250, 000 men largely from civilians. But the Japanese valued to wait until their campaign for Burma and as just before the patience of Mohan Singh became exhausted, the Japanese planned to launch an offensive in Burma in early 1943 in which the First Division of the INA was to take part.But what the Japanese majorly demanded from the Indian troops was their active involvement only in the intelligence tasks and after Lieutenant Colonel Gill defected to the British with all the crucial information reg arding the INA, serious differences began to emerge between the British and the Indian leadership of the INA. On March 1942, some of the leaders of the Indian Independence League, including Giani Pritam Singh and Swami Satyananda Puri of capital of Thailand were killed in an air crash on their way to a conference in capital of Japan.Around the same time Colonel Hideo Iwakuro replaced Fujiwara as the Chief Liaison Officer of with the Indians. wayward to Fujiwara? advice that Japan needed a diplomatic mission to handle relations with Indians, Iwakuro started operating like an espionage agency dedicated to short-term military objectives. 16The biggest problem for the Indians was the arrogance and high handedness of the middle ranking officers of the Japanese 14 Hugh Toye THE SPRINGING TIGER Letter from Mohan Singh to Fujiwara, dated 1 Jan. 1942 Appendix I pg. 272 ( 3rd mutation 2011) 15 Supra note 12, at 9 16 Sugata Bose HIS MAJESTY?S OPPONENT 242 (1st edition 2011) 9 Army towards th e Indian Military and civil Leadership. 17Despite Rash Behari? s efforts to keep the relations on an even kneel the lack of trust between the two sides became palpable during the latter half of 1942. And finally, it was in December 1942, an impatient and exasperated Mohan Singh issued an order to disband the Indian National Army. He was promptly taken into detention and Rash Behari tried his best to salvage the item for the next few weeks and prevented a complete dissolution of the Indian National Army. 17Hugh Toye The First Indian National Army, 1941-42 15(2) JOURNAL OF SOUTHEAST ASIAN STUDIES 365-381 (Sep 1984) 10 Subhash Chandra Bose and the number Front On 9th July 1943, at a rally in Singapore, gathered to show solidarity to the visiting Japanese Prime Minister, Subhash Chandra Bose said Friends We have for a long time been hearing so much of the second front in Europe. But our countrymen at home are now hard-pressed and they are demanding a second front. Give me total mobili sation in East Asia and I promise you a second front a real second front for the Indian struggle. 8 The British considered Subhash Chandra Bose as a dangerous revolutionary and being a person who has been openly advocating taking advantage of the new situation emerging from the war in Europe, there was no way the British were going to allow Subhash to operate freely. He was arrested on 2nd July, 1940, under section 129 of the Defence of India Rules. 19 In prison, while he was being deprived of any political action, he deliberated upon the new developments in Europe and came to trio conclusions. Firstly, Britain would lose the war and the British Empire would break up.Secondly, in spite of being in a precarious position, the British would not hand over power to the Indian people and the latter would have to fight for their freedom. Thirdly, India would win her independence if she played her part in the war against Britain and collaborated with those powers that were fighting Britai n. 20 He mulish to go on a hunger strike in the jail, challenging the government to Release me, or I shall refuse to live. In a three page hand written letter, he penned down the historic words One individual may die for an idea but that idea will, after his death, incarnate itself in a thousand lives. 21 But as his health deteriorated, the British released him on 5th December 1940. After his release, Bose remained quietly in his ancestral house in Elgin Road, Calcutta, which was under strict surveillance by the Police. On 17th January, 1941, he escaped from the house and after an adventurous travel arrived in Kabul dressed as one Khalji Pathan. He stayed for a few weeks there and then proceeded to Moscow and then to Berlin on March 28. 22 18 19 Sisir K Bose A BEACON ACROSS ASIA A BIOGRAPHY OF SUBHASH CHANDRA BOSE 153 (2nd edition 1996) R.C. Majumdar accounting OF FREEDOM MOVEMENT IN INDIA 682 (June 1988) 20 Tara Chand history OF FREEDOM MOVEMENT IN INDIA VOL. 4 416 (4th editi on 1992) 21 Sugata Bose HIS MAJESTY? S OPPONENT 181 (1st edition 2011) 22 Supra note 20, at 12 11 Bose was received well by Ribbentrop, the right hand man of Hitler, where Bose boldly proposed a) he would propagate anti British propaganda from Berlin b) raise Free Indian units from Indian prisoners of War in Germany while c) the Axis powers would make a joint firmness of purpose of Indian Independence. 3 Bose had a long meeting with Hitler on May 29th 1941, when the Fuhrer poured cold water on his idea of a declaration of a free India. Ironically, one of fiercest critics of the European colonialism could be seen allied with the world? s most racist and imperialist state. When Germany attacked Russia in June 1941, believing in their victory, he proposed to organise an Indian Army which could follow German Army to commutation Asia and thence operate against the British forces on the north-western frontier. 4 But as the Axis powers started suffering reverses in many places including t he Russian front, the ambitions of raising an Indian fortify Division in Germany also suffered. Subhash Chandra Bose soon realised that he couldn? t achieve much in Germany and make plans to go to Japan. Subhash Chandra Bose accepted the invitation of the Bangkok league held under Rash Behari Bose to lead the Indian Independence Movement in the South East Asia, despairing of success of his efforts in Europe.Bose was received in Tokyo on June 13th 1943 where the Japanese Premier made it clear to Subhash Chandra Bose that whether invaded or not, India was to remain under Japanese control. But at the same time he said that Japan had no requirements beyond the necessities of war and intended India to be independent. 25 Bose received encouragement in his project of a Provisional political science which would take control of the Indian Territory as the Japanese forces moved on.Two days later in the Diet (Japanese Parliament), Tojo surprised Subhash by making a declaration Japan is firml y resolved to extend all means in order help to expel and eliminate from India the Anglo-Saxon influences which are the enemy of the Indian people, and enable India to achieve full independence in the true sense of the term. 26 And it took not more than one day after this declaration for Netaji to review the Indian National Army and giving it the rousing war cries of Chalo Delhi. 27 23 24 R. C. Majumdar HISTORY OF FREEDOM MOVEMENT IN INDIA 683 (June 1988) Tara Chand HISTORY OF FREEDOM MOVEMENT IN INDIA VOL. 416 (4th edition 1992) 25 Hugh Toye THE SPRINGING TIGER 118 (3rd edition 2011) 26 Id. 27 R. C. Majumdar HISTORY OF FREEDOM MOVEMENT IN INDIA 686 (June 1988) 12 The Second Indian National Army Netaji inaugurated the Provisional Government in a public meeting at Cathay Hall on 21st October, 1943 before an almost hysteric crowd who stormed the precincts of the Cathay Hall and presented indescribable scenes of overpowering feelings and emotions as the proclamation was made. 28 Hindus tani was adopted as the national language, Jai Hind as the form of greeting, the Congress tricolour as the national flag and Tagore? poem as the national anthem. This was followed by recognition of the Provisional Government by Japan, Germany, Italy, Croatia, Thailand, Burma, Nationalist China, The Philippines and Manchuria. Immediately after taking over the leadership of the Indian Independence Movement in South East Asia, Subhash Chandra Bose assumed personal control of the Indian National Army on 9th August 1943. A comprehensive plan for reorganisation and expansion was put into functioning. New training camps were opened with a thorough reorganisation of Recruitment and Training Departments. Instructions, commands and orders were to be given only in Hindustani.After six months of intensive training, both men and women recruits were absorbed into the Indian National Army. But when the question of INA? s participation in the proposed Imphal Campaign was raised before the Japanese Commanders, they expressed unwillingness to accept the proposal. Field Marshall deliberate Terauchi told Bose that the Indian National Army would not be able to stand the rigours of a Japanese Campaign. The main part of the INA was to be left in Singapore only and only the espionage and propaganda groups were to be used in the field. 29 To this Netaji proclaimed, Any liberation of India secured through Japanese sacrifices? he said, is worse than slavery.? 30 He talked about the national honour of India, insisted that the Indians must make the maximum contribution of blood and sacrifices themselves, and urged that the INA be allowed to form the spearhead of the coming offensive. 31 Terauchi at last consented to the usage of one command of the INA as a trial and only if it came up to the Japanese standards, other regiments would be allowed in the battlefield. 28 29 R. C. Majumdar HISTORY OF FREEDOM MOVEMENT IN INDIA 687 (June 1988) Hugh Toye THE SPRINGING TIGER 125 (3rd edition 201 1) 30 Id. 1 Supra note 29, at 14 13 INA in Action Subhash resolute to raise a new brigade by selecting the best soldiers known as the Subhash Brigade, from the other three brigades, namely Gandhi, Nehru and Azad which was to go in action. 32 The regiment was raised at Taiping in Malaya, in September, 1943 with Shahnawaz Khan as its commander. On February 4th, the first battalion of the Subhash Brigade left Rangoon for Arakan, and in the middle of March they had their first taste of blood where they defeated the much praised West African Troops? from West Africa.Reinforced by the Japanese troops, they captured high altitude positions like Paletwa and Daletme. After this, the first British post on the Indian side was Mowdock, fifty miles east of Cox Bazaar which was again captured in a surprise attack at night. The entry of the INA on Indian territory was the most touching scene. Soldiers laid themselves flat on the ground and passionately kissed the sacred soil of their motherland w hich they had set out to liberate. A regular flag hoisting ceremony was held amidst great rejoicing and singing of the Azad Hind Fauz National Anthem. 33 The Japanese withdrew from the post owing to the difficulties of supplies and the homecoming attack of the British forces, but the INA officers refused to do so. They said, The Japanese can retreat because Tokyo lies in their way our goal the Red fort, Delhi lies ahead of us. We have orders to go to Delhi. There is no going back for us. Thus, one Company of the INA under the command of Capt. Suraj Mal was left at Mowdok. The Japanese admiring the spirit also left one of their platoons to share the fate of the INA troops under the command of Capt.Suraj Mal which in itself was a unique as an Indian Officer was commanding a Japanese platoon. On this instance, The Japanese Commander-in-Chief in Burma went to Netaji, and bowing before him, said Your Excellency, we were wrong. We misjudged the soldiers of the INA. We now know they ar e no mercenaries, but real patriots34 This division held on the British counter offensive from May to September. The other battalions were ordered to proceed towards the Chin Hills where they fought against the British Army several skirmishes. Special mention may be made of the rout of Major Manning? forces at Klankhua, the successful defence of the post on the Klang Klang Road by 20 men of the INA against 100, and the capture of the British strong post at Klang 32 R. C. Majumdar HISTORY OF FREEDOM MOVEMENT IN INDIA 689 (June 1988) Id. 34 14 Klang. 35 As the Japanese were now satisfied with the military skill and the efficiency of the INA, the main body of the INA was ordered to proceed towards Kohima in the Naga Hills where they arrived in May. 36 Here, in conjunction with the Japanese troops, they captured Kohima and hoisted the Tricolour flag on the mountain transcend around.But by the time May arrived, the morale of the INA began to decline. The INA lacked air cover as the Jap anese had to withdraw their aeroplanes from the Indo-Burma border to the Pacific zone. The INA did not even have mortars no artillery of their own and its machine guns were only medium sized and without spares. 37 No communication means, no transport gear and even without medical supplies these troops managed to stay in competition with some support from the Japanese. But with the rains, supplies were cut off completely forcing a Japanese retreat.The disaster to the Japanese forces, disease and famishment demoralised the INA and lead to resentment amongst the Indian troops. The INA had started to disintegrate and Bose found it more and more difficult to recruit more men as the funding also dried out. His government used more stringent measures of collecting funds and the Indian Independence League was infested with difficulties and slowed down its activities. 38 By December 1944, desertions became a regular affair on a daily basis. The Japanese and the Indian troops had been driven out of the Arakan sector.By the middle of the February, British had a strong hold on the ground and the fighting spirit amongst the INA had become impaired. By May, the INA was completely shattered. The credit for the British success was largely due to the American aid, specially airplanes, weapons and war material worth 650 crores received by the South East Command. 39 Bose who was at Rangoon received on April 20, 1945, the news that the Japanese had resolved to leave the capital. For him no other course remained except leave Rangoon with some of his ministers and the working contingent of the Rani Jhansi Regiment. After the Japanese urrender on 15th August 1945, Subhash was allowed to proceed on his journey in a plane provided by General Terauchi. The plane was reported crashed and Bose? s death was 35 36 R. C. Majumdar HISTORY OF FREEDOM MOVEMENT IN INDIA 690 (June 1988) Tara Chand HISTORY OF FREEDOM MOVEMENT IN INDIA VOL. 4 419 (4th edition 1992) 37 Id. , at 420 38 Stephen Cohe n Subhash Chandra Bose and the Indian National Army 36(4) PACIFIC affairs 411-429 (196364) 39 Id. 15 announced to the world on 23rd August 1945. His reported death and the surrender of the INA at Singapore marked the end of a vibrant chapter in India? s struggle for independence. 0 40 T. N Sareen Indian National Army in We fought unitedly for freedom Chapters from the Indian National Movement 208 (Ravi Dayal ed. , 1995) 16 Motivations to Join One of the most interesting aspects of the INA episode of the Indian National Movement remains to be the motivations of the recruits and the POWs of the British Indian Army in joining the INA. The nationalists have been trying to root such massive enrolments purely on patriotic grounds. And English writers on the other hand have completely discredited this claim of the Indian nationalists and have attributed all enthusiasm only on economic and practical reasons.There were several reasons for volunteering on such a massive scale 1. K. K. Ghosh , who was one of the Commanders of the Indian National Army in an interview in 1964 stated that The strongest desire (of the civilian leadership) was to improve the standing of the Indian Community vis-a-vis the Japanese as a measure to ensure the community? s safety and safeguard its interests41 In light of the Japanese atrocities on the Chinese, when Indians saw that the League offered protection against the Japanese, the Indians flocked to join. 2.Hugh Toye in his article on the First Indian National Army emphasises on the role of Mohan Singh in the enrolment of the POWs of the British Indian Army. According to him, no one wanted to build roads and dig latrines for the Japanese, and they conjugated INA because they were sure that if something went wrong, the personal pledge to Mohan Singh would provide a way out of it. 42 3. Then there were the ambitions of the Viceroy? s Commissioned Officers to whom Mohan Singh had given the full Officer status, and who wielded far more power than they had make under the British Officers.When Mohan Singh told them that the recruiting would proceed in earnest, some of them sought to improve their personal standings by giving longer lists of volunteers than others. 43 Stephen Cohen in his much more accommodative analysis of the relationship of INA and Subhash Chandra Bose categorises the motivations in three different spheres a) personal benefit b) superpatriotic feelings c) and the charismatic appeal of Bose. 44 Stephen Cohen also blames the racial interference of the fellow Indian Officers of the Indian Army as one of the factors resulting in the shift of allegiance. But Hugh Toye rubbishes this claim by saying that 1 42 N. Raghavan, INDIA AND MALAYA A STUDY 69-70 (1st edition 1954) Hugh Toye The First Indian National Army, 1941-42 15(2) JOURNAL OF SOUTHEAST ASIAN STUDIES 365-381 (Sep 1984) 43 Id. 44 Stephen Cohen Subhash Chandra Bose and the Indian National Army 36(4) PACIFIC personal business 411-429 (196364) 17 eve n if the racial standards had been perfect to the standards of 1984, there would have been sufficient volunteering for the INA, without on the other hand of the cataclysmic British defeat in trade union Malaya, without the barbarous behaviour of the Japanese during and after the Malayan Campaign, there might have been no INA. 5 But the testimony of Major Shah Nawaz Khan during the INA trials goes against Hugh Toye where he says, not a single Indian officer was given command of a division and only one Indian Officer was the given the command of the Brigade, he concluded it appeared to me that lack of talent could not have been the reason for more Indians not getting higher commands. 46 Genuine nationalistic aspirations were also at work at different levels of reasoning of the officers. Col.Prem Kumar Saghal, one of the officers tried in the Red Fort for crimes against the King writes in his autobiography, My father had taken an active part in the 1920-1921 non-cooperation movement a nd from him I inherited an intense dislike for the alien rule. Added to this my own study of history and Political Science taught me that complete freedom was the birth right of every human being and it was the sacred duty of every Indian to fight for the liberation of the motherland47. But one factor which no one fails to recognise in the adherence of large numbers of the INA was the character of one individual, Subhash Chandra Bose.Running through all writings of INA is an appreciation of the singular form role played by Subhash Chandra Bose in turning it into an actual fighting force. Had his charismatic leadership not been there with the INA, it was doubtful that a force could be deployed at all, and the INA personnel would probably have joined the many other Indian prisoners of war on forced labour projects. 45 Hugh Toye The First Indian National Army, 1941-42 15(2) JOURNAL OF SOUTHEAST ASIAN STUDIES 365-381 (Sep 1984) 46 Major General Shah Nawaz Khan, Col. Prem K. Saghal, Col . Gurbax Singh, THE INA HEROES 80-81 (Lahore Hero Publications, 1946) 47 Id. 8 INA Trials By March 1945, most of the INA officers were in British hands and with the capture of Rangoon on 3rd May 1945, INA virtually ceased to exist. During 1943 and 1944, courts martial were taking place in India of those persons who had formerly belonged to the Indian and Burman armies, but had been captured fighting in the ranks of INA, or working on its behalf. 48 A few Viceroy? s Commissioned Officers, NCO? s and senior sepoys caught in battle distributing or shouting propaganda, firing on British Indian Soldiers or betraying them to the Japanese, were tried by Court martial and imprisoned or executed. 9 These cases numbered less than 30, and the executions only 9. No other disciplinary action was taken at all. Meanwhile during July 1945, everyone was apprehensive of any kind of settlement between the INC and Muslim League and it seemed as if the independence would be delayed by another decade. A nd just when things seemed coagulated, the British helped out. They put Capt. Shah Nawaz Khan, Capt. P. K. Saghal and Lt. Gurbaksh Singh Dhillon on trial in Red Fort, Delhi. The combination was perfect, a Hindu, Muslim and a Sikh, one which Bose himself could not have chosen for himself.The press immediately started making comparisons with the revolt of 1857 and apart from the general turmoil throughout the nation, it created a political disposition which the Indian Servicemen had never possessed before. 50 Jawahar Lal Nehru who earlier saw the INA as merely tools of Japanese? 51 now had no doubt that the men and women who had enrolled in this army, had done so because of their passionate desire to serve the cause of India? s freedom.? 52 The news of Bose? s death further fuelled the movement.But as a political weapon, the INA was of greatest use to the Congress. It had resorted to it the ability to cause widespread civil commotion, and in circumstances where the government might h esitate to use the Indian Army. 53 Meanwhile the naval and air force mutinies at Karachi and Mumbai air ports had intensified the situation for the British. Today? , said Mr Attlee on March 15th 1946, the national idea has spread. .. not least perhaps among some of the soldiers who have done such wonderful service in the war.? 54 Meanwhile the Military judges remitted the sentences 48 49L. C. reverse lightning The Indian National Army Trials 11(1) MODERN LAW REVIEW 46-69 (2011) Hugh Toye THE SPRINGING TIGER 247 (3rd edition 2011) 50 Id. , at 248 51 L. C. Green The Indian National Army Trials 11(1) MODERN LAW REVIEW 46-69 (2011) 52 Shah Nawaz Khan MY MEMORIES OF THE INA AND ITS NETAJI, (Foreward by J. L. Nehru) (1st Edition 1946) 53 Hugh Toye THE SPRINGING TIGER 255 (3rd edition 2011) 54 Id. , at 249 19 against the three prisoners as they had realised that they just could not enforce these sentences. 55The dynamics of power and authority had now changed.The demand for leniency for I NA men from within the Army and the revolt in the section of Royal Indian Navy further conveyed to the far sighted officials, as much as the full scale mutiny would do more brashly confident, that the storm brewing this time may prove irresponsible. 56 These events opened the eyes of the British to their perilous situation in India. They realised that they were seance at the brink of a volcano which might erupt any movement. When Clement Attlee was asked about the role of Gandhi in India? s independence, he replied, minimal?.These considerations no doubt played a very vital role in their final decision to quit India. The members of the INA did not die or suffer in pain, and their leader, Netaji Subhash Chandra Bose, had secured a place of honour in the history of India? s struggle for independence. 55 56 L. C. Green The Indian National Army Trials 11(1) MODERN LAW REVIEW 46-69 (2011) Bipin Chandra, INDIA? S STRUGGLE FOR INDEPENDENCE 491(3rd Edition 1989) 20 Conclusion After Bose? s tragic death and the collapse of his struggle, Gandhi met the INA prisoners in the Red Fort in Delhi.They told him that under Bose they had not felt any distinction of caste and religion. But here we are faced with Hindu teatime? and Muslim tea?. To Gandhi? s question of why they put up with it, soldiers replied, We don? t, we mix Hindu tea? and Muslim tea? half and half, and then serve. The same with fare57 Though the INA failed in its immediate objective they have a lot to their credit of which they might well be proud. The greatest of these was to gather together under one banner men from all religions and races of India and to infuse in them the pirit of solidarity and oneness to the utter exclusion of all communal or parochial public opinion?. 58 The seeds of the second front of independence struggle were sown as early in the 1930s with the divide between Gandhi and Bose regarding the means by which both aimed at achieving independence. But the Second World War provided the opportunity for Subhash Chandra Bose to join the Axis forces, raise an army for India? s independence and join the war. Japanese and the Indian National Army seemed to be natural allies and it was the arrival of Subhash Chandra Bose in South east Asia, that made the Indian National Army as it was.The motivations of those who joined the Indian National Army have always been a controversial issue. While it is not appropriate to cite nationalism as the only factor for volunteering at such a large scale, at the same time it is not right to succumb to the reasons given by British and American authors who attribute all of it to practical and circumstantial reasons. It was an amalgamation of both the aspects. And the influence of Netaji was the most crucial factor in turning a group of Prisoners of War into a functioning army.In the battlefield, the INA might not have been able to achieve a lot, but considering the machinery, weapons and supplies with which it was operating, it was commen dable that they were able to hold military positions under heavy British offences. Indian National Army helped develop a strong nationalist Consciousness among the Indians and especially the government employs including the three military wings. INA trials helped in escalating this consciousness into a stronger resistance to the British rule. This once again gave the Congress some new ideas and speeded up the process of India? s independence. 57 58Sugata Bose HIS MAJESTY? S OPPONENT 323 (1st edition 2011) T. N Sareen Indian National Army in WE FOUGHT TOGETHER FOR FREEDOM CHAPTERS FROM THE INDIAN NATIONAL MOVEMENT 194 (Ravi Dayal ed. , 1995) 21 Bibliography Books 1. Bipin Chandra, INDIA? S STRUGGLE FOR INDEPENDENCE (3rd Edition 1989) Sugata Bose HIS MAJESTY? S OPPONENT (1st edition 2011) 2. Hugh Toye THE SPRINGING TIGER (3rd edition 2011) 3. Major General Shah Nawaz Khan, Col. Prem K. Saghal, Col. Gurbax Singh, THE INA HEROES (Lahore Hero Publications, 1946) 4. Peter Ward Fay The Fo rgotten Army Indias Armed splutter for Independence 19421945 (1st edn 1995) 5.R. C. Majumdar HISTORY OF FREEDOM MOVEMENT IN INDIA (June 1988) 6. Shah Nawaz Khan MY Nehru) (1st Edition 1946) 7. Sisir K Bose A BEACON ACROSS ASIA A BIOGRAPHY (2nd edition 1996) 8. Tara Chand HISTORY OF FREEDOM MOVEMENT IN INDIA VOL. 4 (4th edition 1992) 9. T. N Sareen Indian National Army in WE FOUGHT TOGETHER FOR FREEDOM OF MEMORIES OF THE INA AND ITS NETAJI, (Foreward by J. L. SUBHASH CHANDRA BOSE CHAPTERS FROM THE INDIAN NATIONAL MOVEMENT (Ravi Dayal ed. , 1995) Articles 1. Aurobindo Ghosh, The Morality of Boycott, THE DOCTRINE OF PASSIVE RESISTANCE (1st edition 1948) 2.Biswamoy Pati Nationalist Politics and the Making of Bal Gangadhar Tilak 35(9/10) SOCIAL SCIENTIST (September 2007) 3. Hugh Toye The First Indian National Army, 1941-42 15(2) JOURNAL OF SOUTHEAST ASIAN STUDIES (Sep 1984) 4. L. C. Green The Indian National Army Trials 11(1) MODERN LAW REVIEW (2011) 5. Robert N. Kearney Identity, Life Mission, and the Political Career Notes on the Early Life of Subhash Chandra Bose 4(4) (Dec 1983) 6. Rudolf C. Heredia Interpreting Gandhis Hind Swaraj, 34(24) ECONOMIC POLITICAL WEEKLY (June 12, 1999) 7. Stephen Cohen Subhash Chandra Bose and the Indian National Army 36(4) PACIFIC AFFAIRS (1963-64) AND

Environmental Factors

Environmental Factors Heidi Wallen HSM/220 March 21, 2013 Environmental Factors The four external environmental factors argon economic factors, sociological factors, technological factors, and political and professional factors. The six internal factors are organizational purpose, mission, and philosophy, organisational planning, Organizational operations, Human resources, Technological resources, financial resources.Economic factors including perspicacious what financial resources the company has and where funding is coming from weather it is government funds, donated funds, fees for service, or other part income. Sociological factors include understanding community demographic twain in terms of client and community. Understand the makeup in terms of income, education, gender, age, and other demographic factors. Technological factors for mankind service agencies can understand how to use up the equipment such as computer hardware and software as well as new treatment approaches .Political/professional factors include knowing laws and regulations from federal, state and local levels as well as a political climate, or the attitudes of community and local leaders and the general public towards the services provided. Professional factors in human services include being aware of licensing and certification standards and staying in good working relations with these agencies. When looking at all four of the factors it is heard to verify what would be the most important.They all have good value, but if I had to I would say that Sociological factors seem to be very important. One of necessity to know the people that you are going to help separately and every day. To make sure that you are able to give them the help that they may need. Organizational Purpose is to have the understanding of a mission statement and a vision that is intended to provide the logic and the organizing theme . human service agency believes in what it hopes to achieve and what services th ey will provide to achieve its mission and the vision, goals that were set.Organizational planning is having a strategy and plan to identify were the organization ideally would homogeneous to be in a time frame such as five or more years. This takes some brainstorming and looking at easy data so they are able to project future needs. Organizational Operations requires regular review and examination of the programs and services offered to make sure that feat is measuring up to expectations. Human Resources refer to the many functions that are involved in the supervision and management of the organizations employees and volunteers.Staff requires a working intimacy of human resources law. Technological Resources can include support and consulting services, computer resources, financial management expertise, marketing and public relations expertise, and other technologies that may be utilize to support the work of the organization. Financial Resources requires a careful examination of budget documents to determine where the funding is coming from and what obligations the agency assumes in accepting funding from each of the various sources.

Regulatory Paper: EMTALA

The health c are industry has many regulations to ensure proper care is given, information is protected, and organizations are operating properly. The Emergency Medical Treatment and bear on Act statue of 1986 is no exception. In the following the EMTALA law will be explained with its purpose, how it is enacted, refer points of information about the law, consequences for failing to abide the law, and how this regulation affects many antithetic aspects, including the management of employees, resources, patients and the health care sector itself.Established in 1986, by Congress, the Emergency Medical Treatment and Labor Act as part of Consolidated busbar Budget Reconciliation Act (COBRA) of 1985 (ACEP, n. d. ). EMTALA was initially created to prevent what is known as patient dumping, the transfer of uninsured or underinsured patients from private to public hospitals exclusively based on the patients inability to pay. The intent was to ensure e veryone had access to emergency medic al treatment and is now known as one of the most super regulations regarding the guarantee of medical care in a hospital, in addition to emergency care (Emergency, 2001).Investigations of violations of the law are the responsibility of the HCFA and the Office of the Inspector universal of the Department of Health and Human Services (Emergency, 2001). Any hospital or physician non complying with requirements of the Emergency Medical Treatment and Labor Act rotter face strong consequences and large books. The fine for negligently violating EMTALA can reach $50,000 for a hospital or physician, except hospitals who have less than 100 beds, whose fine is limited at $25,000 (ACEP, n.d. ).A non-direct consequence consists of the hospital or physician being revoked from eligibility of the Medicare program (OShea, 2007). Although this consequence is not very likely to occur, it still is a very serious possibility. The American Medical Association conducted a Patient Care Physician Surve y in 2001 with the following facts (OShea, 2007) In a typical calendar week of practice more than 95% of emergency department physicians will provide EMTALA covered care.More than 30% of all physicians will provide EMTALA covered care in a typical week. On average, EMTALA covered care makes up 22. 9 hours of an emergency medicine physicians week and 9. 7 hours of a surgeons week. These are important facts for employees to understand because it shows how often EMTALA covered care will be presented to a hospital each week. As with most things in life, the Emergency Medical Treatment and Labor Act has both positive and negative effects on the different aspects of the health care world.EMTALA provides the additional tasks of ensuring employees are properly trained and properly handling and executing situations. It can be debilitating on resources as the patients are uninsured or underinsured and will not have the ability to pay for the services obtained. For patients, EMTALA is a very positive regulation that provides the ability to receive the health care services needed, without the added stress to take in insurance coverage or the money before they are able to receive care.As far as the affect of health care in oecumenic it can be debilitating and overwhelming because many patients who lack health insurance coverage attend the emergency room because they have the right to an testing rather than utilizing a primary care physician who could deny services due to nonpayment. The Emergency Medical Treatment and Labor Act is a daedal law that has the intention of protecting the patient, regardless of who they are or what they may possess.Although many may suggest that there is room for improvement, based on the issue forth of money lost from nonpaid bills of patients care protected by EMTALA, it nonetheless serves the purpose of its intention. Employees should be able to understand what the law is, the laws purpose and who enacts it, key facts about EMTALA, co nsequences of failing to comply and how the regulations affect management of employees, resources, patients and health care.

How the Stock Market Crash of 1929 Affected the United States Essay

The year of 1929 is marked by the Stock Market smasher in which virtually work out to be the beginning of the Great Depression. This was non the sole ca utilize of the Great Depression, though. The Stock Market Crash was caused by an economy that was not stable equal to handle the high linage prices. The Stock Market Crash helped bring on the Great Depression which forced the United States government to make changes in the regulation of furrow exchanges, providing much greater protection for investors.The United States was a young nation and was not always as powerful as it is this instant or was in 1929. The United States was formed from European citizens who wanted to start their lives over. So the United States had relatively little silver comp ard to the financial status of the ministration of the world. London at the time was considered the center of finance. The United States borrowed money from England and other countries to spur its industry. By 1960 it seemed that the United States would inevitably be the worlds most important business and financial power. The Civil fight provided a boost for industry, which jump-started the gradual shift of financial power from London to New York. The United States had a valuable asset in the form of land.The United States was forced to develop itself before it could worry about competing with the world. Hence, the amount of capital was far greater erstwhile available to be spent outside the United States. The year of 1914 can be considered the point at which the United States would never be second in the world again. (Axon, 32) Europe was stricken with war and the United States was diged to for supplies. The wealthy European countries were ravaged by war because of casualties, economic losses, and expensed of war over quartette years. (Axon, 33) The United States only was in the war for a year and did not have its country damaged by the war. The UnitedStates emerged from World War I being owed billions of dollars for having financed most of the war and was acknowledged to be the leader of the Western world. The early 1920s were a time of booming industry, of soaring hope and confidence. The ups and downs of the carry grocery were hardly noticed by the average American. The average American was to a greater extent concerned with their daily life than the state of the business line commercialize place.The economy was much(prenominal) that many new products and services were available to almost everyone, including the automobile, radios, and other products for the home. The stock market was adjudgeled by professionals that worked for large firms who had good financial backing which made it easier to use the market advantageously. Small investors were never shut out of ring Street nevertheless the professionals paid for stock slants and also rigged the market so that plastered stocks would rise and fall.This gave tiny investors a much harder time in making money through the stock market. As the market began to grow more small investors entered the game and were really just gambling their money. Most were not successful but some got lucky or got a good stock tip and rode the rising market until they lost their money too with the Stock Market Crash.At this time nobody had any reason to believe that the stock market would not keep rising. Throughout the 1920s a long boom took stock prices to peaks never before seen. From 1920 to 1929 stocks more than quadrupled in value. Many investors became convinced that stocks were a sure thing and borrowed heavily to invest more money in the market. (PBS) As the market grew, the stock market became a way of life and was a highly discussed topic among common Americans who were eager to get a piece of the pie. Americans no longer were connected by the common bond of making a life for themselves like at the birth of the nation. The 1920s were an era of revolution in ideas, beliefs, inventions, and ways of living.Th e nation was totally different aft(prenominal) World War I than before. The United States experimented with Prohibition. The Jazz age rose from the streets of Harlem, NY. Women got the right to vote. The whole of society was convinced that anything was possible, not only in the stock market and finances, but also in every facet of life. (Sherrow, 12) Most of this is taken for granted now because what was considered a new idea seems commonplace and because the Stock Market Crash of 1929 overshadowed the great improvements in society.Societys attitude affected Wall Street, though. The large investing firms model that the government should not be allowed to interfere with the guesswork of finances. This is a common feeling when the economy is booming, that the government is always trying to oppress. The exact opposite is seen when the economy is in a depression and everyone turns to the government for help. The national government was very limited in its control of the market and c ould not impose new control efforts at the time because the nation would not agree.As we know now, the stock market would have been better off if the government would have stepped in when the stock market became dangerously high. One of the main causes for the stock market to become dangerous was because large firms or groups of individuals practiced unfair techniques when buying and selling stocks. This was known as rigging the market. The stock market flows more smoothly through normal buying and selling activity but when certain groups tried to make money in an unfair way they prejudice others in the process which concent rambled capital. Large pools could control prices more than was healthy for the stock market.Some made fortunes others lost everything. An example was a cigar stock at the time was selling for $115 a share. The market collapsed. I got a call from the company president. Could I loan him $200 gazillion? (Blaszczyk and Scranton, 337) To the public, the stock mark et seemed as though it would surely make them money, and were buying. The craze was a frenzied finance that made Ponzi look like an amateur. (Blaszczyk and Scranton, 337) The insiders were controlling the market though, setting the typify for the greatest crash of all time. The booming economy in the United States was not typical of the whole world. England had its share of occupations concerning currency. The people wanted gold to again be used as it was before the war.They matte up that it was a valuable metal and provided a solid backing for currency. The British government finally agreed, aft(prenominal) a lot of pressure, to re-instate the gold standard but it was a new version where gold would be used to back up paper money and gold would be used to handle international debts. The pound was put into use, which created a problem. The pound was overvalued in terms of other currencies meaning that people had to cave in more to by British goods. Naturally, people bought goods elsewhere to avoid the currency exchange rate of the pound. Instead of realizing what was happening, the British tried to lower the price, which in turn lowered wages and caused strikes to break out in England around 1926.Germans were not better off. Of course their country was destroyed physically by war, but the financial system was very poor at this time in Germany. Germany was forced to pay reparations according to the Treaty of Versailles plus the inflation was so bad that German currency was absolutely worthless. The German public was enraged about this and the fact that they lost a lot of what they considered their land because of the war. The new government installed in Germany after the war called the Weimar republic was a democracy. The German public could not adjust to this making governmental intervention a difficult task. France and the time out of Europe faced the same effects. Inflation was uncontrolled and the political systems were thrown into upheaval.Since the Un ited States was so financially secure at this time, countries like Britain and France naturally asked for assistance. They appealed to the national Reserve Board to make cuts in interest rates in the United States. This would make the United States less attractive to investors and would maybe cause coronation in Europe instead. By increasing the money supply in the United States, the dollar would be worth less and make American goods more expensive while lowering the price of foreign goods.At this time the United States thought that this would not benefit it at this time. After all, the economy was booming, near everyone was working, people were making money from the stock market, and life was generally pleasant. Taking actions that would have hurt the United States would not have been appreciated by business community and normal citizens as well. The United States paid little attention to these pleas. There has always been talk that if the Federal Reserve Board would have stepp ed in that in that location would have been no boom in speculation, greatly reducing the risk of a crash.The argument against this is the fact that the Federal Reserve Banking system has little control of the economy, but can only make changes spurring growth or decline. Other theories put the blame on foreign countries too. One allegation states that stock speculation and gambling the market was a trait the United States adopted from Europe. However, the get rich quick attitude of Americans is just as great as the Europeans. The California Gold Rush and the Florida Real Estate Boom prove this. The United States Government can still consume most of the blame. At that twenty-four hours and age, it was hard to expect economists to predict exactly what would happen with the stock market rising so rapidly.They could have realized that it was a dangerous situation. The government felt too threatened bybusiness. When the government stepped in businessmen, bankers, and society in general criticized them for trying to take action when none was deemed necessary. By 1928 the stock market had reached the point of no return. The stock market fluctuated greatly and the risk of the stock market became greater. The rigging of stocks became so common that people of great esteem thought nothing wrong of manipulating stocks in way that actually defrauded the public. By the inevitability of a market collapse was upon the United States but nobody expected that a full-fledged business depression was to come about because of it. (Axon, 47)At this time three million shares were traded each day. Slowly it rose to four and five million shares per day. By November 1928 a daily volume of six million shares was reached. It must be realized that industrial stocks rose at a normal rate at this time, approximately growing by a third. The individual stocks are what marked disaster. For example, the Radio Corporation of America (RCA) grew an unheard of 400 percent in 1928. In 1929 the stock market continued to grow at a dangerous pace. People borrowed money at high interest rates figuring to make enough in the stock market to cover the interest and still profit greatly.With people concentrating so much energy in the stock market, few realized that production could not keep up with the stock market. The automobile and construction industries had a small decline but people do by it as normal. Few Americans decided to sell-out for a profit. Most refused to believe the boom was coming to a halt. Stock market prices were now driven up by the sheer power of speculative demand. In other words, there was nothing concrete to back up the stock prices.By mid-October, the stock market was in a bad state. No major boom could revive the quality stocks that took a sharp dive. Fear began to take the place of greed in Wall Street. The word sell was now heard more than the word buy. Brokers asked for more margins or more cash from the customer to be paid into their accounts. The custo mers, of course, could not afford it and the brokers sold the stock. This pushed stock prices even lower. Everyone began banking the large operators on Wall Street would step in because they had much more to lose than the small investor.The problem was that they could not afford to because they were already in trouble because of the sharp decline in their stocks. October 24, 1929 was called Black Thursday because this hope was squashed and stock prices plummeted. Even after this there was still some hope. That same day, bankers moved in trying to restore some of the mess. They were trying to restore some of the optimism in the market. This was not the lawsuit as the following Monday, October 28, 1929, the market was flooded with selling orders. The big bankers were no longer there because they were in their own trouble.The people that were hurt the most are those that put their whole lives into the stock market and now walked the streets, stunned about their losses. Some of the mor e badly declining stocks from 1929 to 1933 are as follows Consolidated Cigar common stock fell from $115 to $3. General Foods dropped from $82 to less than $20. General Motors fell from $91 to less than $8. US Steel dropped drastically from $261 to just over $21. The railway line stocks were hit the hardest. The New York Central Railroad alone fell to $9 from $256. (Klingaman, 111) The Stock Market Crash of 1929 marked a new era that was not immediately realized. Just as the rising stock market had provided industry with the capital to expand, the falling market caused industry to move into recession.

A Liberal Education Is the Best Path to a Democratic Nation

A liberal knowledge is the best path to a democratic land Introduction Education has always been one of the building blocks of a tribe. Indeed, the breedingal system in the Philippines has come a long way as distinguishable colonial periods slowly shaped its current form. Perhaps one of the greatest educational influences introduced to the Philippine archipelago is the concept of liberal education which was brought about by the Americans. deflection from liberal education, democracy was excessively brought about by the Americans. These two concepts then shaped the course of Philippine history and is strongly felt up to this day.why is it significant? Since a liberal education aims at strengthening the holistic development of the individual, it creates a pool of free thinkers, and catalysts for change. In a nation where liberty is to a greater extent of a need than a want, liberal education serves as uniting force for absolute freedom. Why is it argumentative? The topic is arg umentative because on that point ar other factors in shaping a countrys democracy. To say that liberal education is the BEST path to a democratic nation implies that in all other factors that shape a democratic nation are non-bearing.Definition of Terms Education- (also called learning, teaching or schooling) in the general sense impression is whatsoever act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another. Liberalism- (from the Latin liberalis, of freedom) is the belief in the importance of liberty and equal rights.Liberal Education- describe as a philosophy of education that empowers individuals with broad knowledge and transferable skills, and a stronger sense of values, ethics, and civic engagement characterized by challenging encounters with important iss ues, and more a way of studying than a specific course or field of study (Association of American Colleges and Universities) Democracy- is a form of government in which all sight have an equal say in the decisions that affect their lives. Ideally, this includes equal (and more or less direct) participation in the proposal, development and passage of formula into law.It can also encompass social, economic and cultural conditions that enable the free and equal practice of political self-determination. Hypothesis 1. Can liberal education be considered as a social equalizer? 2. Will liberal education sustain development and long-term economic progress? 3. How would liberal thinkers contri neverthelesse to the advancement of our nation? Sub-thesis 1. Liberal education is the greatest social equalizer. 1. 1Education as the balance wheel of the social machinery. History shows us that with strong mentors and a solid education, veritable(a) someone without a privileged background can tra nsform their destiny.Beyond the positive global ripple effect that education offers, there are also many personal gains to be made. And thats where liberalism in education comes in it serves as a guide in order for individuals to make the right choices not only in consideration to their personal gains but also for the betterment of the whole society. 1. 2Effect on Cohesion of Societies By exposing students to a wide range of differing views and boost them to make connections across different disciplines and cultures, we would hope that liberal education promotes tolerance and understanding of others.Liberal education can also foster a sense of community and of working together to achieve goals. And by broadening and deepening knowledge of history, the arts, and the sciences, it nurtures both pride in ones own culture and respect for others. 1. 3 Increased Social Participation Strong leaders help move countries forward, but an informed and engaged citizenry can often serve as a nece ssary and constructive counterbalance to the power of leaders. By spreading knowledge and increasing debate, broadening liberal education away from elite groups allow tend to lead to a more involved citizenry. 2.A liberal education is capable of sustaining development and long-term economic progress. 2. 1On Economy We think that agate line leaders are more likely to innovate when they have been stimulated by the broad range of studies that typically comprise liberal education. For developing economies, much(prenominal) innovation can mean moving into new, more productive fields, and adapting technologies developed elsewhere to create new jobs, and reduce poverty at home. Liberal education, which encourages people to question and challenge conventional thinking and practices, can be an important catalyst for increasing an economys fluidity. . Liberal thinkers will profusely contribute to the betterment of our nation. 3. 1On policy-making There is no standard recipe for reaching de velopment goals, but much of the evidence we have suggests that good governance, good macroeconomic management, attention to education and health, and integration into the world economy are useful ingredients. All of these instruments of development (some of whichlike health and educationare goals in themselves) require generalist as well as specialist knowledge and skills. . 2On Reducing Brain Drain Students who have an opportunity to receive a well-designed, broad-based education in their own countries are more likely to pursue their studies at home and avoid the cost of going abroad. A related benefit derived from the fact that a liberal education promotes a culture of lifelong learning, which abets the development of a vibrant intellectual culture and encourages professionals trained in other countries to work in their own country, for that countrys benefit. purposeBy teaching students how to think rather than what to think, and how to learn rather than what to learn, a liberal education produces graduates who are better able to adapt and respond to the demands of a fast-changing economic and social environment. In consideration to all statements and proofs above, we believe that it is necessary to acknowledge the role join States played in the acknowledgement of the benefits of a liberal education in the progression and growth of a democratic country. By establishing the University of the Philippines through Act No. 870 of the First Philippine Legislation, the United States imparted to us this important segment of higher education that from then up to now is continuously producing liberal idealists that helps in progressing not only our economy but also our national identity. Sources http//en. wikipedia. org/wiki/Liberal_education http//www. aacu. org/leap/what_is_liberal_education. cfm http//www. aacu. org/liberaleducation/le-wi03/le-wi03feature2. cfm http//judymontero9. com/2009/03/12/judy-to-dreamers-education-is-the-great-equalizer/

Poetry Analysis: Persimmons Essay

See through. Surely, to the highest degree people set out experienced this flavor before, the feelings of being seen, hardly non truly seen. As if both part of their being, their roots, their culture, and history meant nonhing and holds no value to anyone barely themselves, just as the verbaliser unit is increase in a bi-lingual, bi-culture atmosphere although well-nigh of us may be forgotten end-to-end our life sentence from daily encounters or short scathe relationships semester long classmates and professors, the poem Persimmons by Li-Young Lee reveals to us with his resplendent use of imagery, tokenism, and other literary devices, emotions so rooted, that they almost escape dustup.In the poem, the reality revealed is that we will someday fade away from people and this world. just now that the true beauty lies during the events in our lives and until the finale, we are the ones to hold the sweet, advanced(a) Persimmon, a sacred and distinct sun inside each of u s golden and warm. Li-Young Lee implements imagery and symbolism to emphasise the metamorphosis of the early life of the struggles of social placement of a young American Chinese male child to the recently passions of a young man. Persimmons teach us that even if we may go blind, just ilk the speakers father in the poem, it comes to envision that our experiences of life, that despite non everyone will appreciate, or understand ripey, that it is something that will forever and a day stick etched in our souls.At first the poem starts out a bit scattered. there were several pieces that did not seem to follow the magazine and meaning, but while seemingly scattered, his memories do in fact connect in several ways. As one specific device, most of his recollections involve the symbol of the Chinese product, persimmons. The poem begins with an unpleasant memory from the speakers sixth grade classroom where he recalls being slapped on the head and ordered to stand in the corner fo r not knowing the end/between the row persimmon and finespunness(3-5). Right at that moment the speakers attitude is that of confusion. In the first stanza, we learn that Mrs. handcart was the speakers teacher in sixth gradeIn sixth grade Mrs. WalkerSlapped the back of my headand made me stand in the cornerfor not knowing the differencebetween persimmon and preciseness.How to choose persimmons. This is precision. (1-6)To Mrs. Walker, the demonstrate is simple the young boy, whose native language is Chinese, simply cannot attain and grasp the elements of English. Clearly he confuses the terminology that are seen from Mrs. Walkers point of view to have nothing in common, but maybe only holds similar sounds and that is all. But in the boys mind, the two words are connected in a way that Mrs. Walker will never grasp without delving deep. A particular literary device that Lee uses is the choice of enjambement at the word choose, (6) which breaks the first stanza and draws attentio n to the act of selection, and the do of making choices. Although in the first stanza it is seen that the speaker, as a child and as a student is stripped from the power to choose in the process and codes of the incident of his classroom assimilation, he regains power by justifying his linguistic conflations of the words persimmon and precision, (5) by connecting the words through their similar sounds and by symbolic association How to choose/ persimmons. This is precision (6 7) and fight and fright, wren and yarn (31).While justifying the melting pot of his words, he also re-claims control by demonstrating his command of the English language. In the second stanza, however, Lee elaborates on the correct way of carefully selecting and downing a persimmon, and along with that it is support that the speaker does in fact know the difference between the two words. The speaker reveals his understanding of precision in the diction being used by Lee to describe how to pick out and eat a persimmon the words soft, sweet, sniff, and brown-spotted, are given to the fruit characterizing it and transcending the physical sense of the Chinese fruit and transforming it into an important element, and symbol. Whereas the character of Mrs. Walkerwould fall in the category of the teachers that one may meet throughout life. It can be anyone from a school teacher, a semester long college peer, a random onlooker, or guild itself. However, these teachers not judge ones personality, but are also ignorant. In defined terms a person may be treated as a sheep, when in fact, they are the ones fenced in, not able to reach, see or feel further they do not bother to survey into the deep and enigmatic waters of people, Self, and emotions, in this case, the boys mind. The teacher is not aware that his mind is full of different worlds the world or emotions, and his rich culture. The only thing they perceive is that the boy may have a problem that the boy has trouble with words, which in a w ay he does, but for him, the words that tend to stick out of the page for him are because of the assimilations that they induceRipe ones are soft and brown-spotted. puff the bottoms. The sweet oneWill be fragrant. How to eatPut the knife away, lay down the newspaper. desquamate the skin tenderly, not to tear the meat.Chew the skin, suck it,and swallow. Now, eat the meat of the fruit,so sweet,all of it, to the heart. stern Mrs. Walker and anyone belonging to this pragmatic world even care to imagine the world within him? To the speaker a persimmon is precision, because one bespeaks the ability of perceiving a precise persimmon and the persimmon itself is precision by its existence a soft fruit, the shape, the smell of a ripe one is an art not everyone has the talent to spot one and the proper knowledge of how to eat one, just like Mrs. Walker falsely prepares the persimmons for the class, as she uses a knife to cut it up (41) as if she were cutting up this demonstrates her violation of the Chinese culture of the speaker.The poem takes on a dramatic turn at the third stanza, where the speaker steadyforwards through time. Here the speaker describes the moment of a aroused experience with his lover. Here by Lees use of symbolism and contrasting word choice is significant because of specific time and place it is being used. In this moment, the speaker has forgotten his Chinese, this could represent the past problems of assimilation to have vitiated in the aspect of the triumph over the English language. Although he has perchance gained societal acceptance as an Asian American, he has also gravely deep in thought(p), where his passing out wins his gain the loss of his native language, the loss of his culture. As a second interpretation would be that when the speaker forgets about the Dew and the fact that they are Naked, but recalls the Crickets chiu chiu and that Ni, wo means you and me represents his total captivation in the moment, the moment when two lover s unite, creating a union, one perhaps forgets that fact of nakedness, because perhaps in that beautiful moment, one does not feel naked, because their significant other is there, and they are all they need to feel covered, a moment were all barriers are broken, both feel free comfortable in the bareness, where he even forgets the background sound playing.By the use of symbolism, it is known that Persimmon is the main symbol, and so acts as a metaphor of the love scene, focusing on the passionate experience that marks the speaker for life. In the ninth stanza, a new scene is present and there is another shift in time, this time the speaker is a mature adult, visiting his parents, but also revisiting old memories, that arouse quaint feelings. In this particular stanza, Lees use of vivid imagery is openly present, where he describes the speakers senior father who has gone blindI rummage, lookingfor something I lost.I find a box.three paintings by my fatherHibiscus leaf and a white f lower.Two cats preening.Two persimmons, so full they want to drop from the cloth..Which is this?.Oh, the feel of the wolf tail on the silk, the strength, the tense precision in the wrist.Eyes closed. These I painted blind.Some things never leave a person cause to be perceived of the hair of one you love,The texture of persimmons, in your palm, the ripe weight. (62-88). Lees use of concrete enlarge allows has a great impact and effect on this particular poem, because it draws the reader in, allowing them to engage and become more attune to the feelings the poet is trying to transmit the sight of the Hibiscus, the movements of the cats preening (75). Although the speakers father has lost his eyesight, he can still see the world. When a person goes blind, they are shut out from the world, but the thing that stays with the person transcends the sense of vision the smell, the texture, the weight of the persimmon that the father speaks of that will never leave a person, (85) that the fe el of a ripe persimmon in the palm will remain a part of you , just like the speakers culture, his memories and experiences. This could also represent an important shift in the poems tone, in that the speakers finally accepts his culture or art of reminiscing of familiar emotions, both like being back home.His experiences, although not entirely positive, have helped him grow into the man he is now. Li-Young Lee, by using sensory imagery and precise diction along with the informal stanza structure, reveals to the reader that, despite the speakers his bi-cultural past, he has now realized, through his experiences, that some of the most important things will not always be visible and he is at peace with his culture. The lowliness of words that Lee demonstrates in this poem correlates with the obscure and that of which is not accepted in our materialistic, and practical world. But the bitter-sweet irony of it all is that at times, as soon as something like a marvelous feeling or thought is put into words, its mystical beauty may diminish. This poem is not only a self contained piece of poetry. It is art, a ticket to see, witness, and feel between our and the poets inner world. Li-Young Lee, knowing that words cannot directly express these feelings he uses his poetry as a tool to evoke such feelings in us utilizing the informal poetic form and the advantage of symbolism and imagery, has allowed us to picture detailed, vivid scenes to show us how superficial and apathetic the world around us can be to the secretly immense, and passionate world in each of us.CitationDmitry, Divov. Analysis of Persimmons by Li-Young Lee. Web. 25 Feb 2012. .