My Feelings on English language :: essays research papers

My feelings about the English language, including both grammar and literature, have changed several times throughout my life. These changes took place as I was influenced by my family and by the different teachers that I have had throughout my academic career. As a young boy, I knew very little about the English language, but the instruction which I have received throughout my academic career has worked to shape my feelings about the English language. My parents began reading to me when I was very young. When I was only six months old, my parents bought me a number of plastic books. Using simple picture books, my parents taught me to recognize pictures of objects and how to associate those objects with their specific names. I learned how to talk when I was only a year old, and my parents continued to read to me in order to help me build up my vocabulary. I specifically remember my mother reading Sesame Street books to me. When she read to me, she used a different voice for each of the characters. I heard the same stories read to me so many times that I began to memorize them. I was able to recite my favorite stories before I could read them for myself. While I was unable to read, my skills with the English language were developing as I learned and used the words that I heard my parents read to me. My parents, my first teachers, made learning the English language an enjoyable experience for me at a young age.  Ã‚  Ã‚  Ã‚  Ã‚   I began attending preschool at the age of three, and I have a number of memories from that period in my life. My preschool teachers made learning about the English language fun. They ingrained in me the letters of the English alphabet using a number of techniques. I remember gluing uncooked macaroni noodles onto construction paper in order to form different letters of the alphabet. The letters or words that we learned were usually associated with a fun story or with a specific color. The teachers also read a great deal to me and my fellow classmates. Story-time became something that I looked forward to. Because my preschool teachers made learning fun, I looked forward to learning more about the English language at a very young age. My parents further reinforced what I learned in preschool by continuing to read to me at home.

Counseling and Diversity Essay

Abstract People of different cultures, including immigrants of today seem to differ from past generations in that they seek to retain many of their cultural values and are less interested in becoming homogenized within the U. S. culture. This distinctness can create a potentially complex situation for both the client and therapist who may differ substantially in their own cultural values. For successful therapy to take place, it is important for therapists to be culturally sensitive of clients and avoid stereotyping. Stereotyping is detrimental to the client/therapist relationship. Therefore, to minimize the risk of misunderstanding and misinterpreting our clients we should acknowledge the influence of culture and respond respectfully to these cultural differences, values, and beliefs. This paper will define counseling and diversity and its disparities such as stereotypes and how they can be influenced from a counselor’s perspective. This paper is an expression of my current thinking regarding a theoretical perspective of counseling and diversity. Introduction Counseling is a conversational process that can be instrumental in the development of skills that help those effectively confront and cope with uncertainties and conflicts. Counseling is for folks who are courageously facing their fears, who want more from their life, who want to expand their lives and achieve goals both personally and professionally. It’s a relationship that builds Confidence (Edwards, 2009 p90). Counseling is where a professional will give advice, opinions or direction based on what the patient has discussed with them. In some ways, a counselor could almost be seen as a guide. Counseling is done in an informal and comfortable environment where the patient is free to discuss what bothers them. They are free to express their feelings and emotions to someone they know are listening to them. It’s easy for people who don’t really know what counseling is to not realize there are many different types of counseling for different problems. Counseling is very much like therapy (Radcliff, 2009 p93) in that there are individual areas in which counseling focuses on. It is not simply one broad thing that one person covers. There are actually different subjects that different counselors will specialize in. There is marriage counseling, family counseling, career counseling, mental health counseling, substance abuse counseling, debt counseling, child development counseling and grief counseling, to name a few. Diversity means differences such as different religious beliefs, different cultural traditions, music, art, dancing etc. (Patchell & Broussard,2009,p88)In the context of society and culture, diversity is usually mentioned in discussing multicultural societies. What do people from other cultures contribute when they migrate and become part of a new society. Why should these different traditions and customs be valued? They enrich a society because they allow people to experience different thinking processes, to see that there is more than one way of approaching issues or living one’s life. Why is diversity important? Educating managers and staff on how to work effectively in a diverse environment helps the University prevent discrimination and promote inclusiveness. There is evidence that managing a diverse work force well can contribute to increased staff retention and productivity (Ogans, 2009 p91). It can enhance the organization’s responsiveness to an increasingly diverse world of customers, improve relations with the surrounding community, increase the organization’s ability to cope with change, and expand the creativity of the organization. In addition to contributing to these business goals, diversity can contribute to goals unique to the University as a public institution, such as increased accessibility and accountability to all residents of the state. Cultural Norms and Differences Cultural norms are behavior patterns that are typical of specific groups.

Biography of Isoroku Yamamoto, World War II Admiral

Isoroku Yamamoto (April 4, 1884–April 18, 1943) was the commander of the Japanese Combined Fleet during World War II. It was Yamamoto who planned and executed the attack on Pearl Harbor in Hawaii. Initially against war, Yamamoto nevertheless planned and participated in many of the most important battles of the war. He was finally killed in action in the South Pacific in 1943. Fast Facts: Isoroku Yamamoto Known For: Isoroku Yamamoto was the commander of the Japanese Combined Fleet during World War II.Also Known As: Isoroku TakanaBorn: April 4, 1884 in Nagaoka,  Niigata,  Empire of JapanParents: Sadayoshi Teikichi, and his second wife MinekoDied: April 18, 1943  in Buin,  Bougainville,  Solomon Islands,  Territory of New GuineaEducation:  Imperial Japanese Naval AcademyAwards and Honors:  Ã‚  Grand Cordon of the  Order of the Chrysanthemum  (posthumous appointment, Grand Cordon of the Order of the Rising Sun with Paulownia Flowers  (April 1942),  Grand Cordon of the Order of the Rising Sun  (April 1940); the subject of many books and moviesSpouse: Reiko MihashiChildren: Yoshimasa and Tadao (sons) and Sumiko and Masako  (daughters)Notable Quote: Should hostilities once break out between  Japan  and the  United States, it is not enough that we take  Guam  and the  Philippines, nor even  Hawaii  and San Francisco. We would have to march into   Washington  and sign the treaty in the  White House. I wonder if our politicians (who speak so lightly of a Japanese-American war) have confidence as to the outcome and are prepared to make the necessary sacrifices. Early Life Isoroku Takano was born April 4, 1884, in Nagaoka, Japan, and was the sixth son of samurai Sadayoshi Takano. His name, an older Japanese term for 56, referenced his fathers age the time of his birth. In 1916, following the death of his parents, the 32-year-old Takano was adopted into the Yamamoto family and assumed its name. It was a common custom in Japan for families without sons to adopt one so that their name would continue.  At age 16, Yamamoto entered the Imperial Japanese Naval Academy at Etajima. Graduating in 1904 and ranked seventh in his class, he was assigned to the cruiser Nisshin. Early Military Career While on board, Yamamoto fought in the decisive Battle of Tsushima (May 27-28, 1905).  During the engagement, Nisshin served in the Japanese battle line and sustained several hits from Russian warships. In the course of the fighting, Yamamoto was wounded and lost two fingers on his left hand. This injury led to him earning the nickname 80 sen, as a manicure cost 10 sen per finger at the time. Recognized for his leadership skill, Yamamoto was sent to the Naval Staff College in 1913. Graduating two years later, he received a promotion to lieutenant commander. In 1918, Yamamoto married Reiko Mihashi with whom he would have four children. A year later, he departed for the United States and spent two years studying the oil industry at Harvard University. Returning to Japan in 1923, he was promoted to captain and advocated for a strong fleet that would allow Japan to pursue a course of gunboat diplomacy if necessary. This approach was countered by the Army, which viewed the Navy as a force for transporting invasion troops. The following year, he changed his specialty from gunnery to naval aviation after taking flying lessons at Kasumigaura. Fascinated by air power, he soon became the schools director and began to produce elite pilots for the Navy. In 1926, Yamamoto returned to the United States for a two-year tour as the Japanese naval attachà © in Washington. Early 1930s After returning home in 1928, Yamamoto briefly commanded the light cruiser Isuzu before becoming captain of the aircraft carrier Akagi.  Promoted to rear admiral in 1930, he served as a special assistant to the Japanese delegation at the second London Naval Conference and was a key factor in raising the number of ships the Japanese were permitted to build under the London Naval Treaty. In the years after the conference, Yamamoto continued to advocate for naval aviation and led the First Carrier Division in 1933 and 1934. Due to his performance in 1930, he was sent to the third London Naval Conference in 1934. In late 1936, Yamamoto was made the vice minister of the Navy. From this position, he argued strenuously for naval aviation and fought against the construction of new battleships. Road to War Throughout his career, Yamamoto had opposed many of Japans military adventures, such as the invasion of Manchuria in 1931 and the subsequent land war with China. In addition, he was vocal in his opposition to any war with the United States and delivered the official apology for the sinking of USS Panay in 1937. These stances, along with his advocating against the Tripartite Pact with German and Italy, made the admiral very unpopular with the pro-war factions in Japan, many of which put bounties on his head. During this period, the Army detailed military police to conduct surveillance on Yamamoto under the guise of providing protection from potential assassins. On August 30, 1939, Navy Minister Admiral Yonai Mitsumasa promoted Yamamoto to commander-in-chief of the Combined Fleet commenting, It was the only way to save his life—send him off to sea. Following the signing of the Tripartite Pact with Germany and Italy, Yamamoto warned Premier Fumimaro Konoe that if he were forced to fight the United States, he expected to have success for no more than six months to a year. After that time, nothing was guaranteed. With war almost unavoidable, Yamamoto began planning for the fight. Going against traditional Japanese naval strategy, he advocated a quick first strike to cripple the Americans followed by an offensive-minded decisive battle. Such an approach, he argued, would increase Japans chances of victory and might make the Americans willing to negotiate peace. Promoted to admiral on November 15, 1940, Yamamoto anticipated losing his command with the ascension of General Hideki Tojo to prime minister in October 1941. Though old adversaries, Yamamoto retained his position due to his popularity in the fleet and connections to the imperial family. Pearl Harbor As diplomatic relations continued to break down, Yamamoto began planning his strike to destroy the US Pacific Fleet at Pearl Harbor, Hawaii, while also outlining plans for drives into the resource-rich Dutch East Indies and Malaya. Domestically, he continued to push for naval aviation and opposed the construction of the Yamato-class super-battleships, as he felt they were a waste of resources.  With the Japanese government set on war, six of Yamamotos carriers sailed for Hawaii on November 26, 1941. Approaching from the north they attacked on December 7, sinking four battleships and damaging an additional four—beginning World War II. While the attack was a political disaster for the Japanese due to the United States desire for revenge, it provided Yamamoto with six months (as he anticipated) to consolidate and expand their territory in the Pacific without American interference. Midway Following the triumph at Pearl Harbor, Yamamotos ships and planes proceeded to mop up Allied forces across the Pacific. Surprised by the speed of the Japanese victories, the Imperial General Staff (IGS) began to ponder competing plans for future operations. While Yamamoto argued in favor of seeking a decisive battle with the American fleet, the IGS preferred to move toward Burma. Following the Doolittle Raid on Tokyo in April 1942, Yamamoto was able to convince the Naval General Staff to let him move against Midway Island, 1,300 miles northwest of Hawaii. Knowing that Midway was key to the defense of Hawaii, Yamamoto hoped to draw the American fleet out so that it could be destroyed. Moving east with a large force, including four carriers, while also sending a diversionary force to the Aleutians, Yamamoto was unaware that the Americans had broken his codes and were informed about the attack. After bombing the island, his carriers were struck by U.S. Navy aircraft flying from three carriers. The Americans, led by Rear Admirals Frank J. Fletcher and Raymond Spruance, managed to sink all four Japanese carriers (Akagi, Soryu, Kaga, and Hiryu) in exchange for the USS Yorktown (CV-5). The defeat at Midway blunted Japanese offensive operations and shifted the initiative to the Americans. After Midway Despite the heavy losses at Midway, Yamamoto sought to press forward with operations to take Samoa and Fiji. As a stepping stone for this move, Japanese forces landed on Guadalcanal in the Solomon Islands and commenced building an airfield. This was countered by American landings on the island in August 1942. Forced to fight for the island, Yamamoto was pulled into a battle of attrition that his fleet could not afford. Having lost face due to the defeat at Midway, Yamamoto was forced to assume the defensive posture preferred by the Naval General Staff. Death Throughout the fall of 1942, he fought a pair of carrier battles (Eastern Solomons Santa Cruz) as well as numerous surface engagements in support of the troops on Guadalcanal. Following the fall of Guadalcanal in February 1943, Yamamoto decided to make an inspection tour through the South Pacific to boost morale. Using radio intercepts, American forces were able to isolate the route of the admirals plane. On the morning of April 18, 1943, American P-38 Lightning planes from the 339th Fighter Squadron ambushed Yamamotos plane and its escorts near Bougainville. In the fight that ensued, Yamamotos plane was hit and went down, killing all on board. The kill is generally credited to 1st LieutenantRex T. Barber.  Yamamoto was succeeded as commander of the Combined Fleet by Admiral Mineichi Koga.