Evaluation Of A Classroom Management - 845 Words

Classroom management is a set of methods and skills used by educators to assist students in being more organized, alert, thoughtful, disciplined as well as being more academically productive. Classroom management when used correctly and effectively can help teachers maintain and control behaviors that may hinder learning for the class or a particular student, while at the same time maximizing behaviors that enhance learning for the students (Classroom Management, 2014). A practice that can contribute to an effective classroom management could be an entry routine. An entry routine is a method that teachers use to establish a consistent schedule that begins when the students enter the classroom each and every day. This routine could be pre-arranged seat assignments, students passing in assignments due, having books, paper and pencils ready or having a â€Å"warm-up† activity at the beginning of class. This type of routine helps maintain order in the classroom and avoids wasting valuable learning time at the beginning of the class (Classroom Management, 2014). In addition to entry routine, another excellent example of classroom management at the beginning of class can be a Do Now. A Do Now is an activity that the students are given at the start of class, which is usually a written response to a question on the board. This activity gets students ready for class by getting the students focused and prepared for instructions (Classroom Management, 2014). A final example of aShow MoreRelatedEvaluation Of A Teacher Classroom Management Plan Evaluation1972 Words   |  8 PagesClinical Cooperating Teacher Classroom Management Plan Evaluation Positive reinforcement plays a major role in the classroom management plan in my cooperating teacher’s classroom. In this fourth grade class, students are grouped in groups of four or five who work as a team to earn marbles. Each group has a marble jar on their storage shelf in their group where the teacher will add a variety of different sized marbles. Students can earn marbles for following directions, answering questions, payingRead MoreStandard 2 : Teaching And Learning1382 Words   |  6 PagesTeaching and Learning, is a presentation of classroom management procedures. The presentation includes rules, a daily schedule, daily routines, and behavior management strategies. This presentation also informs the students of emergency procedure protocol. The students are given the teacher’s expectations of their behavior throughout the year. The second artifact provided is an evaluation of classroom teaching. My University supervisor completed this evaluation during my internship semester. I was evaluatedRead MoreGuidelines For Improving Time Management, Mr. Haze Essay1359 Words   |  6 PagesGoals In order to improve time management, Mr. Haze will be asked to keep a calendar where he will be able to set deadlines that include grades, unit deadlines, grading, lesson planning, and other factors that have resulted in a poor evaluation. Through this he will be able to use his prep time effectively and doing school related activities, as noted by the school contract. The mentor or district administrator will be able to keep track of how often grades are being updated and the assignmentsRead MoreIncluding Students with Special Needs893 Words   |  4 Pagesone’s classroom environment evaluating student strengths and weaknesses instructors are able to modify their classroom setting and instruction to accommodate all of their students. Let’s take Jeff, a ninth grade student with special needs, for example. Jeff’s Individualized Education Plan states that he has a learning disability with his greatest difficulty being written expression. To begin, it is important to consider the areas of importance regarding the classroom environment: classroom managementRead MoreTechnology Plan Template : North American University1090 Words   |  5 Pagesprofessional development outcomes that are supported by research. Harmony Public Schools use Chromebooks in classrooms to improve technology use among students and improve class effectiveness. It makes easier and faster for both teacher and student to access and process information. We found that the Chromebook s more reliable operation significantly reduced time lost in the classroom due to PC downtime, help desk calls and operating system maintenance, (O Donnell,2012) ââ€"  Describe and citeRead MoreClassroom Observation. The Fundamental Of Classroom Observation1393 Words   |  6 PagesClassroom observation The fundamental of classroom observation is to evaluate teachers’ instruction performance during classes by using assigned observers and evaluation tools (Gallagher et al, 2011; Learning Point Associates, 2010). In order to observe the teacher performance, core components of teacher effectiveness should be used for designing criteria of rubrics or checklists, such as the quality of demonstrating content knowledge, communicating with students, and classroom management skillsRead MoreTraining Delivery Should Be Made By The Geographic Dislocation Of The Team Across A Very Large State Essay1532 Words   |  7 PagesThe cost element is tied up with the geographic dislocation of the team across a quite large state. As the usually preferred method of training delivery is face-to-face classrooms, costs quickly accrue through the use of airline flights, hire cars and hotel stays. The dislocation can also result in problems if a person in one office misunderstands the training, or ch ooses to ignore one aspect, and then subsequently trains other in the immediate area incorrectly, or at least inconsistently, with allRead MoreClassroom Management : Teachers And School Administration Essay1395 Words   |  6 PagesIntroduction Every year, new teachers step into a classroom in our school. As school administrators, we spend a lot of time on discipline problems occurred in new teachers’ classrooms. The intent of this professional development is to help teachers to create a positive classroom environment where rules, consequences, expectations, routines are clearly set by teachers. Beginning of each school year is somewhat hectic in terms of discipline incidents that affects new teacher performances as well asRead MoreThe Test Of Radioactive Inventory Control1395 Words   |  6 PagesControl (11 questions), Radioactive inventory is a staple procedures within the facility this procedure is performed on a daily bases when the project is active. Currently this procedure is on revision 13 and the original training was performed via a classroom setting with the facility manager as the instructor, a recent revision was completed to address administrative type changes. A read and sign was provided to all AGHCF personnel. AGHCF-SR-100, Round tours of the AGHCF (14 questions), This procedureRead MoreEvaluation Of The Training Program791 Words   |  4 Pagesour undergraduate classes, both in small classroom discussions and in chemistry laboratory instruction. The program evaluations provided overwhelmingly favorable feedback (see Fig.1). Within the six major training categories evaluated, three categories had no negative evaluations. The other three groups provided 97% favorable or neutral evaluations, with a maximum of 3% for poor evaluations. Surpassing our initial expectations, the results of these evaluations strongly support our conclusion that we

Essay Perspectives on Jewish and Puerto Rican Immigrants

Perspectives on Jewish and Puerto Rican Immigrants Although a number of ethnic groups migrated to the United States, their socio-cultural development took an uneven course with certain ethnic groups achieving more success than others. What was it that made one immigrant group succeed, while another never could? Was it only hard work that determined success for immigrant groups that migrated to the United States during the 19th and early 20th centuries, or were there other factors involved? The Jewish and Puerto Ricans were two of among many immigrant groups who migrated to the United States during the 19th and 20th centuries. Both groups perceived the United States as their path to prosperity. However, the fate of these two†¦show more content†¦The Jews could not tolerate any more of this oppression and immigrated to the United States in large numbers. They saw the freedom that they had been searching for and perceived the United States as their gateway to success. Once Jews arrived to the United States, they still fac ed tremendous discrimination, but nowhere near the magnitude that they faced in Europe. An upsurge of anti-Jewish feeling that was part of a general wave of resentment from other minority groups, including Roman Catholics and African Americans, swept the United States between World War I and World War II. Anti-Semitism sentiments increased, resulting in discrimination against Jews in employment, access to residential and resort areas, and in tightened quotas on Jewish enrollment and teaching positions in colleges and universities. Between 1921 and 1924, immigration legislation was enacted and it was interpreted by Jews as being Anti-Semitic in intent. This was because it severely limited immigration quotas of Eastern European nations with large Jewish populations. In his book The Ethnic Myth, author Stephen Steinberg describes how many ethnic groups faced prejudice, oppression and discrimination. At the same time, however, these ethnic groups never lost faith in the dream that compelled them to immigrate to the UnitedShow MoreRelatedSilent Dancing By Judith Ortiz954 Words   |  4 Pagesnow. â€Å"Silent Dancing by Judith Ortiz Cofer is a story that explains her childhood and the struggles her and her family went through. Around the age of three Cofer, her younger brother and mother moved to the United States after living in â€Å"la isla† Puerto Rico. They moved due to the fact that her father joined the navy and was relocated in Brooklyn. â€Å"Silent Dancing† explains the way Cofer grew up in the United States while being surrounded by the same ethnic group. When moving into â€Å"El Building† inRead MoreComparison of the Works of Smith and Morales2590 Words   |  10 Pagesherself was born on February 24, 1954, in Castaà ±er, Puerto Rico. 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Native Americans In the Indian Citizenship Act of 1924, Native Americans were granted citizenship by the descendants of European immigrants who invaded their territory over 400 years ago. In the years before and after 1924, Native Americans have experienced cultural genocide, deculturalization, and denial of education (Spring, 2010, pp. 8-9). For example, the Naturalization Act ofRead MoreSociology Of Our Times By Diana Kendall And The Meaning Of Sociology By Charon And Vigilant1053 Words   |  5 Pageschapter about race and ethnicity. The readings had two sections related to the same discussion, one about race, wealth and ethnicity and another about how children who are born immigrants having to learn how to adapt to their â€Å"normal† identity in society. Other topics of prejudice, discrimination, and sociological perspectives were interesting and helped gain more knowledge about the chapter. In Sociology in Our Times, Kendall informs us about race and how it is defined in the world. So me recognizeRead MoreEssay on Eth125 Week 4 Quiz1027 Words   |  5 PagesIrish. b. Germans. c. Swedes. d. none of these 3. The principle of third-generation interest states that a. the grandchildren of the original immigrants would have an increased interest in their ethnicity. b. the grandchildren of the original immigrants would have a decreased interest in their ethnicity. c. the children of immigrants would have more of an interest in their ethnicity than their children. d. none of these 4. The emphasis on ethnic foods and ethnically associated politicalRead MoreDefining A Post Colonial Identity Essay2164 Words   |  9 PagesAcculturation, generational, Intersectionality, etc. Intersectionality can be defined as the interconnected aspects of race, class, gender, and other social categorizations as they apply to a particular individual. I, for one, am an Argentinian-American Jewish male who embraces his intersectionalities for the cultures that culminate into the person he is, and enjoys the multitudes of his hyphens and the commonalities between each side of them. In Cherrie Moraga’s seminal piece on intersectionalities, LaRead MoreEssay about Eth/125 Week 4 Quiz 21445 Words   |  6 Pages c. Swedes. d. none of these 3. The principle of third-generation interest states that a. the grandchildren of the original immigrants would have an increased interest in their ethnicity. b. the grandchildren of the original immigrants would have a decreased interest in their ethnicity. c. the children of immigrants would have more of an interest in their ethnicity than their children. d. none of these 4. The Italian padrone of the nineteenth century wasRead MoreAmerican History And Its Impact On Society3223 Words   |  13 Pagesvoices of underpowered cultures lay mute, having no presence in the identity of their country (other than being known as â€Å"bottom dwellers† and disgraces). Development of America would have been more one-sided, only benefitting those in the â€Å"non-immigrant white American† group that seemed to reign.  ¬ The United States, ruled by one ethnic group, does not live up to its â€Å"melting p ¬ot† title. In the company of other cultural groups, however, the foundation for a country of many different cultures

Impact of National Culture on Organisational Principles Free Essays

Discuss the impact of national culture on organisational principles and behaviour in TWO of the following: China, Japan and/or India. What do you consider to be the most important differences with the West? National culture can be classified as â€Å"the collective mental programming† of a society (Hofstede, 1980). The culture will have great repercussions on the way the way organisations and the different sectors within them are run. We will write a custom essay sample on Impact of National Culture on Organisational Principles or any similar topic only for you Order Now Managing them and controlling the human resources will also be dealt with according to the specified culture of the country.It is vital for organisations to understand the culture of different countries that they may be dealing with internationally or have multinational corporations within. This is because the collection of beliefs, habits and traditions within other nations may vary drastically from their own. The Japanese have a strong national culture that affects the way organisations behave and the different principles within them. The national culture is important as it helps structure the culture of organisations. People then know what is acceptable, certain ways to behave and values. They have a number of laws to abide by and for this reason it is very important to follow the culture. A competitive advantage can also be gained as the culture is different to other nations. Children are encouraged to work very hard and it is not about the degree they get but rather how they use what they have learnt and put it into practice that counts. As they are given employment for life in a certain organisation, rather than moving from company to company, they are very hardworking and dedicated. Body postures show respect and bowing for reeting people is common along with gift giving for good effort. If a mistake is made, one does not get in trouble for it as the Japanese simply believe it is a lesson that has been learnt and honesty is key. Teamwork is vital for the Japanese. Countless managers in Japan feel their employees are motivated by working as a team. This is because as they are all working towards the same goal they share many responsibilities and get along well with each other, hence enjoying their job. This is a characteristic of Ouchi’s Theory Z when they are satisfied with their input towards the organisation. Japanese managers believe in consensus and cooperation and use the ‘bottom-up’ rather than the ‘top down’ structure in the decision making process. The hierarchical structure cannot easily be seen as everyone cooperates hugely within the decision making process and dealing with tasks. Managers highlight the need for information to flow throughout the entire organisation be it top or bottom and feel the need for everyone in the organisation to participate. They should be available at all times and readily be enthusiastic to sharing information with the rest of the organisation. The Japanese have been practicing upon many techniques in their organisations which help them in their everyday working lives. Samuel K. M. Ho’s 5-S practice is a procedure which is used to institute quality within the workplace. These five words when translated into English mean organisation, neatness, cleaning, standardisation and discipline. The people of Japan feel if they preserve this quality, it can be used as a good promotional tool. Another well known practice carried out by the Japanese is something called ‘kaizen’, which simply means ‘continuous improvement’. Kaizen is a strategy that aims to involve everyone in the workforce by getting them to think of any improvements for the business frequently. It is a Taylorist approach which helps employees feel recognised and gives responsibility. This is done by carrying out tasks in teams, providing personal discipline and improved morale to the workforce. Quality circles are carried out in which employees give opinions and suggest improvements. The ‘Just In Time Production’ theory is something the Japanese use which is very efficient. It focuses on getting the right material at the right time, at the right place and in the exact amount (Authorstream). This is done in order to save manufacturing costs and has many advantages one of which is it helps prevent stock going out of date as the right amount is produced. So overall, in Japan the national culture affect the organisational principles and behaviour greatly. Organisations expect loyalty, commitment and hard work from the workforce in return for good pay. The culture determines the way in which people are brought up, who is chosen in which organisation and the way people do things in their everyday lives is due to the specified culture. The culture of China varies from region to region within it but overall the culture is homogeneous. The government have been a considerable influence to the culture in organisation as it changes views to suit their needs. There was a cultural revolution from 1966 to 1976 which slightly changed the culture of China because of economic reasons. The previous system hugely converged on philosophy, literature and history but now the national culture has become more open with the world. The main factor of the Chinese culture is politeness. In everyday life, in and out of the workplace politeness determines an individual’s personality. Organisations usually select those who have the best attitude and family are usually giving priority before anyone else. As with Japan, lifetime employment is also the case with China and the organisation become like family to the employee. Respect is very important and the Chinese must ensure they give this at all times in order to prevent the ‘loss of face’. Once someone in China loses face, they are regarded as untrustworthy and lose their dignity along with their self respect. Greetings in China are usually made with the face and the Chinese depend on facial expressions and tone for reputation and respect. As with Japan, teamwork is vital in China as this guarantees good cooperation within the organisation. Gifts are given as recognition of hard work and appreciation and are also used for motivation. Long term relationships are also much more valued rather than quick transactions as the Chinese find it easier to function when they have contacts. This is a more family way of working and is part of Guanxi. Guanxi literally means any type of relationship (Chinese-school) and a favour is usually done for a favour in return. However, he difference from the Japanese culture is in China there are clear levels of hierarchy and people are usually judged according to their status. The seniors will always be given priority and no decisions can be taken upon without their consent. If mistakes are made in China it is regarded as a huge weakness. Confucianism has largely influenced the Chinese. It is a ‘complex system of moral, social, political and religious codes’ (Smith, 1973). It is unequal and values men more than women. There are fewer women in the workforce and they are regarded to have less importance than men. Overall, there are many similarities in both eastern countries, Japan and China, with only a few differences. Every nation has their own culture which makes them different and gives a competitive advantage over others. The people in these nations abide by the certain cultures sustaining them throughout generations. There are many differences in the way national culture impacts organisational principles and behaviour in China and Japan than in the West. In Japan, hierarchies are not so clear whereas they are very clear in China. In Western countries, company structures change depending on which industry is being looked at but the overall hierarchies will still be of importance. In both Japan and China, social relationships mean a lot and people usually get given employment due to family and friends and build them up from there. Once they receive employment within a firm, it is usually lifetime employment and they treat the firm like family. However in Western countries, people are given jobs according to their degree and on a professional level. People switch from company to company and their role moves up if they are top performers. Western countries unlike the Eastern are only concerned with employees on a work basis. This is different to Eastern countries that are judged on both home and work and actions outside the workplace can be severe. Men and women are not looked at differently in the Western countries but in Japan and China are given a lower status and fewer women have top positions within the workforce. When a mistake is made in a Western country it is usually overlooked however in Japan it is counted as part of the learning process and in China it is regarded as a weakness. In Japan, decisions are made by groups of up to one hundred people whereas in Western countries they are finalised by only about ten people. Regardless, decisions are still usually made quicker in the East than they are in the West. Corruption is something that occurs widely in China which causes certain decisions to be taken that benefit the rich making the rich richer and the poor poorer. This does not occur much in Western countries as in the UK, such Cartels exist to reduce corruptive actions. There are many similarities and a few differences between both Western countries, Japan and China that have been listed above. The main difference in culture is the East usually treats their nations more as family and actions inside and outside the work place are something they have to account for. The differences are become fewer though, as these Eastern countries are slowly being influenced by the West because of internationalism. References http://chinese-school.netfirms.com/guanxi.html http://www.authorstream.com/Presentation/Nguvananh_07b-311673-time-product-business-english-3-finance-ppt-powerpoint/ How to cite Impact of National Culture on Organisational Principles, Essay examples

Causes Of World War I Essay Example For Students

Causes Of World War I Essay On August 1, 1914 one of the worlds greatest tragedies took place. In Harry F. Youngs article entitled, the Misunderstanding of August 1, 1914, Young tries to make sense of the days that took place before the Great War began. In his twenty-one-page article, Young uses many sources to explain the story that had so many twists and turns. The following is an essay examining the work of Harry Young and what really went on August 1, 1914. The main question that the author asks is what happened on August 1st? Young opens his article by saying: Austria had opened fire on Serbia; Russia had begun to mobilize the troops; Berlins ultimatum to St. Petersburg would expire at noon; France was prepared to support her tsarist ally; and so far Englands efforts to mediate had failed. There are very many different explanations that can be given to explain World War I. Predominantly, the assassination of Archduke Francis Ferdinand of Austria-Hungary by a Serbian nationalist would be one of the first explanations given. Another important note would be that at the time this spirit of nationalism was alive and well in the heart of Europe, particularly in the empire of Austria-Hungary. Another explanation given is that there was often confusion and conflict between the German ambassador Prince Lichnowsky and the British Foreign Secretary, Sir Edward Grey. It was said that they were definite additions to the already crowded European tension. Prince Lichnowsky became an ambassador in London in 1912. He gained instant popularity with the people and was soon on friendly terms with Sir Edward Grey and Prime Minister Asquith. It is believed among historians particularly the author of this article that, both wartime governments found it necessary to accept and promote the idea that Licknowsky had misinterpreted what Grey was proposing to him. What Grey was proposing to him is further discussed later on in this paper. However, there was what seemed to be so much confusion and conflict in the European countries that it would be hard to believe that misunderstandings would not take place. In the article Young gives a day-by-day account leading up to August 1st and several days after. He even makes use of references from several documents that were recorded several years before the war, suggesting that the causes had been building up in Europe for quite sometime. Franks main belief is that confusion among Europeans was at the time rampant. So what happened that day? Some historians speculate that the idea of the war was brewing for sometime. The Columbia Electronic Encyclopedia suggests that hints of the war were evident as early as the Austrian annexation of Bosnia and Herzegovina, and the Balkan Wars. Although the Young article makes no references to the above-sited as a cause, he does believe that Austria played a significant role in the war. Young mentions that on July 23, Serbia was given an ultimatum, which to some was described as unacceptable. With a Russia alliance guaranteed, the Serbs accepted some of the terms but simply dismissed most of them. The alliance upset many countries particularly Britain and France. Tensions were mounting. When Grey learned about this ultimatum, he was talking to all countries fearing that a war would soon break out. Grey was trying to spread the idea of postponed or limited military engagement What he wanted was to keep the possibility of peace alive by holding a conference. Wha t Grey basically wanted to do was to gather the four disinterested governments, which would consist of Britain, Germany, France and Italy. After assembling the countries Grey hoped to some how use them to mediate between the deadlocked Russia and Austria. Greys efforts were met with no success. After Greys attempts failed, the threat of war grew to be almost unbearable. Several of the European countries were pointing fingers and others were being blamed for governmental injustices. Troops from the major countries began entering foreign land and any hope that Grey had for a peaceful solution was fading away. The author speaks of the feeling of impending doom and how it had reached a peak on the morning of August 1st. .u84afc454a1ea6dc992bb0ea3798bd4c7 , .u84afc454a1ea6dc992bb0ea3798bd4c7 .postImageUrl , .u84afc454a1ea6dc992bb0ea3798bd4c7 .centered-text-area { min-height: 80px; position: relative; } .u84afc454a1ea6dc992bb0ea3798bd4c7 , .u84afc454a1ea6dc992bb0ea3798bd4c7:hover , .u84afc454a1ea6dc992bb0ea3798bd4c7:visited , .u84afc454a1ea6dc992bb0ea3798bd4c7:active { border:0!important; } .u84afc454a1ea6dc992bb0ea3798bd4c7 .clearfix:after { content: ""; display: table; clear: both; } .u84afc454a1ea6dc992bb0ea3798bd4c7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u84afc454a1ea6dc992bb0ea3798bd4c7:active , .u84afc454a1ea6dc992bb0ea3798bd4c7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u84afc454a1ea6dc992bb0ea3798bd4c7 .centered-text-area { width: 100%; position: relative ; } .u84afc454a1ea6dc992bb0ea3798bd4c7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u84afc454a1ea6dc992bb0ea3798bd4c7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u84afc454a1ea6dc992bb0ea3798bd4c7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u84afc454a1ea6dc992bb0ea3798bd4c7:hover .ctaButton { background-color: #34495E!important; } .u84afc454a1ea6dc992bb0ea3798bd4c7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u84afc454a1ea6dc992bb0ea3798bd4c7 .u84afc454a1ea6dc992bb0ea3798bd4c7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u84afc454a1ea6dc992bb0ea3798bd4c7:after { content: ""; display: block; clear: both; } READ: Racism and evolutionary theory EssayHours before the war officially broke out several frantic cable messages were being sent around. The first of the day came from Licknowsky who cabled Berlin with the basic message that he and Grey were still attempting to work things out. For the next several hours while all of Europe stood on its toes cable messages were dispensed between all countries. Last minute allies were trying to be formed, new enemies trying to be avoided. All those in power were frantically trying to avoid war. However, as history would show the inevitable could not be avoided. The Germans were the first to declare war, first on Russia on August 1st, then on Fr ance on August 3rd. The Germans were hoping for assistance from the English but a war crimes violation by the Germans, gave the English enough support to enter war them selves. Soon the two sides were formed. The Allies consisted of Great Britain, France, Russia, Serbia and Belgium. And the Central Powers were formed by Germany, Austria-Hungary and the Ottoman Empire. Perhaps one of the most interesting items in the article is when the author discusses the many communications between Licknowsky and Grey. In a section from the article Young suggests how that one would assume that on the day that the war broke out, that any diplomatic reporting would be quickened and compressed. However the author says that, the cables on his (Grey) morning conversations were as full and as explicit as they could be. The article is very informative in the way it covers all points of view. The author never chooses a side, nor does he become biased. He uses many different types of documents from a varia tion of sources, which makes the article very poignant. For example, when the author discusses the way the Germans felt a specific way he quickly backs that statement up with one from another perspective. Although at times the article is played out like a daytime soap opera, Young has captured, at least some, of the confusion that unraveled. The circumstances that caused the Great War are very numerous. The authors style of presenting such events is clear and concise. This essay in no way represents what completely happened on those days in which the first World War began, instead this essay gives some of the significant stories that are important to know, if one is to begin to fully understand what happened on August 1, 1914. BibliographySource:Young, Harry F. The Misunderstanding of August 1, 1914, Journal of Modern HistoryVolume 48(1976) page 645-665