Making a Drop Down List in a DBGrid

Making a Drop Down List in a DBGrid Want to make the best data editing grid ever? Below are instructions for building a user interface for editing lookup fields Inside a DBGrid. Specifically, well be looking at how to place a DBLookupComboBox into a cell of a DBGrid. What this will do is call upon information from a data source that will be used to populate a drop-down box. To show a DBLookupComboBox inside a cell of a DBGrid, you first need to make one available at run time... Create a Lookup With a DBLookupComboBox Select the Data controls page on the Component Palette and pick a DBLookupComboBox. Drop one anywhere on the form and leave the default name of DBLookupComboBox1. It doesnt matter where you put it since most of the time, it will be invisible or floating over the grid. Add one more DataSource and DataSet component to fill the combo box with values. Drop a TDataSource (with the name DataSource2) and TAdoQuery (name it AdoQuery1) anywhere on the form. For a DBLookupComboBox to work properly, several more properties must be set; theyre the key to the lookup connection: DataSource and DataField determine the main connection. The DataField is a field into which we insert the looked-up values.ListSource is the source of the lookup dataset.KeyField identifies the field in the ListSource that must match the value of the DataField field.ListFields is the field(s) of the lookup dataset that are actually displayed in the combo. ListField can show more than one field but multiples should be separated by semicolons.You have to set large enough value for the DropDownWidth (of a ComboBox) to really see multiple columns of data.Heres how to set all the important properties from code (in the forms OnCreate event handler): procedure TForm1.FormCreate(Sender: TObject);beginwith DBLookupComboBox1 dobegin DataSource : DataSource1; // - AdoTable1 - DBGrid1 ListSource : DataSource2; DataField : AuthorEmail; // from AdoTable1 - displayed in the DBGrid KeyField : Email; ListFields : Name; Email; Visible : False; end; DataSource2.DataSet : AdoQuery1; AdoQuery1.Connection : AdoConnection1; AdoQuery1.SQL.Text : SELECT Name, Email FROM Authors; AdoQuery1.Open;end; Note: When you want to display more than one field in a DBLookupComboBox, like in the above example, you have to make sure that all columns are visible. This is done by setting the DropDownWidth property. However, youll see that initially, you have to set this to a very large value which results in dropped list being too wide (in most cases). One workaround is to set the DisplayWidth of a particular Field shown in a drop-down list. This code, placed inside the OnCreate event for the form, ensures that both the author name and its email are displayed inside the drop-down list: AdoQuery1.FieldByName(Email).DisplayWidth:10;AdoQuery1.FieldByName(Name).DisplayWidth:10;AdoQuery1.DropDownWidth:150; Whats left for us to do, is to actually make a combo box hover over a cell (when in edit mode), displaying the AuthorEmail field. First, we need to make sure the DBLookupComboBox1 is moved and sized over the cell in which the AuthorEmail field is displayed. procedure TForm1.DBGrid1DrawColumnCell (Sender: TObject; const Rect: TRect; DataCol: Integer; Column: TColumn; State: TGridDrawState);beginif (gdFocused in State) thenbeginif (Column.Field.FieldName DBLookupComboBox1.DataField) thenwith DBLookupComboBox1 do begin Left : Rect.Left DBGrid1.Left 2; Top : Rect.Top DBGrid1.Top 2; Width : Rect.Right - Rect.Left; Width : Rect.Right - Rect.Left; Height : Rect.Bottom - Rect.Top; Visible : True; end; endend; Next, when we leave the cell, we have to hide the combo box: procedure TForm1.DBGrid1ColExit(Sender: TObject);beginif DBGrid1.SelectedField.FieldName DBLookupComboBox1.DataField then DBLookupComboBox1.Visible : Falseend; Note that when in editing mode, all keystrokes are going to the DBGrids cell but we have to make sure they are sent to the DBLookupComboBox. In the case of a DBLookupComboBox, we are primarily interested in the [Tab] key; it should move the input focus to the next cell. procedure TForm1.DBGrid1KeyPress(Sender: TObject; var Key: Char);beginif (key Chr(9)) then Exit; if (DBGrid1.SelectedField.FieldName DBLookupComboBox1.DataField) thenbegin DBLookupComboBox1.SetFocus; SendMessage(DBLookupComboBox1.Handle, WM_Char, word(Key), 0); endend; When you pick an item (row) from a DBLookupComboBox, the value or the corresponding KeyField field is stored as the value of the DataField field.

Atomic Radius Definition and Trend

Atomic Radius Definition and Trend Atomic radius is a term used to describe the size of an atom, however, there is no standard definition for this value. An atomic radius may refer to the ionic radius, covalent radius, metallic radius, or van der Waals radius. Atomic Radius Periodic Table Trends No matter what criteria you use to describe the atomic radius, the size of an atom is dependent on how far out its electrons extend. The atomic radius of an element tends to increase the further down you go in an element group. Thats because the  electrons become more tightly packed as you move across the periodic table, so while there are more electrons for elements of increasing atomic number, the atomic radius may decrease. The atomic radius moving down an element period  or column tends to increase because an additional electron shell is added for each new row. In general, the largest atoms are at the bottom lefthand side of the periodic table. Atomic Radius Versus Ionic Radius The atomic and ionic radius is the same for atoms of neutral elements, such as argon, krypton, and neon. However, many atoms of elements are more stable as atomic ions. If the atom loses its outermost electron, it becomes a cation or positively charged ion. Examples include K and Na. Some atoms might lose multiple outer electrons, such as Ca2. When electrons are removed from an atom, it might lose its outermost electron shell, making the ionic radius smaller than the atomic radius. In contrast, some atoms are more stable if they gain one or more electrons, forming an anion or negatively charged atomic ion. Examples include Cl- and F-. Because another electron shell isnt added, the size difference between the atomic radius and ionic radius of an anion isnt as much as for a cation. The anion ionic radius is the same as or slightly larger than the atomic radius. Overall, the trend for the ionic radius is the same as for the atomic radius: increasing in size moving across and decreasing moving down the periodic table. However, its tricky to measure the ionic radius, not least because charged atomic ions repel each other. Measuring Atomic Radius You cant put atoms under a normal microscope and measure their size- although you can kind of do it using an atomic force microscope. Also, atoms dont sit still for examination; they are constantly in motion. Thus, any measure of atomic (or ionic) radius is an estimate that contains a large margin of error. The atomic radius is measured based on the distance between the nuclei of two atoms that are barely touching each other, which means the electron shells of the two atoms are just touching each other. This diameter between the atoms is divided by two to give the radius. Its important, however, that the two atoms dont share a chemical bond (e.g., O2, H2) because the bond implies an overlap of the electron shells or a shared outer shell. The atomic radii of atoms cited in the literature are usually empirical data taken from crystals. For newer elements, the atomic radii are theoretical or calculated values, based on the probable size of the electron shells. How Big Are Atoms? A picometer is 1-trillionth of a meter. The atomic radius of the hydrogen atom is about 53 picometers.The atomic radius of an iron atom is about 156 picometers.The largest measured atom is cesium, which has a radius of about 298 picometers.

Analyze how globalization has impacted political and economic systems Essay

Analyze how globalization has impacted political and economic systems and appreciate America's role within global, political, - Essay Example North American Free Trade Agreement (NAFTA), South Asian Free Trade Area (SAFTA), Association of South East Asian Nations (ASEAN) etc are some of the regional trade blocs formed to exploit the opportunities of globalization. This paper focuses more on the North American Free Trade Agreement (NAFTA) and South Asian Free Trade Area (SAFTA) to analyze the impacts of these trade blocs on globalization. Impacts of globalization on political and economic systems The history and formation of the trade bloc Since the mid-1980s there has been a profound change in the structure of the international economy due to the widespread growth and internal enhancement of regional trading blocs in all parts of the globe. The World Trade Organization (WTO), for example, notes that almost all of its 134 members are signatories to regional trade agreements with other countries. As of February 1999 the GATT/WTO has been notified of 184 regional trade agreements of which 109 are currently in effect. These re gional trade groups, according to Fred Bergsten of the Institute for International Economics, account for approximately 60 percent of world trade. The United States, Mexico, and Canada created a free-trade area (NAFTA) that became effective in January 1994 (Reardon et al, 2002) NAFTA has proposals to expand the size of this trade bloc to the entire American continent. Same way, Agreement on South Asian Free Trade Area (SAFTA) was formed on January 6, 2004 at Islamabad, Pakistan during the 12th SAARC summit. The members of this trade bloc are Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka. The role that the countries involved in the trade bloc play in the global economy â€Å"Regional trade blocs have the effect of lessening trade restrictions between members, while increasing or standardizing trade restrictions for non-members. In terms of worldwide trade, the net effect is arguable† (Reardon et al, 2002). One of the major barriers in increasing trade acti vities between different countries before the entry of globalization was the governmental trade restrictions imposed by countries. Globalization has brought the concept of free trade between countries and many of the countries which implemented globalization started liberalize the governmental restrictions on trade activities between countries. American economy has the ability to affect the entire global economy. Any fluctuations taking place in American economy is watched with lot of concerns by other countries because of the increasing interdependence of global economy and the trade activities many of the global countries have with America. However, most of these liberalizations of trade rules between countries were taken place between countries which have warm relationships. Countries in the same region with political and economic problems between them have failed to liberalize trade rules. Such problems created more problems to other countries also in doing free trade activities . For example, India and Pakistan are enemy countries and their enmity created problems in signing an agreement between Iran and India in establishing a gas pipe line from Iran to India through Pakistan. However, the formation of SAFTA helped these enemy countries to assemble under one umbrella and currently the problems in establishing the gas line is going to be solved amicably. In short, countries started to realize that the

Containing Acinetobacter Baumannii Case Study Example | Topics and Well Written Essays - 1750 words

Containing Acinetobacter Baumannii - Case Study Example The pneumonia cases area further proof that indeed it was A.baumannii (Bruijn, 2011, p. 129). Among those most likely to get infected are those who recently had a surgical procedure, those with weak immune systems, those recently from an intensive care unit, and those with poor health. Someone who recently took antibiotics has a catheter or came into contact with another one harboring the bacteria also has a high chance of getting infected.   It is genetically transmitted from other organisms and found in pairs or in groups. It causes many life-threatening illnesses among them blood infection where it either enters through a catheter placed in one’s vein or when an infection spreads from another part of the body to the blood. It also causes meningitis especially after brain or spinal cord surgery; it could also occur if one has a drain or a shunt in their brain. Catheters used to drain urine put one at the risk of contracting A.baumannii and getting a urinary tract infection. Pneumonia is another disease caused by this particular bacteria strain (Bergogne-Bà ©rà ©zin and Fewson, 1991, p. 119).   Since A.baumannii is resistant to most first-line antibiotics among them Ciproflaxin, Gentamicin and Colistin and desiccation, containing an outbreak is usually a hard task for the health authorities. Besides requiring expensive drugs for its control, a lot of care needs to be taken to avoid further spread of the same (Schlossberg, 2008, p. 87). Research into its characteristics is also expensive, requiring a lot of equipment to isolate and test it. Since it also puts those inflicted by wounds at a higher level of infection, it is hard containing it in places with many injured people like wars. It also presents another hurdle in controlling it by causing diseases that have other causes (Bowden, Ljungman, and Snydman, 2010, p. 28).

Dorothea E. Orems Self-Care Deficit Nursing Theory :: Nursing Medical Caring Theory Essays

Dorothea E. Orem's Self-Care Deficit Nursing Theory The purpose of this paper is to inform the reader how Dorethea Orem’s nursing theory has been used in research. Orem begin developing her theory in the 1950’s, a time when most nursing conceptual models were based on other disciplines such as medicine, psychology and/or sociology (Fawcett, 2000). Orem’s theory is a three-part theory of self-care. The three theories that make up the general theory are: Self-Care, Self-Care Deficit, and Nursing Systems. The Self-Care theory states that adults deliberately learn and perform actions to direct their survival, quality of life, and well-being. Self-Care Deficit theory states that nursing is required because of the inability to perform self-care as the result of limitations. Nursing Systems theory is the product of nursing in nursing system(s) by which nurses use the nursing process to help individuals meet their self-care requisites and build their self-care or dependent-care capabilities. These three theories form the overall Self-Care Deficit Theory. (Alligood & Tomey, 2001) Self-Care Deficit Nursing Theory (SCDNT) is an important component of nursing’s theoretical knowledge. It is a highly developed and formalized theoretical system that includes the philosophical foundation, the general theory of nursing with its constituent elements, and an expanding body of knowledge that includes empirical research. The conceptual structure of SCDNT is constituted from six core concepts (self-care, therapeutic self-care demand, self-care agency, self-care deficit, nursing agency, nursing system, and one peripheral concept -basic conditioning factors. (Taylor, Geden, Isaramalai &, Wongvatunyu, 104) The capacity and ability of the individual to engage in self-care is termed self-care agency (SCA). The Therapeutic Self-Care Demand (TSCD) and SCA are influenced by a number of factors or variables referred to as basic conditioning factors (BCFs). The self-care system is an action system designed in response to the TSCD and is dependent on the quality of the individual’s self-care agency. (Geden & Taylor, 329) The first article we reviewed was titled An Empirical Test of a Self-Care Model of Women’s Responses to Battering. Battering was conceptualized with Orem’s theory as a situation requiring therapeutic self-care. Based on Orem’s theory of self-care deficit a model of women’s responses to battering was constructed. This model proposes that age, education, income, and cultural orientation are BCFs that directly related to relational conflict. This conflict would be negatively related to self-care agency and indirectly related to both outcomes of health and well-being. The proposed model suggests that the degree of relational conflict experienced by a woman in a battering situation is directly related to her ability to care for herself. Dorothea E. Orem's Self-Care Deficit Nursing Theory :: Nursing Medical Caring Theory Essays Dorothea E. Orem's Self-Care Deficit Nursing Theory The purpose of this paper is to inform the reader how Dorethea Orem’s nursing theory has been used in research. Orem begin developing her theory in the 1950’s, a time when most nursing conceptual models were based on other disciplines such as medicine, psychology and/or sociology (Fawcett, 2000). Orem’s theory is a three-part theory of self-care. The three theories that make up the general theory are: Self-Care, Self-Care Deficit, and Nursing Systems. The Self-Care theory states that adults deliberately learn and perform actions to direct their survival, quality of life, and well-being. Self-Care Deficit theory states that nursing is required because of the inability to perform self-care as the result of limitations. Nursing Systems theory is the product of nursing in nursing system(s) by which nurses use the nursing process to help individuals meet their self-care requisites and build their self-care or dependent-care capabilities. These three theories form the overall Self-Care Deficit Theory. (Alligood & Tomey, 2001) Self-Care Deficit Nursing Theory (SCDNT) is an important component of nursing’s theoretical knowledge. It is a highly developed and formalized theoretical system that includes the philosophical foundation, the general theory of nursing with its constituent elements, and an expanding body of knowledge that includes empirical research. The conceptual structure of SCDNT is constituted from six core concepts (self-care, therapeutic self-care demand, self-care agency, self-care deficit, nursing agency, nursing system, and one peripheral concept -basic conditioning factors. (Taylor, Geden, Isaramalai &, Wongvatunyu, 104) The capacity and ability of the individual to engage in self-care is termed self-care agency (SCA). The Therapeutic Self-Care Demand (TSCD) and SCA are influenced by a number of factors or variables referred to as basic conditioning factors (BCFs). The self-care system is an action system designed in response to the TSCD and is dependent on the quality of the individual’s self-care agency. (Geden & Taylor, 329) The first article we reviewed was titled An Empirical Test of a Self-Care Model of Women’s Responses to Battering. Battering was conceptualized with Orem’s theory as a situation requiring therapeutic self-care. Based on Orem’s theory of self-care deficit a model of women’s responses to battering was constructed. This model proposes that age, education, income, and cultural orientation are BCFs that directly related to relational conflict. This conflict would be negatively related to self-care agency and indirectly related to both outcomes of health and well-being. The proposed model suggests that the degree of relational conflict experienced by a woman in a battering situation is directly related to her ability to care for herself.

Education in Nazi Germany – History Change

Education in Nazi Germany – Change and Continuity Assessment When Hitler became Chancellor of Nazi Germany, in 1935, he proposed many changes in education and throughout the country. He believed that these changes would influence people and indigenise them of his beliefs and reforms that should happen in the country – to praise his glory and make Germany the most powerful country and its rule to continue forever. One of these integral changes was education.Hitler strongly believed that, younger minds were easier to infiltrate and indoctrinate, as they were developing and imposed this sudden change amongst schoolchildren to provoke stronger Nazism in the future generation of Germans. Older generations, could oppose and have opinions to disapprove Hitler’s ideas. So, the Nazis changed education drastically to mould these children for the future of Germany. However, some parts of education were vital for basic human needs and could not be changed.In contrast, they w ere continued but they were portrayed in such a way, which would influence the way a German child thought, in that time. They introduced a lot of changes to education, from the days of teaching to the subjects that had to be taught or taken out of the curriculum; which also had a lot of Nazi indoctrination in them. All of the changes that were introduced had a major impact on children, as Dr Bernhard Rust pointed out that, â€Å"The whole function of education is to create Nazis† which highlighted that indoctrination was a key fundamentality in education to induce Nazism.One major change was starting school at 8:00 am sharply and a higher emphasis on sport and keeping fit. This is because, Hitler wanted to create a future generations of tough and strong soldiers, that would fight for his country – so unfortunately for most boys, this would be the discipline in the army and Hitler exactly wanted then to be ‘trained for the army’. Hitler had always said that ,’ boys had to be as swift as a greyhound’ which highlights the idea of leadership, strength and power amongst boys. Moreover, boys had to play football, rugby, and boxing to toughen them up.PE was also heavily enforced upon girls, as they were the future mothers and wives of the future generation of soldiers. Also, they needed to be fertile and to be able to have the strength to give birth to healthy children. Furthermore, PE took up 15% of the education and boys who failed to pass fitness tests were to be expelled from schools and could be discriminated by the older students as a laughing stock. This attitude, inspired children to be tough and strong to serve their ‘Fatherland’ (Germany) and in a way frightened them. Also, it can be interpreted that this also invoked discrimination against the Jews.Further evidence to support the idea of keeping fit, is a line from a German newspaper which suggests that the ultimate aim of sport was to have enough men fi t for the army. This deploys the idea of that Hitler purely wanted the future generation to fight for him. We can trust the provenance of the source, as it’s from a German teacher’s newspaper and we know that, Hitler arranged teachers into the League of Teachers so this is a valid piece of evidence. Exceedingly, a picture from a children’s textbook in the 1930s from Nazi Germany denotes a sketch of children in army uniform with weapons.This is clearly a heavily signified indoctrination, as it connects with the sports and inspires children to become like that. It can be interpreted that, Hitler and the Nazi party knew that children could be infiltrated through play and education and visual learning; so included subliminal messages in their learning to become Nazi. In addition, another change that the Nazis introduced was a change to the lessons itself and the days of education to supply enough deployment of brainwashing that would mould their character. New lesso ns were introduced and lessons that were thought of unnecessary were removed.Eugenics, Race Studies, Ideology and P. E were some of the new lessons introduced. These lessons had a lot of Nazism in them, such as Eugenics and Race Studies which taught children that German (pseudo Aryan race) were superior than others, and how others were inferior – Jews, Gypsies, Black, Czech, Slavs etc. Moreover, R. E was removed and replaced by Ideology as Dr Rust and Hitler had pointed out that the main thing was to focus of patriotism and the ideas of Hitler, to be reinforced amongst students. Evidence to support this is, is a German speaking about her life story and said it was really boring to learn about Hitler’s ideals.This source is useful, as it supplies information of experiences; however it can be said that they may have difficulties remembering and often the German people don’t want to take the blame for Hitler’s tyranny, so this is a source worth considering. Also, to reiterate, religion amongst German children was changed as in a girls’ timetable singing is a lesson that is taught a lot. In singing, Dr Rust enforced prayers and songs of praise that highlighted Hitler’s glory. Also, the amount of time on religion was reduced and attendance at school prayers was optional.This suggests that, the sole purpose was to only strive for Hitler. These songs, such as a German man remembered, were praises to Hitler and gave a goal to the children to ultimately fight for Hitler. To point out, women were also considered inferior to men, as they couldn’t continue their further education to obtain jobs. Also, the girls’ timetable shows the attributes of a housewife – such as domestic science, hygiene, sex education, childcare – eugenics and biology were heavily taught for the purpose of selective breeding amongst all races – the perfect ‘Aryan’ match.Similarly, Dr Rust was called unstable as he used to immediately change school-days and curriculum to pressurise propaganda and Nazi attributes on children. For example, he made Saturday as a Youth Day, where children from the Hitler Youth went for school tests, army camping, and ‘fun activities’ where the main idea was to completely brainwash children to become robot-soldiers for Hitler. Moreover, some evidence suggests that children used to turn in their own parents if they said anything against Hitler.According to interpretations, this would more likely to be true as they were mostly propagandised by their education and became like soldiers – to fight for ‘justice. ’ Moreover, many teachers that opposed were sacked and others were in the League of Teachers. Some opposing teachers stood there in the silence; however, they couldn’t do anything. Dr Schuster, a geography teacher (1938) highlighted that he wanted to teach real geography and create non-Nazis with other similar teachers – however Nazi soldiers were in the way.He also said that they cannot have a newspaper or a conference. This denotes the tight security of the Nazis in the school as they didn’t want anything to get in their way. In my opinion, children would be heavily indoctrinated that they might not have the willingness to oppose or might be in the fear of persecution by the Nazis. Notwithstanding, not all lessons could not be changed but the way they were delivered had a lot of impact. Such as, the clip on indoctrination of Nazi Germany shows that Maths was taught by measuring the angles of shooting and had a lot of military twist.Similarly, chemistry and physics were taught constructing the efficiency of warfare weaponry and devising new guerrilla, military aviation science and chemicals. Also, geography and history talked more about Germany’s glorious past and it needed a lot of living space (Lebensraum) by conquering nearby countries as they were a superior race. This wo uld be conditioned in a child’s mind and they would think it is right to invade other countries for Germany; as they’re highest of all. This is source is more useful, as it is itself a recording from an actual lesson with photographs of textbooks.So, there was continuity in the lessons however, with a great impact of the way Hitler wanted it. Also, some lessons were taught more of – to reiterate the greatness of Nazism. In my opinion the questions to ask the pupils are- why were you against your parents and turned on them? Why didn’t you oppose and protest – you were the future generation, so your generation with the help of other voices could’ve protested. However, this was not possible, as children wanted to join the Hitler Youth as there were activities and enough influence was done, to mould them.Moreover, anti-Semitism, hatred towards Germany’s ‘infidels’ was forever show in textbooks. Further evidence suggests that, textbooks such as maths textbooks contained the right theory, but had a twist. For example, a question would be written to discriminate Jews and mentally ill people as a burden in society. In addition, textbooks would show these ‘infidels’ as sinners i. e. a German textbook of1935 showed Jews being laughed at and bullying the Aryans. This would gradually strengthen in a child’s mind to show hatred towards them and increase their dedication on Hitler and the Aryans.Moreover, a modern textbook on Nazi Germany explains that children having different opinions on Jews from home put a family in trouble. A quote – ‘My daddy says not all Jews are vile. His daddy was put into prison. ’ This was practiced to reinforce anti-Semitism in all and so that people notice this and are possibly in fear to support Hitler. This can be trusted, as we know that the Nazis were mentally dehumanised and so persistently cruel, that they would do this. The Jews wouldâ⠂¬â„¢ve been significantly affected, as there was a lot of adverse discrimination on them, and with the growing indoctrination of children, the hatred would increase.Finally, change and continuity of education in Nazi Germany aimed to literally create a sense of discrimination, an acceptance of Hitler’s ideas, and to create willing soldiers to fight for Hitler. From 1933-1945 Nazi Germany changed a lot, from increasing its empire and destroying Jews, to the loss of the war. This education had a big impact on how children thought, and how they would think. In my opinion, P. E. was not an issue that gave a major impact, as children are meant to be active and they have to play. However, the most significant change was the continuity with a lot of military impact and the way it was taught differently.Logical subjects such as maths and science, would already impact people to think logically, so the addition of Nazism would have a greater impact on the children making them think mo re about this. More to the point, the introduction of the new subjects would also massively impact the children, as they have not thoroughly studied the older ones so they couldn’t differentiate between fact and opinion or truth and false. The most significant evidence is of the textbooks as they were actually written and directed by Dr Rust and his quotes support the idea of Nazism so that is reliable. Also, the filming is actual evidence of what happened.Despite of the technology, we cannot always rely on the filming. The anti-Semitism indoctrinated people the most, and influenced them a lot having hatred and dehumanisation sense against the Jews to become blindly loyal towards Hitler and to fight for him. Germany's population at the beginning of WWII was approximately 70 million -, 12. 5 million served in the German Army. This just shows that, how many men were selected and joined the army after so much indoctrination. We can see the result of the teaching; which created G ermans with new inventions such as the Blitzkrieg, new weapons etc.

Essay On American Samurai - 1528 Words

Cameron, C. M. (2002). American samurai: myth, and imagination in the conduct of battle in the First Marine Division, 1941-1951. Cambridge: Cambridge University Press. The samurai were a warrior class in feudal Japan who served the lords of clans in Japanese feudal society. They were highly respected elite warriors in both grand military strategy and individual martial arts. The warrior code that they embodied and the myth of the samurai warrior are still alive in modern Japan today. In his book American Samurai: Myth and Imagination in the Conduct of Battle in the First Marine Division 1941-1951, Craig Cameron draws parallels between the United States Marine Corps and the feudal Japanese samurai. Writing from a post-Vietnam view, Cameron†¦show more content†¦This disassociation allows for the whole sale slaughter of people with moral justification. The unforeseen byproduct of this disassociation, as Cameron points out, can be seen in the 1950’s and 1960’s, when many veterans consigned their wives to the kitchen. The intended product of this disassociation, however, was to kill Japanese soldiers. The Marines would reap the be nefits of this first in the Guadalcanal campaign of 1942. With the U.S. Marines of First Division engaged in a life or death struggle against their Japanese opponents, the cartoonish portraits of four-eyed, slow Japanese soldiers burned into the American Marine’s mind kept them from thinking about the enemy as men who are carrying pictures of their families eerily similar to the pictures that were carried by Americans. Using the invasion of Peleliu as a backdrop for his analysis, Cameron expands upon his analysis of the individual Marine to the collective thought of the organization. The U.S. Marine self-image caused Marine units on Peleliu to charge head-first into the waiting Japanese defense with foolhardy, head on assaults which they stubbornly pressed. The Marine Corps, even through their hyper-masculine indoctrination, had not prepared their Marines any better than their U.S. Army counterparts on the island. Before Peleliu, the perception of combat had been that of a cl ean affair due to the romanticized images of World War I. After, due to Tom Lea’s reporting of events, theShow MoreRelatedThe Tea Of Tea Masters3029 Words   |  13 Pageselaborate ceremony that has been performed since the Edo Period in the seventeenth century. It is related to both the Samurai culture and Zen Buddhism. Tea schools exist to teach the ways of the tea ceremony and there are tea masters who perform this ritual. The Japanese Tea Ceremony demonstrates culture through the themes of ritual and tradition through its history and relation to Samurai tradition and Zen Buddhism. 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Anyone can write an essay about the mythological women of a culture and how that projection lead to the creation of certain archetypes within that culture. But how did that mythology impact the culture? How did it influence the wome n of that culture or the policies and lawsRead MorePresident Truman and the First Atomic Bomb Essay1193 Words   |  5 PagesAtomic Bomb Essay In 1945, World War Two was coming to an end. Following Adolf Hitler’s suicide, and Nazi Germany’s unconditional surrender on May 7, 1945, the war in Europe was finally over. The allies began began postwar planning for future, as well as establishment of post-war order and peace treaties issues. America’s war wasn’t done yet as they were still fighting Japan, eventually pushing them back to their main islandRead MoreAnalysis Of The Movie The Hollywood Thriller Fatal Attraction And Madama Butterfly 1426 Words   |  6 Pagesreferences to Madama Butterfly add to themes such as feminine madness. 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This essay will work to define morals: America’s definition, Nazi Germany and Japan’s moralRead MoreHow Did The Modernization Of Japan During The Meiji Era Affect The Popularity Of Noh Theatre?3409 Words   |  14 Pages Keith Makishima Oakmont High School International Baccalaureate Extended Essay: Theatre How did the modernization of Japan in the Meiji era affect the popularity of Noh Theatre? Abstract In 1868 Japan began to undergo a period of modernization called the Meiji Restoration, spurred forward by the influx of the Western culture forced upon the country. As much as it was necessary for Japan to undergo major technological advancements in order to compete with the rest of the world, much of Japan’sRead MoreTo what Extent did the changes Brought in by the Meiji Restoration (1868-1912) Constitute a Revolution1921 Words   |  8 Pagesnot a complete change. Unlike before, the new Meiji government stressed the need for universal public education to spread western and modern ideas. The Ministry of Education was established in 1871, and the school system began to be based on the American structure, with a utilitarian system, and with a centrally controlled school administration similar to the French one. However, the early educational system met many oppositions and a new curriculum was established which emphasized conservative,Read MoreEdward Saids View Of Orientalism1 533 Words   |  7 Pagesthe West, into one cluster of thoughts, ideals, behaviors, and views. The effects that Orientalism present onto individuals, particularly the West, is shaping their way of thinking about Asia and how most Asian people are â€Å"supposed to be.† In this essay, I will analyze the concepts Edward Said argues by connecting them to the text read throughout the class and exemplifying the arguments of Said through the texts, and then further analyze why Orientalism continues to be prevalent in today’s world.Read MoreThe Isolation Policy And Its Effect On Japanese Society1565 Words   |  7 Pagesthe Isolation policy. The shoguns feared that this outside influence would destabilise the country. This policy had a substantial impact on Japanese society. This research essay will examine how the Isolation policy, introduced by the Tokugawa shogunate, was a turning point in Japanese history. The first section of the essay will discuss the rationale for the policy’s introduction. This will be followed by an analysis of the short and long term effects this policy had on Japanese Society. The introduction