Engaging In Comparative Education Education Essay

Engaging In Comparative Education Education Essay Introduction It is in the very nature of logical activity to make comparisons. Comparing is a elementary part of thought process which enables us to make sense of the world and our experience of it. Indeed, it can be said that only by making comparisons can we properly defend our position on most questions of importance which requires the making of the judgments. Comparing causes us to make statements to the effect that one thing is intellectually or morally preferable to or more effective or better than the other, and this can be clearly exposed in the education field, where the quest for improvement for doing things better is always compelling. In a world which is mainly focused on intense global economic competition and growing beliefs in the key role of education as the source of potential advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. Educational policy is increasingly driven by national attempts to copy the perceived advantage associated with the educational strategies and techniques of other countries. Margret Brown argues that documenting practices in high-scoring countries that give ideas for change are very important (as cited in Broadfoot 2000, p.361). It would be at least as important to find out why similar projects have not been successful in other countries. (Shorrocks-Taylor Jenkins 2000, p.16) It is crucial to assess any suggested practices from one country to another. Teachers and the general public need to be informed about the problems of putting something borrowed into practice and reform ideas from other countries to our own system. The increasing international importance of a policy discourse of learning in relation to conventional educational institutions such as schools and universities, reflects the contemporary understanding of the implication of the knowledge society (Broadfoot 2000, p.358); It is of great potential and inevitability for the whole population to be capable and disposed to take advantage of the new methods for accessing new knowledge that information and communications technology is making available. This also reflects the growing recognition that learning is not equivalent with teaching. Todays growing concern is lifelong learning which is powerfully described in a recent European Commission report: The Treasure Within. (Broadfoot 2000, p.358) Different perspective of comparative education by different scholars Antoine Jullien de Paris in 1817 saw comparative education as an analytical study of education in all countries with a view to perfect national schooling systems with adaptation and changes from which policymakers can borrow ideas to implement in their own-country (Bray 2007, p.1). In Hans view the utility of comparative education was that type of education which analyzes comparative law, comparative literature or comparative anatomy in order to highlights the differences in the forces and origins that create the differences in the educational systems (C.S. Oni 2005, p.244). Lewis approached the issue of comparative education in terms of an Island formation. Lewis asserted that, no country is an island; that each is a part of the world; therefore, no educational system anywhere in the world is worth anything unless it is comparable to some other systems in the world.(Quoted from C.S. Oni 2005, p.244). Comparative education for Blishen is the branch of educational theory that has to do with analyzing and interpreting the educational practices and policies in different countries and culture (C.S. Oni 2005, p. 244). Le Thanh Khoi believed that comparative education is a multidisciplinary area when he said that it is not strictly a discipline, but a field of study covering all the disciplines which serve to understand and explain education (quoted from Bray 2007, p. 35). In addition to learning about other people and cultures, comparative education also helps the researcher to know about oneself. As George Bereday puts it: It is self-knowledge born of the awareness of others that is the finest lesson comparative education can afford.(Quoted from Kubow Fossum 2003, p. 11). With the enhancement of nationalism and the increasing importance of the nation states in the beginning of the 19th century comparative education was pushed ahead. The objective was to learn useful lessons from foreign countries, especially concerning education systems. This contained a very colonialist view of the western societies on the foreign countries. School systems were seen as a resource of new educational ideas, which could be borrowed to improve the own school system. Comparative education transferred itself from highly pure description level to a more sophisticated analysis. With the rise of the social sciences in the 1950s the historical aspect became insignificant. Instead comparative education was introduced as a true science by using statistical techniques and more quantitative methods. The main approach was structural functionalism. The aims of comparative education: The aims of comparative education are to describe educational systems, processes, and ending products as well as to assist in the development of educational institutions and practices. It also highlights the relationships between education and society and establishes generalized statements about education that is valid in more than one country. Comparative education also deepens our understanding of our education and society; it can be of great aid to policy makers and administrators; and can be of great asset in the education of teachers (Bray 2007, p.15). Comparative research also helps us understand better our own past; locate ourselves more exactly in the present; and see more clearly what our educational future may be. Comparative education gives the researcher the ability to describe what might be the consequence of certain courses of political and economical action, by looking at experience in a range of countries. From the theories mentioned above extracted from different sch olars, we can see that comparative education facilitates the researchers to learn from the accomplishment and faults that other countries have made in the process of solving similar educational problems. The focal point of comparative study in education is the collection and categorization of information, both descriptive and quantitative. As Sadler stated in one of his lectures delivered in 1900: In studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the school, and govern and interpret the things inside. We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system of education is a living thing, the outcome of forgotten struggles and of battles long ago. It has in it some of the secret workings of national life. (Quoted from Philips in Alexander et. al 1999, p.19). On Comparing The comparative education researcher should go far from the familiar to see the unfamiliar to make the familiar strange, in order to broader the principles, geographical and epistemological view (Broadfoot 2000, p.363). When comparing in education researchers are producing a variety of descriptive and explanatory data which differ from micro to macro comparative data analysis, allowing us to see various practices and procedures in a very wide context that helps us to throw light upon them (Sultana as cited in Borg 2009, p.21). While less developed countries have a tendency to look at more developed countries to learn from them, more developed countries tent to look at countries that are on the same economic and educational level to make cross-national comparisons. Examples of this are number of countries that looked at USA as their model. Switzerland in mid-1990 apart from looking up to USA, it also hired American consultants to develop a reform package for schools (Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18). On the other hand, America learned also from other countries (Levin 2010, p.96 in www.kappanmagazine.org) like East Asia, (Bray 2007, p.21-22) where the US department of education made an intensive study of Japanese education and came out with 12 principles of good practices. Educators and policy makers went to Finland, which is the top-performing country in the first three rounds of PISA, in order to find the key to education success to achieve high marks in PISA. Private companies like Cisco and McKinsey, are issuing reports on the quality of education around the world. Comparisons across time provide information about improvement or decline over the years like comparing the different periods in the history of education. These comparisons though are limited in the nature of the reference groups or criteria used: that is they are usually limited to school systems similar to those being evaluated. When policy makers look at the past to learn for the future as the British policy makers used to do in 1980s to make comparisons with their own past rather than with other countries. Sometimes the reason to compare with the predecessors is to see how the society has developed as well as to learn from the mistakes that were done in the past (Bray 2007, p.23, Bradburn Gilford 1990, p.2). Comparisons with other localities or between states, provincials and regions compare similar local educational systems within the same state, or with those in other states or the nation as a whole. Comparisons with other states or the nation as a whole have the advantage of comparing between educational systems that are broadly similar. They provide information on particular nations level of achievement in education to the much broader area of the worlds education system (Bradburn Gilford 1990, p.2).Example of such comparison is the comparison between the education systems of Hong Kong (Bray 2007, p.131) or the education systems of Macao (Bray 2007,p.134). When comparing the researcher has to identify the areas; countries or places, and cannot be generalised. As Le Than Khoi (in Sultana as cited in Borg 2009, p.16) gave the example of the Mediterranean. There are too many differences in the region that we call the Mediterranean to make it the object of comparative analyses. Culture is an important factor when comparing places. An example of this is the result that Finland got in the PISA in 2002 compared to other places which was based on the reading competences. Finland achieved well as it has centuries of cultural tradition that long promoted the reading ability (Bray 2007, p.167). A comparative education researcher must try not to be prejudiced either on political, national, religious, racial, gender or ideological aspects. It is crucial that the paradigms used are relevant to all geographic areas and nations that are included in the study. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are often significant resource of cultural variation (Bradburn Gilford (1990), p.21). The contribution of developing countries in international studies adds information to the development of local research capacity and also widens the sample of participating countries. Third-world participation develops North South dialogues as well as East- West linkages as it serves as a good source for building trust and co-operation (Bradburn Gilford (1990), p.22). As the economic sector is increasing its value and the importance of having a sound education system, the business and industry sector may consult comparative educational studies in their international planning. Textbook publishers, developers of educational software and other educational traders use comparative education to categorize the needs and markets for new products. So the question raised is In whose interests do the education system and decisions taken, work? (My lecture notes). Though comparisons in education are of great benefit there are also who is sceptic and critic about it. There is the belief amongst these that comparative research will lead to a homogeneous-world approach to education that impede proper attention to each countrys unique history, culture, and people.(Bray 2007, p.178). This idea comes from experiences with international institutions that forced economic policies that had negative consequences in less-developed countries. It is vital for policy makers to keep in mind that not all the methods of any country can or should be put into practice in other countries. (Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87) It is important that insiders and outsiders work collaboratively in order to research and development work that is more sensitive to local, social constructions of reality. (Crossley 2002, p.82) Education research projects and organizations: As global economic competition increases, increases also the beliefs in the education as the source of marginal advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. However the issue and impact of power on the educational institutions differentiate form in society to another. It is becoming important more than ever as the decision making in education is changing considerably. The main actors are no longer those most affected by education like the students, parents and the teachers but rather private agencies and international financial institutions (Stromquist 2002, p.87). International agencies compare patterns and results in different countries in order to improve the advice that they give to national governments and policy makers. The UNESCO, World Bank and OECD are amongst international agencies each emphasising their own aims varying from pedagogy, curriculum, economic and financial matters, which play an important part in the education arena. Their aim is to assist countries in designing and implementing successful policies to address the challenges that the educational systems are facing. They also create schemes for promoting lifelong learning in relation with other socio-economic policies (Bray 2007, p. 31). New ideas gained from international studies such as PISA, TIMMS and Survey -Lang can be tried to see if they will improve the education system and to understand why the performance of students in different countries differs (Shorrocks-Taylor Jenkins 2000). Since the late 1950s with the founding of the International Association for the Evaluation of Educational Achievement (IEA) such large scale comparative studies have taken on considerable significance in education. From the beginning the IEA has been committed to studying learning in the basic school subjects and to conducting on a regular basis survey of educational achievement. Over time, these outcome data have been increasingly linked to analyses of the effects of curriculum and school organization upon learning and the relationship between achievement and pupil attitudes (Shorrocks- Taylor 2000, p.14). There are different methods on how to measure the comparative aspect which differs from theoretical grounded studies intended to build or test complex models of educational systems to descriptive studies whose purpose is to monitor different features of educational systems, practices and outcomes. The purpose of theoretically oriented studies is mainly to examine relationships among variables and look for casual explanations. It is designed to examine links between school achievement and such characteristics as curricula, teaching methods, family expectations and funding levels. These highlight the level of differences between schools or classes as well as on differences between students as the unit of analysis. (Bradburn Gilford 1990, p.5) Belatedly, the intensification of international competition, spurred on by globalization, neo-liberalism and marketizing, has major implications for cross-national studies of educational achievement, for those engaged in or dealing with the powerful influence of national and international league tables, and for the theoretical frameworks that we employ in our analyses. If the funding of research is increasingly linked to commercial interests, for example, the potential for critical theory, or for alternative cultural perspectives to influence the construction of new knowledge, may be increasingly challenged. Questions of power and whose knowledge counts?, in the process of development arise, perhaps, more strongly than ever before ( reference from my lecture notes). As Sultana stated, comparative education should go further than the concern with comparing like with like (Sultana as cited in Borg 2009, p.9). It focuses more on finding a particular point from where educational and related social phenomenon can be seen from different perspectives; create a deeper understanding of the dynamics as well come up with new ideas. Comparative education provides insights on higher education, educational innovation, teacher education, power and education researches each bringing the experience of the researchers country, or the country or the countries that researcher has studied and came together in order to share these issues in debating sessions. Comparative education and globalization: In a globalise world, schools have come under greater national enquiry regarding the ways they can contribute to or delay a national progress. Claxton (1998) has described the rapidly-changing times we are living as the Age of Uncertainty in which it is impossible to predict the state and shape of the world in few years time (as cited in Broadfoot 2000, p. 358). The educational world today encounters systems which may eventually prove to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a world that no longer exists (quoted in Broadfoot p.267). Accountability and educational transformation rose questioning on the education process itself. The heightened interest in and concern over education has encouraged educators to re-evaluate in the light of new global realities, the purpose of schooling, the underlying theories about the relationship between education and development and questioning about educator professionalism. (Watson as cited in Crossley 2002, p.81) The ways in which educators in different countries view these issues and the strategies employed to address them must be understood in the light of different cultural, social and political context in each country. By viewing the educational issue from the perspective of two diverse countries the researcher can identify factor that might be missed when viewing the issue within the context of own country alone. If the research area is related to researchers own cultural environment, it is not always easy to perceive its special characteristics. The case may appear too understandable and non-problematic. A fish cannot see that it is living in water (quoted in http://www2.uiah.fi/projects/metodi/172.htm). Multiple cultural perspectives thinking and analytic frameworks from a multiplicity of disciple the research would provide an international context as well as tools for opening perspective to enhance the way of seeing education. Critical thinking on Comparative education: Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: What kind of educational policies, planning and teaching are appropriate and for what kind of society? The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow Fossum 2003, p.7). Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective takin g (quoted in Kubow Fossum 2003, p.252). Schools are compared with arenas which constitute tension and combination of forces. In order to understand and control such condition, involves critical skills and the ability to understand the political underlining of societal and educational circumstances (Kaplan 1991 as cited in Kubow Fossum 2003, p. 252). These kinds of critical thinking can promote critical questions like: What is the intention of schooling? What are the equitable education and who decides? What is the appropriate balance between educator authority and accountability? What factors reinforce or hinder teacher professionalism? (Quoted from Kubow Fossum 2003, p. 252). The field of comparative education continues to define its identity and significance in the new thinking about education, society, colonialism and development. Ideas from post-foundational thinking, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of progress, modernity, dominance and subordination that there have been the fulcrum of the main ideas in comparative education.(Mehta Ninnes 2003, p.238), Crossley 2002, p.82). Examples of Case studies: Case study 1: Comparing literacy The usefulness of comparative education is seen in the number of different case studies. An example of a case study is Literacy skills in Maltese-English bilingual children by Rachael Xuereb (2009). The study examines the reading and phonological awareness skills in English and Maltese of children whose mother tongue is Maltese and second language English. A sample of 50 typically developing Maltese children aging between 8 years 0 months to 10 years 5 months was chosen to participate in this study. The children acquired Maltese as a first language within the family and later acquired English as a second language through Kindergarten and/or the early school years. The participants in this study attend a church school situated in the south-western part of the island. Since children star going to school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading-related tests were created to parallel the UK and US standardised assessments. All the children sat for the novel tests and the standardised tests. According to the results found by Xuereb, Maltese children read better in Maltese than in English, which is the language of instruction in most of the subjects. Each child was tested on the following measures in both languages: word and non word reading, non word repetition, spelling, segmenting words and non words elision, rapid naming of letters, numbers and colours, forward memory for digits. Increasing research has addressed this issue for bilingual students, in relationship to whether phonological awareness in the first language predicts phonological awareness in the second language (Quiroga, Lemos-Britton, Mostafapour, Abbott Berninger, 2002). Studies comparing first language and second language decoding skills in readers of different orthographies suggest that these skills are positively correlated and that individual differences in the development of these skills can be predicted on the basis of underlying cognitive and linguistic abilities such as phonological skills, memory, orthographic knowledge and speed of processing (Geva Wade-Woolley, 1998 as cited in Xuereb 2009, p.331). This study aimed to find answer for how do Maltese-English bilingual children perform on reading and phonological tasks and to verify whether prior findings of cross-language transfer from first language phonological awareness to reading or to second language phonological awareness be replicated in this sample of Maltese-speaking students. Case study 2: Comparing the role of gender and age on students perceptions towards online education. This study conducted by Fahme Dabaj, and Havva BaÃ…Å ¸ak, was conducted in order to question and analyze the perceptions and attitudes of the students to online distance education by means of email and the World Wide Web as the method of delivering instruction through on-line diploma programs offered by Sakarya University in Turkey with respect to their age and gender. The research was based on a questionnaire as a mean of data collection method. The findings of the analysis explained that although the students registered to the online program by will, they preference was for the traditional face-to-face education due to the difficulty of the nonverbal communication, their lack of ability in using the technology required, and their belief in traditional face-to face learning more than online education. The research methodology of this study used the quantitative statistical methods and techniques such as significance differences, correlation and the cross-tabulation distribution to find out if there is a significant relationship between the independent and the dependent variable questions, measuring the role of age and gender of students towards their perceptions regarding distant education. The quantitative data was collected by survey questionnaire and was analyzed via quantitative statistical methods. All the students enrolled in the distance education programs and the online courses in the autumn term of the 2005/2006 Academic Year took part in the research. Regarding gender, the results proofed that the female students have a better awareness of the online education contrasting to the male students. Regarding age, the results showed that the older the students preference moves towards attending face-to face classes. Case study 3: Comparing different Art methodologies. I also attempted to make a small comparative study in which I compared Art methodology adopted in a state school compared with that adopted by the Verdala International School. The Verdala International is a co-ed international school in which foreign students resident in Malta can attend. The Art department in this school in based on two Art Programs; the IG which is equivalent to O level exam and the IB which is equivalent to the A level exam. My research was aimed at bringing out the difference in teachers and students approach towards the subject. The first difference which I pointed out was the level of organization in the state schools Art room in comparison with the organized chaos that ruled in the Verdala International. Both teachers response to my comments about the Art room environment was that it reflects the methodology they adopt towards the subject. Art lessons in the state school are more structured; students have to follow rules which hinder them from using their imagination freely. In both schools the lessons where introduced in the same manner there was a lot of teacher talk with the teacher orchestrating the whole thing. The children were only asked to participate when the teacher asked them for suggestions. The two lessons differed in the way they developed while in the state school, the students followed the traditional method by copying the teachers examples from the whiteboard and were very limited in experimentation, at Vedala international the students were much freer to experiment and be creative. The reason was that although the Art syllabi of both schools are very similar, the methodology adopted is different. The teacher at the state school believes that in order to break the rules in Art first the student has to learn them by using the traditional method by copying. While Art lessons at the state school are more exams oriented, although at Verdala International they do have an end of year test, the focus is more on helping students develop creative ideas. During my observation sessions at the state school, which were carried out in the beginning of November, the teacher consistently reminded the students about the exam. On the other hand at Verdala International the final test was never mentioned. At the Verdala International I also tried to compare Maltese students who have been to a state school and are now attending Verdala International with foreign students who had been attending to Art classes in their own countries are now at Verdala. The aim of such comparison was to identify students perspectives of the methodologies used for the teaching of Art in Malta and abroad. The foreign students interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodology used in Maltese state schools is very similar to that in Russia and in the early years of the middle school in Germany. Lessons at Verdala International are more similar to those in Italy where the students are active participants and able to take decisions on what they should do. While in state schools every lesson planned out by the teacher following the syllabus that is to be covered, at Verdala International the lesson is in the form of a group discussion. Each student decides on a theme that he/she would like work on and the teacher will facilitate his learning. This way, different students might be working on different projects unlike in state schools where everyone would be doing the same thing. Maltese students prefer more the methodology used at the Verdala International than the Art methodology used in the state school. The research methodology of this study consisted of observation sessions, interviews with students both on individual bases and in groups, and interviews with four teachers (one at Verdala International and 3 at state school). The number of students that took part in this study was 45 students (22 at Verdala International and 23 at state school). Conclusion The comparative education area is composed by what researchers declare about its nature, origins, purposes, futures, by the truths people support and by the struggle over what made true comparative education (Mehta Ninnes 2003, p.240). The significance in studying this area using intellectual accuracy, the working and foreign systems of education will result in our better fitted to study and understand our own w

Oral Presentation

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Essay on Abstract Post-traumatic Stress - 824 Words

Post –Traumatic Stress Disorder (PTSD) Melissa DiMichele Psychology 100 June 10, 2011 Abstract Post-Traumatic Stress Disorder also known as PTSD is an emotional condition that can develop following a terrifying or traumatic event. Post-Traumatic Stress Disorder also known as PTSD is an emotional condition that can develop following a traumatic or terrifying event. PTSD has only been recognized as a diagnosis since 1980. This emotional disorder was brought to public attention after soldiers would return home and often referred to as â€Å"shell shock or combat fatigue†. This Disorder can occur at any age and affects approximately eight percent of the adult population.†¦show more content†¦First, 2000). Some people may even try to block out part of the events that occurred all together. A similar disorder in symptoms is known as Acute Stress Disorder. The difference between these two diagnoses is that acute stress disorder only last two days to four weeks and requires less symptoms to make a diagnosis. Research has indicated that people who have experienced and extreme amount of stress or traumatic event sometimes have a smaller hippocampus region of the brain in adults with chronic PTSD and early childhood trauma. This is the part of the brain that is responsible for memory. The reduction in size may be caused by a combination of the environment and genetics (NARSAD.com). People who are diagnosed with this disorder are more likely to have trouble with relationships, smoke cigarettes, abuse drugs and or alcohol use. If PTSD is left untreated it can have devastating lasting effects. PTSD is not easily treated. Sometimes people can not only suffer mentally but have physical impairments from the event as well. This can make it hard for them to obtain the treatment they need. A combination of medications and psychotherapy is usually recommended and is the most effect form of treatment for PTSD. The earlier a person seeks treatment for this disorder the better the outcome will be. The medications are used to help people cope with their emotions while the psychotherapy will helpShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd )989 Words   |  4 Pages Post Traumatic Stress Disorder Sarah Batson Eastern Florida State College, Melbourne CLP 2140 03M Abstract In today s society, it has become prevalent that the amount of individuals suffering from mental illnesses is rapidly increasing. This paper will focus on one of the disorders associated with mental illness – Post Traumatic Stress Disorder. The introduction will define and describe the disorder, and the following paragraphs will discuss causes, symptoms, target populationsRead MoreQuestions On Taking Back Your Life Essay1613 Words   |  7 PagesLife Abstract Humans desire to experience life to the fullest extent as our cognitive abilities allow. Unfortunately unhealthy stimuli from traumatic experiences severely hinder our abilities to communicate to ourselves and others, both verbally and nonverbally, while navigating through life. Some of these unhealthy stimuli result in severe mental illness and on a lesser extent yet still pervasive in our culture are early life adversities including physical and verbal abuses and post traumaticRead MoreThe Effects Of Post Traumatic Stress On Brain Functioning1748 Words   |  7 PagesHypothesis and Aims The aim of this study is to assess the effects of post-traumatic stress on brain functioning, in particular executive functioning and information processing of children and adolescents. This study also aims to evaluate prazosin as a treatment for post-traumatic stress disorder in children and adolescents. Specifically, the study focuses on the treatment of sleep disturbances such as insomnia, nightmares and altered sleep schedules. The hypotheses of this study is that the subjectsRead MorePost Traumatic Stress Disorder ( Ptsd )3157 Words   |  13 Pages Post-Traumatic Stress Disorder and its Relation to Military Service Members Brianna C. Smith Paine College â€Æ' Abstract This paper explores post-traumatic stress and how it is seen as a disorder. Post-traumatic stress can manifest into post-traumatic stress disorder. The evaluation and review books and articles seem to reveal a relation to these symptoms and military member, either active or non-active veterans. These symptoms do not manifest strictly into the full-extent of the disorder in allRead MoreInterventions For Children Exposed At Intimate Partner Violence1421 Words   |  6 PagesMarie Garza Florida Atlantic University Abstract Recently, it has been acknowledged that not only does intimate partner violence affect the victim, but it may also cause psychological damage to children who may be exposed to it, both directly and indirectly. This paper will aim to examine two types of evidenced-based interventions available for children who have been exposed to intimate partner violence and have developed Post Traumatic Stress Disorder as a result. The analysis provided forRead MorePost Traumatic Stress Disorder ( Ptsd )2740 Words   |  11 PagesPOST TRAUMATIC STRESS DISORDER Preview of Post Traumatic Stress Disorder Post Traumatic Stress Disorder, PTSD for short, is a mental health state that is provoked by experiencing or seeing a horrifying event. Some symptoms of PTSD can include flashbacks, nightmares and anxiety. There are many types of PTSD that will be discussed. Along with the services these victims may receive, the various treatments they can get, and the outcome of each of these treatments. Often times people can experienceRead MorePost Traumatic Stress Disorder (PTSD) Essay4334 Words   |  18 PagesPost Traumatic Stress Disorder (PTSD) has been the focus of considerable attention, and some controversy, since it was formally recognised in 1980 by the American Psychiatric Association. This essay will discuss the history of this relatively new diagnosis and its place within the DSM-IV-TR, whilst three perspectives of pathological reaction to trauma, namely, socio-cultural, psychological and biological factors will also be compared. In conclusion this essay will discuss how the three perspectivesRead MorePost Traumatic Stress Disorder ( Ptsd )3279 Words   |  14 PagesAbstract There is increasing awareness surrounding rates of Posttraumatic Stress Disorder (PTSD), especially within the youth population. Eye Movement Desensitization and Reprocessing (EMDR) has shown that it can be an effective therapy choice for youths suffering from PTSD. Although EMDR was originally created used with Adults, it has shown to be efficacious when implemented with youths as well. For the purpose of this paper, the term ‘youth’ can refer to any minor over the age of six. This paperRead MoreAcute Stress Disorder3168 Words   |  13 PagesAcute Stress Disorder Brett D. Klawitter Liberty University Abstract Acute Stress Disorder or ASD is a phenomenon that happens during or shortly after a traumatic event. It can affect people in many different ways but it is usually debilitating for up to one month. There has been controversy and stigma attached to the diagnosis of ASD since it was first added to the DSM-IV. This paper will illustrate the definition of ASD, the diagnostic guidelines, the difference between ASD and Acute StressRead MoreThe Traumatic Stress Disorder ( Ptsd )2891 Words   |  12 Pages Post- Traumatic Stress Disorder Introductory Psychology Psych 1101 - Spring Semester 2015 B. Moser March 30, 2015 Karen C. Lewis Abstract Imagine your worst nightmare. Now imagine your worst nightmare relived over and over again, but never being able to get away from the intruding thoughts about it or flashbacks from it. For someone with Post Traumatic Stress Disorder, this is the everyday hell that they encounter. Post-Traumatic Stress Disorder or PTSD, is a silent attacker that at

Second Foundation Prologue Free Essays

The First Galactic Empire had endured for tens of thousands of years. It had included all the planets of the Galaxy in a centralized rule, sometimes tyrannical, sometimes benevolent, always orderly. Human beings had forgotten that any other form of existence could be. We will write a custom essay sample on Second Foundation Prologue or any similar topic only for you Order Now All except Hari Seldon. Hari Seldon was the last great scientist of the First Empire. It was he who brought the science of psycho-history to its full development. Psycho-history was the quintessence of sociology, it was the science of human behavior reduced to mathematical equations. The individual human being is unpredictable, but the reactions of human mobs, Seldon found, could be treated statistically. The larger the mob, the greater the accuracy that could be achieved. And the size of the human masses that Seldon worked with was no less than the population of the Galaxy which in his time was numbered in the quintillions. It was Seldon, then, who foresaw, against all common sense and popular belief, that the brilliant Empire which seemed so strong was in a state of irremediable decay and decline. He foresaw (or he solved his equations and interpreted its symbols, which amounts to the same thing) that left to itself, the Galaxy would pass through a thirty thousand year period of misery and anarchy before a unified government would rise once more. He set about to remedy the situation, to bring about a state of affairs that would restore peace and civilization in a single thousand of years. Carefully, he set up two colonies of scientists that he called â€Å"Foundations.† With deliberate intention, he set them up â€Å"at opposite ends of the Galaxy.† One Foundation was set up in the full daylight of publicity. The existence of the other, the Second Foundation, was drowned in silence. In Foundation (Gnome, 1951) and Foundation and Empire (Gnome, 1952) are told the first three centuries of the history of the First Foundation. It began as a small community of Encyclopedists lost in the emptiness of the outer periphery of the Galaxy. Periodically, it faced a crisis in which the variables of human intercourse, of the social and economic currents of the time constricted about it. Its freedom to move lay along only one certain line and when it moved in that direction, a new horizon of development opened before it. All had been planned by Hari Seldon, long dead now. The First Foundation, with its superior science, took over the barbarized planets that surrounded it. It faced the anarchic Warlords that broke away from the dying Empire and beat them. It faced the remnant of the Empire itself under its last strong Emperor and its last strong General and beat it. Then it faced something which Hari Seldon could not foresee, the overwhelming power of a single human being, a Mutant. The creature known as the Mule was born with the ability to mold men’s emotions and to shape their minds. His bitterest opponents were made into his devoted servants. Armies could not, would not fight him. Before him, the First Foundation fell and Seldon’s schemes lay partly in ruins. There was left the mysterious Second Foundation, the goal of all searches. The Mule must find it to make his conquest of the Galaxy complete. The faithful of what was left of the First Foundation must find it for quite another reason. But where was it? That no one knew. This, then, is the story of the search for the Second Foundation! How to cite Second Foundation Prologue, Essay examples

John donne as a metaphysical poet Essay Example For Students

John donne as a metaphysical poet Essay Done in respect of the manifestation of metaphysical beauty was an unparalleled and super ordinate among all poets such as Richard Crash, Henry Vaughan, Abraham Cooley, George Herbert, Andrew Marvel and many more. Done, in fact, gave a breakthrough about the initiation of a new form of poetry-metaphysical poetry. He was natural, unconventional, and persistently believed in the argumentation and cross analysis of his thoughts and emotions through direct languages. He also concentrated on love and religion through intellectual, analytical and psychological point of view. His poetry is not only scholastic and witty but also reflective and philosophical. Key Words: Conceit, Elizabethan poetry, Epigram, Metaphysical poetry, Paradox and Ratiocination. INTRODUCTION The metaphysical poets have immense power and capability to wonder the reader and cajole inventive perspective through paradoxical images, subtle argument, innovative syntax and imagery from art, philosophy and religion implying an extended metaphor known as conceit. The term metaphysical broadly applied to English and European poets of the seventeenth century was used by Augustan poets John Dryden and Samuel Johnson to reprove those poets for their unnaturalness. John Dryden was the first to use the term metaphysical in association with John Done as he affects the metaphysics. Goethe, likewise, wrote, The unnatural, that too is natural and metaphysical poets are studied for their intricacy and originality. It will not be irrelevant and absurd to say, Metaphysics in poetry is the fruit of the Renaissance tree, becoming over-ripe and approaching putrescence (C. S. Lewis). Scholars 325 described the characteristics of metaphysical poetry from different point of view. They, in fact, lay out the essence of metaphysical poem, as does R. S. Hillier to call, Loosely, it has taken such meanings as thesemetaphysical poetry as difficult, philosophical, obscure, ethereal, involved, supercilious, ingenious, fantastic and incongruous. EPIGRAM AND DONNAS METAPHYSICAL POETRY Concentration is one of the features of metaphysical otter especially in Donnas poetry because he introduces the readers to the new realm of argument and the closely interwoven thought, emotion and affection. We can find the communion of two souls of lovers into one existence in The Ecstasy where Done intended to explain the different acts of love and the function of man as worthily performed man. The concept, here, of concentrat ion on mutual but powerful setting of International Journal http://www. R]Ella. Com love gets strength without digression. The poet expresses thus: Our hands were firmly cemented with a fast balm, which thence did spring. An extended form of epigram (a short poem or phrase that expresses an idea in clever or amusing way) fructifies the essence of metaphysical poetry where no words or expressions are not wasted and poets emotions get logical solution. The verse forms are small and simple and bring about strong sense through examples from science and religion. For example, John Done used epigram in his poem Hero and Leander when he writes thus: Both robbed of air, we both lie in one ground Both whom one fire had burnt, one water drowned. Though there is no apparent humor in this poem, there is a contradiction, which indicates limitless inquisition in poets heart. There is a question how could two people die by both fire and water? The readers stand before the confusion, which definitely leads to the long-awaited solution. METAPHYSICAL CONCEITS AND DONNAS POETRY The concept of metaphysical conceit is anoth er but most appealing and brilliant aspect of metaphysical poetry and Donnas poetry gets stages of development through the scientific implications of metaphorical conceit where he showed profusely his analytic genius through the convinced conceit. Literature study on Singapore EssayConceit (a clever or sharp expression in writing or speech that involves a comparison between two similar things) is an enticing and essential part of Donnas poetry that strengthens the basement of argument and allures far-fetched concepts with logical supposition. Dry. Johnson called conceits, the most heterogeneous ideas yoked by violence together. In this sense, Done may well be claimed to be emblematic of metaphysical poetry. The most immediate striking feature of Metaphysical style forged by Done is its use of the conceit (Mackenzie, 1990:54). Donnas conceits are instrumental in a sense that they retain the attentiveness of readers and help the emotion pass through different dimensions. Ben Jacksons criticism is prominent regarding Donnas poetry as it is concentrated on the use of metaphysical conceits. He prophesied, The poetry of Done would perish for lack of being understood (Reheated, 1966:202). 26 The thought of metaphysical conceit, pe rhaps, finds its most convinced expression in the words of Gardner: In a metaphysical poem, the conceits are instruments of definition in an argument or instruments to persuade. The poem has something to say which the conceit explicates or something to urge which the conceit helps to forward (1985:21). In terms of conceits, John Done remained an invincible and unparalleled as his conceits got refinement through experiential point of view and gave the references from every discipline of knowledge including science, religion and medicine. Done cannot be held illogical and absurd in defining love through conceits because he addressed the concept through the reality of love in a concrete and similarly appalling way with the aid of the conceit of the compass. The most striking and influential instance of conceit is found in Donnas A Valediction: Forbidding Mourning in which the souls of the two lovers are compared with the points of a compass (Watts, 1990:9). The poet evokes hush: If they be two, they are two so As stiff twin compasses are two, Thy soul the fixed foot, makes no show To move, but doth, if theorem do. The poet, however, manifests his beloved through the geometrical explanation as it is most vivid and persuading like one part of compass moves around and the other part revolves in central point and the two souls of lovers get freedom to roam in the infinite vista of love and emotion. Donnas songs and sonnets as A Valediction: Forbidding Mourning, The Flea and Loves Alchemy possess strong position in the poss ible extremely distinctive aspect of the love poetry of Done. He showed his outstanding poetic genius and capability to retain and evoke the essentially multifarious aspects and quality of manly love- love between men and women. The readers of his poetry especially love poetry must share, in some degree, his own capacity for associating widely diverse themes and feelings (Bennett, 1964:14). Done exhibited the variety of conceits through the numerous moods and was capable of portraying and analyzing a wider range of emotion than any other English poet except Shakespeare (Bennett, MOM 3). Furthermore, he added, Done traveled from one International Journal http://www. ]Ella. Com type of experience to another (1964:14). Done cannot be considered as a poet of singular taste as he variegated his options with multiple ones.

What is man free essay sample

This is a question that has been debated since the beginning time and over and over again to this day. The real question is, is there truly an answer? Mark twain seems to believe, as stated in his essay what is Man Which is a conversation between an old man and a young man as some of his other essays were written, that the answer to this question as old as life that men are simply machines. Machines that can only act and think because of what they have seen, heard, or been taught.Now lam no philosophy buff, I have never studied the human brain, and I m certainly no psychiatrist and I dont try and make myself out to be one but I have met many people in my short life so far and to be a cliche as possible every man Ive met have been like a snow flake some look eerily similar but have small details that are different, some are polar opposites, and many are somewhere In between. We will write a custom essay sample on What is man or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I would have to disagree with Mark Twains answer to this question which Is hard to because he is one of the smartest men and greatest writers to ever live. I disagree because men have a conscious, men have personalities, and there is no answer.One reason I Disagree with mark twain is that one huge difference between man and machine is that a man has a conscious and a machine does not. A man thinks before he acts no matter how short or long that they think about it everything they do runs through there conscious. A man cant act without the approval of his conscious If he thinks something Is wrong by his conscious he wont do It. However a conscious can be a very delicate subject because people may argue why is there bad things that happen If this is true, why are there murder and rape and child abuse appending.This is Just more proof that man or not machines, some men cannot fathom killing or raping someone their conscious would never allow it. However, some men think that If they want something to happen anything they have to do to achieve that goal is acceptable and okay by their conscious. This goes to show how all men while created equal are all different and not machines. Machines have no conscious and have nothing to shape their behavior after it is made. Machines do not see things and react to them they simply do as they are told; as they are aerogramme to do machines dont have feelings or a thought process.In fact Mark Twain proves my point in his own argument when the old man says It Is worked solely from the outside. That Is the law of Its make; It is the law of all machines. and No. You cant yourself, but exterior Influences can do It. This Is true In a sense as our experience, the people we surround ourselves with, and the education we receive both in school and on the streets affects all of our decisions and is what forms our conscious or what we think is right. This is exactly what separates us from machines, s man has a choice to make he can decide what to listen to and make his creed while machines cannot.Machines have no personalities. Machines is that all men have personalities. All men have personalities no matter how similar all are different. No matter how many try it is a lost battle from the start, it is impossible to tell a man what to do. You can tell a man what he supposed to do, his Job or, what you want him to do but theres no way to be sure if hell say yes or no. Some men will Jump right up and say yes sir or yes mama and complete his task and mom may even do more then you asked.Some men will say theyll do it but only do some of it, some will say theyll do it and do none. There are also many who will tell you no and to go kick rocks, flip you the bird, and be on his way. With a machine once you turn it on and hit the correct buttons in the correct sequence it will do its Job without a word. Men dont have any buttons some may say our fatal flaw but still there are none. Also there is no guarantee that he will do it right or the way you want it but once you program a machine to how you want it, itll do as its told.One season some could think that men are Just machines is that they dont realize they have a choice they have done what theyre told and had a regiment for daily activities their whole lives. Also huge difference between man and machine is feelings. No machine can truly laugh or cry or be happy, sad, or mad. These feelings affect man every day and in everything he does. This is the one thing that does come from the outside world, you dont learn to be happy or sad and smile or cry its Just something that happens even if you dont want it it happens because its something inside of you.No one wants to cry but sometimes your emotions get moved to tears when something hurts you. Also when something that makes you happy happens you smile. No machine can feel emotions. The biggest reason I disagree with mark twain that the answer to the seemingly unsolvable question is that man is machine is because the question does not have just one answer. There have been some amazingly smart men who tried to tackle this question, all of them geniuses Just like Mark Twain and there is a reason all of the answers theyve come up with havent been totally correct.That reason is that here is no one answer it is almost a trick question. A man is a machine like an engine its heart, brain, and stomach and all organs are. A man I nothing but an animal like a lion doing everything it can to survive in this world killing predators and making a family. A man is like the wind with its spirit you cant see it but you feel it, it emanates out of a person their eyes and actions. Man is no one thing, a man cannot be defined. A man is a accumulation of many great things and some poor. It has many perks and flaws. A man is everything and nothing. A man is what he makes himself.Another reason while all of the men have failed to find the answer to this question is because they are also Just men, and no man can define another man or all man. The only a man can do is define himself The reasons I disagree with Mark Twains answer to what is man are because men have a conscious, men have personalities, and there is no answer as stated below. Man is a very complicated thing so I believe that it would take more than a man to define one. That is exactly what happens when you finally meet your maker and are standing in front of the pearly gates trying to get in.Every man defines himself through his life most of them dont write essays on it or try to define anything but there daily actions define it for them. I am not a genius like mark twain or other be all for not as I said earlier I am no philosophy buff, I have never studied the human brain, and I am certainly no psychiatrist and I dont reckon to be one. To conclude my answer and rebuttal to mark twain is that man is man and machine is machine. However I believe, with no disrespect to Mr.. Twain youd have to be a fool to attempt to define a man that is not yourself.

How to Register for SAT Subject Tests Step-by-Step Guide

How to Register for SAT Subject Tests Step-by-Step Guide SAT / ACT Prep Online Guides and Tips You might be required or strongly encouraged to take SAT Subject Tests if you're applying to highly selective colleges. Thankfully, registering for SAT Subject Tests is just as easy as registering for the regular SAT. It might take a bit more planning to verify that the test you want is being offered on a certain test date, but otherwise the process is similar. In this article, I’ll go through, step by step, how to register for Subject Tests so you don’t run into any confusion along the way. How to Register for SAT Subject Tests, Step by Step I've described each step of the SAT Subject Test registration process below, with screenshots to help you follow along. Step 1: Check Test Dates First, go tothe official College Board websiteand check to see which SAT Subject Tests are offered on which dates.Once you know the date you want to sign up for, click the blue "Register" link in the column for your desired test date: You'll need to log into your existing College Board account or create a new one if you don’t have one yet (you probably do if you took the regular SAT already). Once you sign in, you’ll be taken to your homepage. Click the yellow "Register for the SAT" button to get to the SAT Registration page below: Step 2: Enter Your Personal Information Click the â€Å"Continue† button in the bottom-right corner of the page.You’ll be taken to a screen that asks you to fill out some personal information if you haven't done so during a previous test registration. This is very important, so make sure everything is accurate! The demographics section is not as critical; it's just there for the College Board to use in statistical calculations.It might take a few minutes to fill out, but don’t worry too much about it: Step 3: Create Your Student Profile Continue to the next module: Create Student Profile.Again, you can skip this step and move on to the next one if you've already filled out your profile from a previous registration. Creating a profile can take a lot of time, but it’s mostly optional. If you fill it out, the College Board will share your information with colleges that will send you mail to try and entice you to apply. You can go ahead and click the â€Å"Update Later† button at the bottom of the screen once you put in your GPA in the â€Å"GPA/Rank† section,which is the only required information: Step 4: SelectYour Subject Test Now you've reached the â€Å"Select Test Center† module, where you must agree to the terms and conditions and can then choose the test center where you plan to take your Subject Test.In the â€Å"Choose Your Test Date† section, select SAT Subject Tests, and then go to the tab for your chosen test date and select up to three Subject Tests: This is also the screen where you’ll need to indicate whether you have been approved for test accommodations or a fee waiver: Step 5: Pick a Test Center On the next page, you will be asked to choose a test center.The zip code that you entered in the Personal Information section should already be there, so you’ll see test centers that are close to your hometown. Keep in mind that not all test centers will be listed as options since some will not offer SAT Subject Tests. This means you might not be able to take your Subject Tests in the same location where you took the regular SAT.Click â€Å"Select† next to the test center you want to use: Now, the screen will look like this: Step 6: Upload a Photo Continue to the next screen where you will be asked to upload a photo of yourself for authentication purposes. This photo will be part of your admission ticket.These are the examples given by the College Board for acceptable photos: Basically, just use a clear photo that fully shows your face, isn’t too close up, and doesn’t include any other people. You can crop your photo after you upload it if necessary. Step 7: Check Out Proceed to the checkout step. Continue past the screen that gives you options to buy lots of prep books if you’re not interested.Review all your personal information and the tests you want to take before clicking â€Å"Make Payment.† You will be asked to confirm your information one last time before you get to the payment screen.You can pay through PayPal or directly with a credit card depending on what’s easier for you: That’s pretty much all there is to it. Registering for SAT Subject Tests isvery similar to registering for the regular SAT, and it shouldn’t take more than 15-20 minutes at most if you skip filling out the information for your student profile (or have already filled it out). Important Registration Tips for SAT Subject Tests Although the SAT Subject Test registration process is pretty straightforward, there are some tips you should keep in mind so that you end up with the best testing experience. First off, make sure you choose the best location. This might not always be your high school! Here’s a guide for how to pick the best test center for your needs. You should also register well before the test's deadline so that you don’t have to pay any late fees.Hereare the upcoming test dates and registration deadlines.Subject Tests are offered on all of these dates except for the one in March. Check this link to verify that the exam you want to take will be offered on the date of your choosing. Be sure to apply for a fee waiver before you register if you think you might qualify.Read our guide formore information on how to get a fee waiver for the SAT and SAT Subject Tests.You can get two fee waivers for SAT Subject Test registration. Thiswaiver will cover your registration for one full test day, so it can pay for one, two, or three subject tests if you take them all at once. The early bird catches the Subject Test worm. Or something like that. I just really enjoy this chubby bird. What's Next? What score should you aim for on your SAT Subject Tests? Learn more about what a good score might look like for you. Some colleges require or recommend two or three Subject Tests. Read our guide to deciding how many you should take. Do you need to take the Math 2 SAT Subject Test?Find outwhen you should take it in order to get your best possible score. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Battle of Saylers Creek in the Civil War

Battle of Saylers Creek in the Civil War Battle of Saylers Creek: Conflict Date: The Battle of Saylers Creek (Sailors Creek) was fought April 6, 1865, during the American Civil War (1861-1865). Armies Commanders Union Major General Philip H. Sheridanapprox. 16,000 men Confederate Lieutenant General Richard EwellLieutenant General Richard Andersonapprox. 11,500 Battle of Saylers Creek - Background: In the wake of the Confederate defeat at Five Forks on April 1, 1865, General Robert E. Lee was driven out of Petersburg by Lieutenant General Ulysses S. Grant. Also forced to abandon Richmond, Lees army began retreating west with the ultimate goal of re-supplying and moving south into North Carolina to join with General Joseph Johnston. Marching through the night of April 2/3 in several columns, the Confederates intended to rendezvous at Amelia Court House where supplies and rations were expected. As Grant was forced to pause to occupy Petersburg and Richmond, Lee was able to put some space between the armies. Arriving at Amelia on April 4, Lee found trains loaded with munitions but none with food. Forced to pause, Lee sent out forage parties, asked the local populace for aid, and ordered food sent east from Danville along the railroad. Having secured Richmond and Petersburg, Grant tasked Major General Philip Sheridan with leading the pursuit of Lee. Moving west, Sheridans Cavalry Corps and attached infantry fought several rearguard actions with the Confederates and rode ahead in an effort to cut the railroad in front of Lee. Learning that Lee was concentrating at Amelia, he began moving his men towards the town. Having lost his lead on Grants men and believing his delay to be fatal, Lee departed Amelia on April 5 despite securing little food for his men. Retreating west along the railroad towards Jetersville, he soon found that Sheridans men had arrived there first. Stunned as this development precluded a direct march to North Carolina, Lee elected not to attack due to the late hour and instead conducted a night march to the north around the Union left with the goal of reaching Farmville where he believed supplies to be waiting. This movement was spotted around dawn and Union troops resumed their pursuit (Map). Battle of Saylers Creek - Setting the Stage: Pushing west, the Confederate column was led by Lieutenant General James Longstreets combined First and Third Corps, followed by Lieutenant General Richard Andersons small corps, and then Lieutenant General Richard Ewells Reserve Corps which possessed the armys wagon train. Major General John B. Gordons Second Corps acted as the rear guard. Harassed by Sheridans troopers, they were also closely followed by Major General Andrew Humphreys II Corps and Major General Horatio Wrights VI Corps. As the day progressed a gap opened between Longstreet and Anderson which was exploited by the Union cavalry. Correctly guessing that future attacks were likely, Ewell sent the wagon train along a more northern route west. It was followed by Gordon who was under pressure from Humphreys approaching troops. Crossing Little Saylers Creek, Ewell assumed a defensive position along a ridge west of the creek. Blocked by Sheridans cavalry, which was approaching from the south, Anderson was forced to deploy southwest of Ewell. In a dangerous position, the two Confederate commands were nearly back-to-back. Building up strength opposite Ewell, Sheridan and Wright opened fire with 20 guns around 5:15 PM. Battle of Saylers Creek - The Cavalry Strikes: Lacking guns of his own, Ewell was forced to endure this bombardment until Wrights troops started advancing around 6:00 PM. During this time, Major General Wesley Merritt began a series of probing attacks against Andersons position. After several small-scale advances were turned back, Sheridan and Merritt increased the pressure. Advancing with three cavalry divisions armed with Spencer carbines, Merritts men succeeded in engaging Andersons line in close combat and overwhelming his left flank. As Andersons left disintegrated, his line collapsed and his men fled the field. Battle of Saylers Creek - The Hillsman Farm: Unaware that his line of retreat was being cut by Merritt, Ewell prepared to engage Wrights advancing VI Corps. Moving forward from their position near the Hillsman Farm, the Union infantry struggled across rain-swollen Little Saylers Creek before reforming and attacking. In the course of the advance, the Union center outdistanced the units on its flanks and took the brunt of the Confederate fire. Wavering, it was driven back by a small Confederate force led by Major Robert Stiles. This pursuit was halted by the Union artillery (Map). Battle of Saylers Creek - Lockett Farm: Reforming, VI Corps again advanced and succeeded in overlapping the flanks of Ewells line. In bitter fighting, Wrights troops succeeded in collapsing Ewells line capturing around 3,400 men and routing the rest. Among the prisoners were six Confederate generals including Ewell. As Union troops were achieving victory near the Hillman Farm, Humphreys II Corps closed on Gordon and the Confederate wagon train a few miles north near the Lockett Farm. Assuming a position along the eastern rim of a small valley, Gordon sought cover the wagons as they crossed the Double Bridges over Saylers Creek at the valley floor. Unable to handle the heavy traffic, the bridges caused a bottleneck leading to the wagons stacking up in the valley. Arriving on the scene, Major General Andrew A.  Humphreys II Corps deployed and began attacking around dusk. Steadily driving Gordons men back, the Union infantry took the ridge and the fighting continued among the wagons. Under heavy pressure and with Union troops working around his left flank, Gordon retreated to the west side of the valley having lost around 1,700 captured and 200 wagons. As dark descended, the fighting petered out and Gordon began retreating west towards High Bridge (Map). Battle of Saylers Creek - Aftermath: While Union casualties for the Battle of Saylers Creek numbered around 1,150, the Confederate forces engaged lost around 7,700 killed, wounded, and captured. Effectively the death knell of the Army of Northern Virginia, Confederate losses at Saylers Creek represented approximately a quarter of Lees remaining strength. Riding out from Rices Depot, Lee saw the survivors of Ewells and Andersons corps streaming west and exclaimed, My God, has the army dissolved? Consolidating his men at Farmville early on April 7, Lee was able to partially re-provision his men before being forced out by early afternoon. Pushed west and eventually cornered at Appomattox Court House, Lee surrendered his army on April 9.