25 Things Every Teacher Wants From Their Stakeholders

Teachers often make do with what they have and are happy with any credit they receive. They are not teachers because of the money or the glory. They simply want to be known as difference makers. Their jobs are not easy, but there are many things that others can do to make their jobs easier. Teachers want several things from their students, parents, administration, other teachers, and the local community. Many of these things are easy to comply with, yet stakeholders often fail to fulfill these simple requests that could make each teacher tremendously better than they are. So what do teachers want? They want something different from each of the stakeholder groups that they deal with on a daily basis.  These are basic and simple requests that when unfilled frustrates teachers, limits effectiveness, and keeps them from maximizing student potential. Here, we examine twenty-five things that teachers want that would boost student learning and improve teacher effectiveness significantly across all classrooms. What Do Teachers Want..........From Students? Teachers want students to come to class each day ready to learn. They want them to come prepared, focused, and motivated. They want students to enjoy the learning process and to be active participants in the learning process.Teachers want students to be respectful. They want students to respect their authority. They want students to respect each other. They want students to respect themselves. A respectful and trusting environment allows teachers to maximize learning opportunities each day.Teachers want students to understand that the concepts they are teaching them are meaningful. They want their students to make real-life connections. They want their students to see the big picture and to understand that they truly are there because they want to make a difference.Teachers want students to be critical thinkers. They want students who desire to understand the process of finding the answer as much as the answer itself. They want students who are not lazy and are as invested in learnin g as the teacher is in teaching.Teachers want students to recognize individual strengths and weaknesses. They want students to apply their strengths so that others in the class can learn from them. They want students to be aware of their weaknesses and to make a continuous effort to improve upon those weaknesses. What Do Teachers Want..........From Parents? Teachers want parents to understand that they genuinely have their child’s best interest in mind. They want parents to understand that they are not out to get their child. They want parents to see them as the educational expert that can provide their child with a quality education.Teachers want parents to communicate their concerns appropriately. Teachers do not want parents to avoid or skirt around an issue. They want an open, trusting relationship with parents so they can figure out the best approach for teaching the student together.Teachers want parents to support them. They want parents to take them at their word and not to question their motives. They want parents to support and reinforce classroom management strategies which they have in place. They want parents who will volunteer to help out in any area help may be needed.Teachers want parents to be involved with their child’s education. They want parents to take an active role in the education of their child. T hey want parents who will ensure that all homework gets done and that the child is getting plenty of rest so that they will be alert in class each day.Teachers want parents to value education. They want parents to stress the importance of education from an early age. They want parents to read with their children each night, to help with homework, and to challenge them academically. What Do Teachers Want..........From the Administration? Teachers want administrators to have their back in difficult situations. This includes student discipline, disagreements with parents, or confrontation with another faculty member. Teachers want to feel like their administrator(s) will listen to their side and back them if the evidence supports them.Teachers want administrators to provide them with adequate resources. Teachers understand that money can be tight for schools, but there are certain resources that they must have. If a teacher finds a resource that they believe will benefit all students, then they expect the administration to find a way to fund it.Teachers want administrators to provide encouragement and advice. Most teachers appreciate honest, accurate evaluations. They want to be encouraged when things get difficult and often need advice in those situations.Teachers want administrators to understand what they are doing in their classrooms entirely. This is true, especially for great teachers. They want their administrat or(s) to know what they are doing in their classroom because they are proud of it.Teachers want administrators to communicate clear expectations. They want to understand school policy and procedures that affect themselves. Teachers want administrators to clarify and explain the district’s expectations with issues such as classroom management, student learning, and communication. What Do Teachers Want..........From Other Teachers? Teachers want other teachers to be professional. They do not expect other teachers to talk about them with their students, a parent, or another faculty member. They expect other teachers to value their opinion. They expect other teachers to adhere to the policies of the district.Teachers want other teachers to collaborate. They value other teachers’ opinions. They want them to share best practices and offer advice. They want a strong working relationship with other teachers in which they feel comfortable to share frustrations and success stories.Teachers want other teachers to be supportive. They want to know that other teachers believe that they are doing a terrific job. They want to know that their peers believe they are an effective teacher who does a solid job in preparing their students.Teachers want other teachers to be unified. They want other teachers to have the same general philosophy of educating students. They want to build relationships with other teachers that go beyond the walls of the school.Teachers want other teachers to respect differences. They want other teachers to understand that there is no one way to teach. They want them to understand that education would be boring if every teacher was the same. They want other teachers to steal brilliant ideas being used in their classroom and to apply it to their own. What Do Teachers Want..........From Community Members? Teachers want community members to get involved. They want them to volunteer to help in classrooms, read a book to students, or help with a fundraiser. They want them to donate money to projects that they are doing. They want them to offer their services in any capacity that they would be able to help.Teachers want community members to share their mission and vision. They want them to pass bond issues. They want them to sit on school committees to gain their perspective and insight. They want them to take ownership of what the school is doing.Teachers want community members to understand the value of education. They want them to externalize the importance of a good education. They want education to be a high priority in their community. They want them to understand that the education the school is providing will have a significant impact on their future.Teachers want community members to be proud of their school. They want them to know that they have excellent teachers. They want the m to be proud of the facilities. They want them to celebrate in student achievements in academics, athletics, and other extracurricular activities.Teachers want community members to stay involved. They do not want community members to disappear once their children are no longer in school. They want them to stay involved in the process. They believe that there is power in continuity.

A Feminist Critique Of Bluebeard - 1565 Words

Tom Cox September 20, 2015 ENGL 2370 A Feminist Critique of Bluebeard In 1979, Angela Carter wrote â€Å"The Bloody Chamber,† a retelling of Charles Perrault’s famous children’s fairytale, â€Å"Bluebeard.† Like â€Å"Bluebeard,† Carter tells the story of a wealthy aristocrat with a sadistic compulsion to murder his wives. In the tale, the Marquis entices the female protagonist into entering a forbidden room. In doing so, the Marquis sentences the female protagonist to death for her apparent disobedience. However, the female protagonist escapes a certain death when she is rescued by her mother. Now, although â€Å"The Bloody Chamber† parallels â€Å"Bluebeard† in plot, they are fundamentally different from each other. Charles Perrault’s â€Å"Bluebeard† is a tale that critically highlights female ignorance, and warns against the danger of female curiosity. Above all though, Perrault attempts to highlight these female flaws to be both inherent and unchangeab le. However, using the same fundamental plot, Angela Carter rather writes about the oppressive realities of the institution of marriage. More specifically, Carter highlights the female narrator’s ignorant and romanticized notion of marriage, and its ability to manipulate her into an oppressive marriage. In doing so, Angela Carter directly refutes Charles Perrault’s notion that females are inherently flawed. Carter rather suggests that society’s distorted and ignorant perception of marriage facilitates female oppression. Therefore, Carter rootsShow MoreRelatedThe Sexual Content in Angela Carter ´S the Bloody Chamber1684 Words   |  7 Pagesthem in the modern day. Carter has taken seven fairytales whose â€Å"latent content† she says were â€Å"violently sexual†, (qtd by Robin Sheets, â€Å"Pornography Fairy Tales and Feminism† 642). The stories include a variation of classics fairytales such as â€Å"Bluebeard†, â€Å"Beauty and the Beast† and â€Å"Little Red Riding Hood† with sometimes more than one version of the same original tale, for example â€Å"Wolf-Alice† and â€Å"The Company of Wolves†. In re-writing these fairy tales Carter has given the new versions a specificallyRead MoreAnalysis Of Angela Carter s The Bloody Chamber 1756 Words   |  8 Pagesdepictions of femininity. Angela Carter manipulates old-fashioned fairy tales in order to subvert conformist gender roles like submissive wives and male dominance. (Makinen, 1992) While Carter receives commendation for her work, Patricia Duncker critiques her as well, for maintaining traditionally told tales that female relationships are doomed to rivalry and competition. Duncker basically analyses the story, ‘The Snow Child’ and then promptly states that Carter does not explore the masculine desire

Details of Bill Gates Millenium Essay Samples Winners

Details of Bill Gates Millenium Essay Samples Winners When you're in high school, it's definite that you're expected to do a few write-ups and projects which require pen and paper. The successful companies of the following decade is going to be the ones which use digital tools to reinvent how they work. Before you turn in your assignment, you will want to appear over it one final moment. There are times some teachers aren't professional or don't explain a few of the lessons well. As you already see from the above mentioned persuasive essay samples, these varieties of papers can be quite different. Buy essays from us and you could always be sure of high-quality paper that could assure you quality grade. Utilizing reliable sources for research is critical. Today, there are various on-line websites that provide sample papers. The Meaning of Bill Gates Millenium Essay Samples Winners The simplest approach to find out the sort of an essay is to realize the writer's point of vi ew. You're going to need to select a topic first, but your topic ought to be something that has two conflicting points or various conclusions. Look through the list of topics cautiously and get started making a mental collection of the evidence you may use on topics you prefer. Pick a timely or an intriguing topic. The success of the entire essay directly depends upon how good you present the supporting facts. In most high schools, your capability of writing this kind of essay is going to be evaluated in class. Most academic essay topics usually ask you to select a side in an argument or maybe to defend a specific side against criticism. MLA and Chicago style formats are usually advised for this kind of essay, seeing as they provide the ideal material alignments, edges, headlines in addition to other paper elements. The aim of a persuasive essay is to convince your readers your viewpoint is the perfect viewpoint. You should find the most suitable resources for your essay together with patience when finding the proper inspiration to write. At this time, you might just be thinking that you're finished with your essay, but you're not. If you're scared of speaking in public, writing a persuasive essay for a specific audience is the best way to do away with this fear. High school essay examples incorporate a selection of short essays like narrative, persuasive and analytical. Students have to compose essays based on the teacher's instructions or their preferred style in writing. If you wish to figure out how to compose a very good persuasive essay, you're looking in the correct location! To truly persuade a person in your persuasive essay, you need to be smoooooth. It should clearly express the topic of the essay and the writer's position. A shy person won't ever create a superior persuasive essay. Make certain to read your essay and make certain it is logical. Weave in your perspective to produce your essay unique. A persuasive essay should be able to grab the interest of the folks reading it easily. Your persuasive essay will have many paragraphs. The introductory paragraph is perhaps the most essential paragraph in the essay since it is the very first and possibly last opportunity to generate an effect on the reader. You need to understand how to compose an effective essay as it is a typical foundation for a student's grade. Therefore, many students and employees decide to obtain cheap essay rather than writing it themselves. Which is precisely why we here give you some persuasive essay samples that could aid you with your own. Sample persuasive essays can also give inspiration on topics to write on in addition to serve as examples about how to compose your essay. Personal essays can occasionally consist of personal information which you would not like to share. The greatest persuasive short essays often concentrate on controversial problems.

Playing God in Shelleys Frankenstein Essay - 1202 Words

For as long as science has existed to satisfy mans appetite for knowledge and exploration, there have been people with the belief that science is none other than mans attempt to play God. The 19th century was a time of enlightenment where philosophical thought began and mans concern to better himself in a psychological form developed. During this time of enlightenment and exploration however, the standards of Christianity and ethical thought challenged science and its moral reasoning. Despite the large progress in society, the churchs vast power led the people to fear science. However the churchs fear was not just for the salvation of their church, but that science would disprove the proof of God and take Gods place in†¦show more content†¦However, in Victors role as God he is so enthralled with the thought of bringing life to a lifeless corpse that he ignores the moral affects that his creation will have on society. He wants so badly to understand, and potentially prevent, the mortality of man that he never thinks there may be a reason we cant create life or live forever. He thinks nothing to altering a system that has existed in the world since the inception of life. It is not until after he completes his experiment, he can only begin to understand some of the consequences. In discussing the shock of his creation Victor states, how can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pain and care I had endeavoured to form?(34). Much like with the current stem cell and genetics research ethical questions being raised, there are a lot of things to consider when one begins messing with the complexity of life. Life itself is complex beyond our understanding; relatively little is known today about its inner-workings. Therefore, it can be nothing better than irresponsible to create life from death, when you dont understand what is already alive. The admittance of his disappointment in his work causes one to question why he would create such a monstrous creature that would obviously not fit into society. The most obvious explanation would be that he is so overpowered with the possibility of his own death, that he hopes to gain the knowledge ofShow MoreRelatedEssay on Playing God in Mary Shelleys Frankenstein1917 Words   |  8 Pages     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  What differentiates Mary Shelly’s novel, Frankenstein from the majority of horror novels are the very real and timeless themes it explores.   The overriding theme of the novel - scientific investigation without consideration of morality and responsibility is still an important topic in today’s world.   â€Å"Perhaps the reality of cloning and genetic engineering makes this theme more relevant today than when Frankenstein was first published†(Patterson). This theme, along with the more subtleRead More Playing God in Mary Shelleys Frankenstein Essay5215 Words   |  21 PagesAristotle defines the tragic hero as a man of high social status who invites the gods to punish him through overbearing pride and/or presumption – hubris. It would be simple to assign the label of hubristic tragic hero to Victor Frankenstein, but such assignment of a label would be an oversimplification. The gods in Greek drama punish, albeit harshly, in an outright manner. The tragic figure is aware that the gods have forsaken him, and he resigns to live his life under the demands of retributionRead MoreEssay about The Reasons for Victor Frankensteins Emotional Turmoil1140 Words   |  5 Pages10. Explore the basis for this turmoil and Mary Shelley’s portrayal of Victor’s state of mind. In this Essay I shall explore the reasons for Victor Frankenstein’s emotional turmoil in chapters 9 and 10 and look at how some events in Mary Shelley’s life mirrors some events in the book. I will also look at a few of the themes running through Frankenstein. Such as religion, parenting, hate, revenge, guilt and compassion. At the time that Frankenstein was published most people still believed the genesisRead MoreBiblical Analysis Of Mary Shelley s Frankenstein 1376 Words   |  6 Pages16 November 2015 Biblical Analysis: Frankenstein Frankenstein by Mary Shelley often refers to the bible on a number of occasions. However, it is worth noting that many references used by Mary Shelley in Frankenstein can often be identified in Genesis. Much like Genesis, the story of Frankenstein is a viable creation story. The book of Genesis first explains the creation of man and woman, and also recounts the fall of humanity. Unlike Genesis, Frankenstein begins with the fall of humanity, leadingRead MoreFrankenstein by Mary Shelley1093 Words   |  4 Pagesbase for Mary Shelleys tale Frankenstein. On the other hand, J. Michael Bishops, essay Enemies of Promise   on the other hand promotes and boast sciences achievements. However, Mary Shelley presents her point of view subtly yet very dramatically, which is much more effective than that of J. Michael Bishop. The dramatic story Shelley creates becomes a part of the reader, therefore holding the readers attention. Shelleys essay is less concrete therefore wont bore the reade r. Shelleys essay is alsoRead MoreFrankenstein, By Mary Shelley902 Words   |  4 PagesMary Shelley’s life was constantly enveloped in tragedy and scandal, so it is no surprise that a despairing work of gothic science fiction would result form an ill-fated, tortured soul like Shelley. From the very beginning of her life, Shelley experienced great misfortune with the passing of her mother. Later on, three of her four children died in their infancy, and her husband drowned off the shore of Tuscany. It would not be hard to believe that it was this series of burdensome life events thatRead MoreAnalysis of the Creation Scene from Mary Shelley’s Frankenstein and Kenneth Branagh’s 1994 Film Version912 Words   |  4 PagesAnalysis of the Creation Scene from Mary Shelley’s Frankenstein and Kenneth Branagh’s 1994 Film Version One of the key themes in Mary Shelley’s ‘Frankenstein’ is human arrogance. Frankenstein’s curiosity leads him to play the role of God. In a way Frankenstein is responsible for the monster and has ultimately become a father figure to the monster. Frankenstein abandoning the monster leads up to it turning evil and looking for revenge. Therefore, parenting is another themeRead More Themes of Shelleys Frankenstein Essay1421 Words   |  6 Pagesnovel Frankenstein. The themes that are explored in Frankenstein are relevant to today’s modern world. Shelley challenges readers by endorsing and confronting attitudes and values in her text through the events, circumstances and outcomes that take place in the novel, thus causing the reader to reflect upon their own lives and in turn the society around them. Shelley raises in her text an issue that is on the forefront of discussion in the modern world, that of man taking the place of God and theRead MoreThe Value And Knowledge Of Literature818 Words   |  4 Pagesknowledge gain to the majority, is one of the most well-known and highly acclaimed novel, Frankenstein by Mary Shelley. Analysis of biased nature and lack of multiple perspective analyses are problematic enough to depreciate the value of Frankenstein as innovative literature to low level horror story. It’s not a obvious social problem but a direct hit to the knowledge of Frankenstein’s millions of readers. Frankenstein is a fine example confronting a majority of its readers that are only able to analyzeRead MoreThe Monster’s Birth in Mary Shelleys Frankenstein Essay727 Words   |  3 Pages In the Romantic novel Frankenstein by Mary Shelly, the selection in chapter five recounting the birth of Dr. Frankenstein’s monster plays a vital role in explaining the relationship between the doctor and his creation. Shelley’s use of literary contrast and Gothic diction eloquently set the scene of Frankenstein’s hard work and ambition coming to life, only to transform his way of thinking about the world forever with its first breath. In this specific chapter, Victors scientific obsession

Temple of Heaven Free Essays

The layout and architecture of the Temple of Heaven is filled with symbolism. According to symbolic tradition, Heaven is round and the earth is square. Therefore, all of the buildings in the temple complex are round in shape, while their retaining walls and the axis are square. We will write a custom essay sample on Temple of Heaven or any similar topic only for you Order Now The surrounding walls of the complex also reflect these traditions. The southern side of the wall is square and the northern is round. The emperor would enter the temple complex from the south and this would symbolize his transition from earth to heaven. The glazed roof tiles of the major buildings in the temple complex are blue, symbolizing heaven. Other buildings have green or yellow roof tiles. The green tiles represent Buddhism and the yellow represent the emperor. Only imperial or imperial sanctioned buildings were allowed the colored tile roofs. The building was built without a single nail. The beams, pillars, and rafters were built in such a way that the weight of the building holds the structure together. The hall has 28 pillars which symbolize the 28 constellations. In the center of the hall are four pillars known as the Dragon Well Pillars. The Hall of Prayer for Good Harvests is surrounded by a square surrounding wall. On the east and west sides of the hall are two halls which was where the gods of the sun, the moon, the stars, thunder, and lighting were prayed to. These halls now exhibit the musical instruments played during the ceremonies at the Temple of Heaven. A round building with a single-gabled roof topped with a gilded ball, the Imperial Vault of Heaven is located directly south of the Hall of Prayer for Good Harvests. It was first built in 1530 and rebuilt in 1752 by Emperor Qianlong. Its design is similar to the Hall of Prayer for Good Harvests, but on a much smaller scale. It is built on a single tiered marble base. The vault housed the tablet of the Emperor of Heaven and the emperor’s ancestral tablets. These tablets were prayed to and offered offerings and were used as a symbolic representation of the emperor’s ancestors. The surrounding wall around the Imperial Vault of Heaven is commonly referred to as the Echo Wall. Because of the way it was built, if a person standing on one side, facing the wall and whispers towards it, a person on the opposite side can hear it clearly. Directly in front of the Imperial Vault of Heaven is what is known as the Triple Sound Stone. If a person stands on the first stone and speaks towards the vault, his words will echo once. If he stands on the second stone, his words will echo twice. If he stands on the third stone, his words will echo three times. It is quite remarkable and absolutely true. Circular Mound Altar: South of the Imperial Vault of Heaven lies the Circular Mound Alter. Originally built in 1530 by Emperor Jiajing, it was rebuilt in 1740 by Emperor Qianlong. The altar is a three tiered plinth made entirely of white marble. It is here that the emperors of the Ming and Qing Dynasties offered sacrifices to heaven annually on the winter solstice. The ceremony was meant to thank heaven and ensure that the next year would be prosperous. The numbers of stones which make up each tier are in multiples of nine, which is a prevailing theme at the Temple of Heaven and in fact, all imperial sites. In Daoism, even numbers represent women and odd numbers represent men. The highest odd number is nine and it is representative of the emperor. In the center of the top terrace is a round stone known as the Heaven’s Heart Stone. Usage Since the emperor of China was considered the Son of Heaven, he was responsible for administer earthly matters on behalf of heaven. He did this by offering sacrifices to heaven. Twice a year, the emperor, along with thousands of eunuchs, ministers, and princes would proceed to the Temple of Heaven. The emperor would fast in the Hall of Abstinence located near the Hall of Prayer for Good Harvests for several days. He would live in the complex during the ceremonies. The entire country relied on the emperor for good harvests and weather. The ceremonies were prepared for months in advance and it was believed that it had to be perfectly performed because the smallest mistake would be a bad omen for the coming year. If there was a year of flooding or famine, the people would believe that the emperor had fallen out of favor with heaven, so it was of extreme importance for the emperor to ensure everything went perfectly. Outside of the Hall of Prayer for Good Harvests, the emperor would personally use oxen to plow a few rows to symbolize the first plowing and planting of the season. At the Imperial Vault of Heaven, the emperor would pray to the Emperor of Heaven and his ancestors, and on the Circular Mount altar, he would pray to heaven for a year of good weather and luck. All of these rituals ensured that the emperor and the empire would be prosperous. Currant Usage For centuries, no commoner was allowed to look inside the Temple of Heaven. Today it is open to the public and has become a beautiful park that is as popular with locals as with tourists. The complex is very large and the areas around the temples are large and filled with ancient cypress trees. Locals will arrive early in the morning to perform taichi, play badminton, chess, or dance, play music, or sing with their friends. The temple complex has a real community feel to it and it is a wonderful place to mingle with locals and see firsthand what locals do in their free time. Built as a place of worship, the temple is different from any other imperial structures. There are two parts in the temple zone. The outer wall of the temple zone is 6,416 meters in length while the inner wall 3,292 meters long. The architecture of the temple represents two themes: in the heaven and on the earth. The 6 meters high walls of the temple constitute a semi- circle in the north and a semi- rectangle in the south. This special layout illustrates an important belief in ancient China that the heaven is round and the earth rectangular. The northern section of the wall is high while the south is low, which means that the heaven is higher and superior to earth. All the essential architecture of the temple were built along a north – south central axis and are linked by a bridge called Danbi. The four main structures from the south to the north are the Circular Mound later (Huang Yuan Qiu Tan), the Imperial Heavenly Vault (Huang Qiong Yu), the Hall of Prayer for Good Harvest (Qi Nian Dian), and the Hall of Imperial Zenith (Huang Qi Dian). Other interesting places in the park include the Hall of Abstinence, the Dressing Platform and the Nine Dragon Cypress. How to cite Temple of Heaven, Papers

Battle of Dunkirk-success or disaster free essay sample

Was the battle of Dunkirk a triumph or success? A question with no simple answer and probably a question we will never know the true answer to. In the 70 plus years since the battle, a variety of medias, for example textbooks, diary logs and newspaper articles have continued to influence peoples different interpretations on whether or not the events at Dunkirk deserve to be remembered as a triumph or in fact a failure for Britain and its people. In the month of May 1940, Hitlers army was winning against France, despite Britain sending over 300,000 troops to help them out. Most of the allied forces had been surrounded and trapped by the fast-advancing German Army onto the beaches around Dunkirk. Despite countless severe casualties the British troops could not retreat as their escape routes were all blocked; they were sitting targets for the Germans. At this point there was a real danger that the entire British Army could be wiped out before the War had really got under way. On 27 May the British government, now led by Churchill, put into action a plan called ‘Operation Dynamo’. The plan was to evacuate all the troops to Britain by ship. On the end of the ninth day a total of 338,226 soldiers had been rescued from the beaches in an assembly of around 800 different boats; yachts, fishing boats and small ships were just a few that were privately owned and sacrificed from the people back at home. â€Å"The escape captured the minds and hearts of the British people at a time when it looked probable that we too would soon be invaded. † Source B1. The people of Britain really were becoming united and proud to Be British; although they were down they were not out. Dunkirk was called a â€Å"miracle† by Winston Churchill and how Britain were still up, back and ready to fight another day many see as a triumph in itself. An example of this is Source B2, a cartoon by British artist David Low, published in the London Newspaper on the 8th of June 1940. The cartoon shows the great range of boats sent by the people back home to rescue the soldiers from the coast, sacrificing their livelihood to do their bit for the war effort. British people gained massive amounts of pride from seeing this and even though their chances were questionable, they were, as the cartoon caption says, ready to ‘fight another day’. This type of cartoon was put in the newspaper to raise morale. The battle of Dunkirk was hugely important as it allowed the allies to keep a considerable military force which later went on to become part of the allies advance during the D-day landings. Opinions on the success of Dunkirk strongly rely on what you believe to be true and what you see as being for the use of propaganda. Despite British casualties amounting to 68,000, a massive 338,336 men, 71 heavy guns and 595 vehicles were rescued, Source B3. Britain’s navy and RAF, which shot down three German planes for every British plane lost, remained intact showing how powerful and effective they both were in helping the British Expeditionary Force. At this point British morale was sky high, mainly due to the image portrayed by the newspapers. On 31st of May the battle of Dunkirk had reached front page of the British Newspaper, The Daily Express. â€Å"TENS OF THOUSANDS SAFELY HOME ALREADY†,† Many more coming by day and night†, â€Å"unbeatable†. The propaganda used immediately in the headline shows it was a miracle to get the British and their allies evacuated off the beaches, heavily under-attack by the German. Mentioning all the kind of ships that took part in the evacuation highlights that Churchill’s statement about the involvement of the civilians had had an impact. Source B5. In every battle there will always be actions to criticize and in the battle of Dunkirk’s case there was understandably a fair few. Yet Anthony Eden, a senior army officer and later British Prime Minister wrote in his book of World War II memoirs about his surprise when visiting camps of returned BEF troops, Source B6. He expects the soldiers to be depressed and feeling defeated as there â€Å"was enough to criticize. † â€Å"Our infantry had no armour to support them; even its equipment had revealed some woeful shortages. But the mood of the officers and men showed none of this. † This raises the question of whether things would have been different had the BEF measured the Germans in weaponry. Even the brigades that had suffered the heaviest casualties were as confident as the more fortunate comrades. But as said in the June 4th speech by Winston Churchill, â€Å"Wars are not won by evacuations, but there was a victory inside this deliverance for which we must rejoice. † Many people since Dunkirk have taken the view that it should be remembered as a success. An example of people with this mindset is Ben Walsh, a history teacher and author who wrote a GCSE history textbook called Essential Modern War History in 2003, writing about the importance of Dunkirk. However his ideas were contradicted by Josh Brooman the author of the history GCSE textbook `Global War’, who said the Germans either killed, wounded or took prisoner of 70,000 people leaving the survivors with no choice but to escape anyway they could , consequently abandoning 2,500 big guns, 90,000 rifles and 64,000 vehicles. (Source B9). Ben Walsh labelled Winston Churchill as a powerful leader who could unite the country behind him. But surprisingly, Josh Brooman’s source B9 stated Winston Churchill the prime minister of Britain at the time referred to the evacuation of Dunkirk as â€Å"the greatest military defeat in centuries† in private. To many people, this admission said a lot for the reality of British success. A different cartoon, from an Italian, titled The triumphant English retreat’’ was published just after the Dunkirk evacuation. (Source B11). The image showed a Lion with a British flag retreating from a soldier, presumably German. As Lions are known to be strong, fearless animals that don’t flee when in danger it was shocking to see the Lion running away from a lone-standing soldier. This shone light on the fact that the English have lost all their power against the opposition and retreated, giving reason to believe that Dunkirk was indeed a disaster, contradicting David Low who stated they were back victoriously. In contrary to the newspaper propaganda about the evacuation taking place in Dunkirk was an interview for a BBC project to capture memories of key events during the war, by Ivan Daunt, a soldier evacuated from Dunkirk. 2004, Source B1 5. It tells the story of the traumatic experiences soldiers faced in short, yet powerful words. The British Army was caught by surprise and very unprepared. In such a short time they were close to having no ammunition at all as it was nothing compared to how well equipped the Germans were. There were even soldiers that hadn’t been properly trained before being sent to war, emphasizing just how unprepared they were. They were amateurs. Ivan Daunt, a war veteran himself even stated, â€Å"They were prepared for war and we weren’t. † Although this is not fact, how the soldiers were suffering with food shortages and paralyzed with fear, source B15 shows the sincere truth of how the British felt about their own army. A known positive attribute of the British Army was positive they were and how much the soldiers were prepared to do for their country. Source B13 shows how badly this wasn’t reciprocated. Even though the naval officers helped hugely in evacuating people including the injured, the bodies of dead soldiers were left to rot on the beaches. The French photograph was taken in early June 1940. The dead soldiers, who sacrificed their lives for the safety of their country and other soldiers, were seen as no good to the nation were treated as unneeded clutter and denied the chance to be taken back to their families. By doing this, it proves to younger boys who intend on joining the army that they will be treated with no respect after losing their life fighting for the nation. In addition to the body remains, the picture also shows the war tanks that had been abandoned, wasting the limited sources they had. This has proved Dunkirk’s evacuation has reason to be remembered as a disaster. The advancing German Army trapped the British and French armies on the beaches around Dunkirk. This has been proven by source B10 written by John Harris, a historian writing about Dunkirk in a book about great military battles `The Storms of War’ written in 1988. The source states clearly that 5000 men were ordered to be evacuated, yet on return with a swollen amount of 20000, there was still a queue of a thousand waiting to be evacuated. Some of the men that were trying to climb to safety on the boats made it more traumatic as they were numb with shock and were suffering from hunger and insomnia. Many fell to their deaths upon trying to get on the boat and dozens of horses were abandoned on the sands in addition to the thousands of weapons. The battle of Dunkirk can be seen as both a triumph and a failure; it will never be possible to say the answer is just one or the other. It can be seen as a triumph by the fact the British and French survived, which is a triumph in itself, as by seeing the predicament they were facing, it was likely they were going to lose. They were able to turn the tables and save hundreds of thousands of men. On the other hand, nearly half of those were French so the question of British triumph alone isn’t as remarkable. But still, day after day Britain lived to fight again and although a war is not won by evacuation, it still is a very important point. By my own knowledge I come to the conclusion that the Battle of Dunkirk should be remembered as a triumph for Britain and its people. It was a military disaster no doubt but at the end of it all on the 4th of June 1940 the British people were left standing proud. Although this was most likely down to the use of propaganda, in my eyes a country that has been through torturous weeks at a battle that looked certain to defeat them and can come out the other side, united and full of people proud of their country, is the true winner.