Alexander the Great & His Glorious Battles Research Paper

Alexander the Great & His Glorious Battles - Research Paper Example ... It was not the Macedonian Phalanx which penetrated to India, but Alexander." The terms like ‘brilliant’ and Genius† truly represented the character of Alexander. According to Major General J.F.C. Fuller, only a genius â€Å"binds the Great Captains into a common brotherhood.† Alexander’s greatness could be seen in his genius through his visibility, physical and moral bravery, strength, aspirations to materialize the dreams he had, purposefulness, triumphs and accomplishments, which created a feeling of appreciation, reverence, safety and respect among his forces. ? Napoleon Bonaparte was a great admirer of Alexander the great. If one wants to learn the art of war, one should read time and again the war initiatives of Alexander. Alexander was supreme on two fronts, head of the army and political head of the state of Macedonia and knew well that military pursuits were just the tools to achieve political aim of long term peace. Alexander was great be cause he had the insight of using military might and political insight not to indulge in mass killing of enemy forces, a popular perspective of indulging in wars as impressed upon by Clausewitz during the nineteenth century. Alexander pursued a cherished mission of winning the enemy not by looting enemy wealth to bereft the future victorious lands of all the necessary resources or earn the anger and wrath of the enemies unnecessarily. The primary mission of waging wars against foreign lands was to strategically win the confidence of the people through political maneuvering.? The principles followed by Alexander helped in his winning adventures, which included respect for energy, attention, fast turnaround time, sudden action, and cherishing the mission. Alexander had deep understanding of other strategically crucial warfare elements such as playing offensive tactics, using the military power economically, and setting up of safer bases, and risk-free communications. ? The glorious ba ttles fought by Alexander attached the title of â€Å"great† to his name because he fought the battles by adhering to warfare principles, as stated above. He fought different warfare by following a line of thought in leading battles, sieges, small aggressions, guerrilla war tactics, and revolts, making him distinct from other great commanders. Military commanders in his army were adapted in fighting a traditional war fought openly, they were not expert in the guerrilla warfare designs or circumventing the enemy base. Special about Alexander’s battles was that he never lost a battle during the 10 years war adventures initiated between 335 and 325 BC. He regularly led the warfare during his battles at least once a year, each year. His army was very well trained and full of vigor combined-arms army, gifted to him by his father, to complete arduous tasks whatever the circumstances. Alexander’s army was the unparalleled army of that time. ? Alexander took good care o f his soldiers. He never considered them like paid laborers but always boosted their morale by setting an example of bravery before them through his individual power. He did not expect them to accomplish what he himself could not. He set an example of team-spirit in the army unit, and did not let any opportunity miss for the welfare of his soldiers. His humanistic attitude towards his comrades and appreciation of those in front of the whole unit who have set examples of

Comprehensive Classroom and Organization Plan Research Paper

Comprehensive Classroom and Organization Plan - Research Paper Example As such, one’s teaching philosophy also evolves as one attempts to improve in the profession. To a larger extent, one also strives to achieve personal growth. Peters (2009) quotes Stephen Brookfield (1990) on the two purposes of a teaching philosophy: personal purpose and pedagogical purpose. At a personal level, a teaching philosophy serves as a vision to remain grounded on the reasons behind what one has chosen to pursue as a career. The pedagogical purpose, on the other hand, defines the difference that one is making in a student’s life and his/her learning. A number of educational theorists have influenced my own teaching philosophy. Prominent among them are Howard Gardner, John Dewey, Paolo Freiri, and Kurt Hahn. I believe that teaching and learning have transformative powers, and for changes to happen within and without, content must always interact with the context. I make a strong point of allowing students to â€Å"learn by doing† and continuously provid ing opportunities to create a link between theory and daily situations. Furthermore, I believe learning happens in a social context and pedagogy must be inclusive with special attention to the diverse population inside the classroom. Towards implementing this philosophy, it is essential to provide careful attention to classroom management and organization. Classroom Management and Organization Plan The Rules. Dixie (2007) justifies the need for rules and routines stating that: â€Å"by providing our pupils with a system of well-defined rules, routines and sanctions you will be providing these youngsters with the security they need at this crucial stage of their lives, and in doing so, you will be providing a firm foundation for learning† (p. 19). I have adopted a less authoritative and more democratic system of establishing rules in the classroom. It stems from the desire to give students the right to feel safe, emotionally and physically, in the classroom. Furthermore, by in volving the students in the process of creating the rules, I hope to instill within them a sense of ownership of the rules established. First grade students are usually familiar with rules in school and the teacher’s role is to facilitate and ask probing questions to encourage important rules to be articulated. I find this a meaningful exercise because later in life, â€Å"they need to know how to participate in decision-making and obey with discretion so that they do not give the responsibility for their own behavior to someone else† (Lewis, 2008, p. 42). Some of the rules that students established are listed below. I facilitated to ensure that rules are stated in positive sentences [avoiding negative words, such as ‘no’, ‘not’, and ‘don’t]. (1) Always ask permission before taking someone else’s things. (2) Listen to the teacher and classmates, and wait for your chance to speak. (3) Treat others fairly and honestly. (4) Ke ep your work space clean and the whole classroom tidy. Procedures and Routines. Similar to rules, routines and procedures were created with participation from the students. It is essential to discuss the reasons behind these routines to the students. For instance, in transferring from one classroom to another during Art Class, they have to walk quietly and ensure that they have all the materials required for