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Essay on Philosophy of Education - 1276 Words

Philosophy of Education Without education people would be lost. Education gives a student the knowledge to survive in a demanding world. It also helps a student grow as an individual. Students need to be motivated to learn by the teacher in the classroom. Motivation can come in different forms and depends on the age of the students. A teacher has many rewarding experiences in the classroom. My goal is to get students interested in learning. Teachers need to make sure that they do not discriminate in their classrooms. Also, they must have good classroom management in order to provide an effective learning environment. My philosophy of education is progressivism. I want my students to learn how to work†¦show more content†¦Furthermore, I want to make a difference as an educator. With teaching comes many rewarding experiences. Seeing a childs face light up when they see that they have received a big â€Å"A+† on their assignment can brighten up anyones day. During my senior year in high school, I participated in the School to Work Program which allowed me to mentor a first grade teacher for at least nine hours a week. At first, I thought that I would sit in the back of the room and watch her teach her class; but I was wrong. I was basically her teaching assistant for those few hours. She gave me a list of students and had me take one student at a time to have them read a short story or complete a worksheet. Helping the students with skills that adults take for granted was very rewarding for me. Seeing a child smile because of something I did or said made me so happy. Yet, I know that future teaching will have both pleasant experiences and not so pleasant experiences. You learn from your mistakes and unpleasant events. However, wha t a person gains from the pleasant experiences outweighs the disadvantages of teaching. Teaching is a learning experience for not only the students, but also the teachers. I want to be able to get my students interested in learning new information. As a young student, I would become bored during class because myShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social reconstitution is, in a deeper way, I came to the conclusion that socialRead MorePhilosophy : Philosophy Of Education1328 Words   |  6 Pages Philosophy of Education Jihyae Choe Liberty University TESL 419 â€Æ' Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who establishedRead MorePhilosophy And Philosophy Of Education828 Words   |  4 PagesPhilosophy of Education Teachers, especially those in the early years of school, have the extraordinary task of instilling a life-long love of learning in their students. We are there to cultivate their young minds in an arena where children feel safe and secure while expanding and exploring their knowledge of the world around them. We are to create responsible, productive and model citizens of the world. We are given an incredible task to carry out! With that in mind, however education needsRead MorePhilosophy And Philosophy Of Education1866 Words   |  8 PagesPhilosophy of Education An educational philosophy gives teachers and all educators’ ways to use problem solving in schools. For a lot of practitioners, actual teaching has been reduced to action lacking of a rationale or justification. According to Alan Sadovick, the author of our textbook, a philosophy of education is â€Å"firmly rooted in practice, whereas philosophy, as a discipline, stands on its own with no specific end in mind† (Sadovnik, 2013, pg. 179). All teachers and prospective teachers haveRead MoreThe Philosophy Of Education And Education1175 Words   |  5 Pagesbeliefs is called a philosophy of education. â€Å"A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods† (Philosophy of Education). Educational philosophies differ among all individuals in education. With individual educators, some choose a teacher-centered philosophy and others choose a student-centered philosop hy. It appears that both realms of philosophy play an important role in education inside the typicalRead MoreThe Philosophy Of Education And Education Essay1545 Words   |  7 PagesThe philosophy of education is not a topic that can be fully taught and understood by reading and studying a textbook, or a few textbooks for that matter. I believe that the philosophy of education is somewhat subjective, rather than objective, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. Yes, a huge part ofRead MoreThe Philosophy Of Education And Education1201 Words   |  5 PagesThe philosophy of education seeks to study the process and discipline of education in order to understand how it works, improve its methods and perfect its purposes in today’s society. How this is done is determined by how well the learner internalizes the concepts of the discipline taught by the educator. Educators have a tremendous responsibility not only to prepare students for their lives ahead, but also to contribute to the evolution of knowledge for future generations. Each generation notRead MorePhilosophy Of Education And Education928 Words   |  4 PagesPhilosophy of Education I believe philosophy of education is defined with learning in many ways. In order to reach a certain level of learning there’s recourse along the way that defines the person and goal. John Dewey said â€Å"educational philosophy centers pragmatism and the method of learning by doing.† Purpose of Schooling A hundred years ago the definition and purpose of schooling changed tremendously. There was a point in time where education was very mediocre and a diploma was not requiredRead MorePhilosophy of Education985 Words   |  4 PagesMy Personal Philosophy of Special Education Christina L. Richardson Grand Canyon University: SPE-529N November 18, 2012 My Personal Philosophy of Special Education As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationaleRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustained

Noise-Induced Hearing Loss Springer

Questions: 1) Identify and describe the six main factors that determine the duration and severity of noise-induced hearing loss. 2) Identify and describe three physiologic non-auditory effects of noise. 3) Identify and define three eye disorders and discuss how each is related to the occupational environment. Answers: 1. Noise induced hearing loss is referred to permanent impairment in hearing, which is occurred due to prolonged exposure to high levels of noise.There are many factors, which determine the duration and severity of noise-induced hearing loss. The intensity of the sound, which is defined as the power of sound in each unit area. The intensity of the sound is estimated in decibels (dB). The human ear can detect the sound ranges from 0 dB, to over 180 dB (Sliwinska-Kowalska Davis, 2012). Higher intensity sound creates more noise-induced hearing loss. It is also observed that continuous exposure to the sound range of more than 85decibels, gives rise to hearing problem. Frequency, which is defined as characteristic of sound. The vibrations of sounds per second describe it. The sound with more frequency affect a person more. Frequency of a sound is estimated through pitch. In hearing problems, the people cannot hear the high pitch voice. The duration of the sound, also affect the hearing im pairment directly. The more anybody is exposed to a loud sound, the more it will damage the hearing problem. In Occupational factor, the sound ranges over 85 dB affects the hearing in any working environment. In an occupational or working environment, the employees, who have to work with more noise, need to take care of themselves, like, the sounds of big machines (Sliwinska-Kowalska Davis 2012). Non-occupational factors are generally environmental noises. This directly affects the hearing. Some example of these sounds are, rock concert, gunshot, movie, fire crackers etc. (Le Prell et al., 2012). Aging is the major factor in hearing impairment. The problems arise with growing age. So, the older people gradually face hearing problem. 2. The loss of hearing due to long term exposure into the noise can make many hazards in the human body. Those hazards can be described as physiologic non-auditory effects of noise, which are hypertension, sleeping problem, mental health problem, muscle stress, respiration problem etc. In Hypertension, people who have high blood pressure get highly affected with high volume of sound. The high frequency of the sound raise the blood pressure and it leads to hypertension (Basner et al., 2014). The rate of heart beats also increase due to high volume. So, its very necessary for the heart patient to avoid any noisy place. Due to this reason, the silence is maintained highly in the hospitals and clinics. Secondly, people face problems in sleeping. People cannot get proper sleep in loud noise. The brain becomes very disturbed in high volume of sound. The associated nerve cells dont act properly. So, people are not able to sleep in noise. Due to this reason, loud noises should be banned in t he night. People, with weak heart, become mentally depressed after hearing loud music (Mnzel et al., 2014). Due to loud volume, people cannot get sleep and their blood pressure also raise. So, they cannot become mentally stable. Gradually, they become hyper and aggressive in nature. It is highly recommended that, people with mental problems should stay away from noisy area. 3. Eye disorders can be describes as the problems in the eyes due to several harming factors. Among many other factors, occupational environment affects the most. The people are bound to stay in that environment due to their job. This continuous exposure gives rise to more problems in the eyes. Certain eye disorders due to occupational environment are discussed in this essay. In conjunctivitis is described as the redness of the eyes. This gives rise to inflammation in the eyes. There are many factors, which cause this disorder. Certain factors are pollutants, virus, pollens, smoke etc. (Liu et al., 2013). People who are working in factory generally face this type of problem in the eyes. In factories, there are many machines, which give rise to large amount of smokes. The employees of those factories are bound to work in bare eyes. So, they face this problem. In order to avoid this problem, the management can help those employees through providing certain eye-glasses. These eye-glasse s can protect their eyes while working. In swelling of the eyes, the eyes become swelled and red. The puffiness is noticed in the eyes. Dirk circles and eye bags are observed in the lower eyes. Generally, these problems come due to working in the night or in the less light. The eyes need a minimumamount of light to visualize any object. In the absence of that minimal light, the eye lenses get affected (WolterPreda, 2015). Due to that reason, this problem arises. For example, people who are doing night shifts or people who are working very minute works, can be affected with these types of disorders. In order to avoid this problem, people should do certain eye exercises in daily basis. People also should work in proper light to lower down this problem. People with low vision cannot see any object properly. Due to high pressure on the eyes, the sizes of the eye-lenses change from its actual sizes. It leads to lower vision (WolterPreda, 2015). The people, whose works are completely base d on eyes, get easily affected with this problem. For example, teachers, IT professionals, drivers. These people do their work in such a way, where their eyes are involved all the time. In some cases, this low vision gradually leads to blindness. In order to avoid this problem, people should do their eye tests in regular basis. In case of problem, they should wear eye-glasses with perfect power. References: Basner, M., Babisch, W., Davis, A., Brink, M., Clark, C., Janssen, S., Stansfeld, S. (2014). Auditory and non-auditory effects of noise on health.The Lancet,383(9925), 1325-1332. Le Prell, C. G., Henderson, D., Fay, R. R., Popper, A. N. (2012).Noise-Induced Hearing Loss. Springer. Liu, C. J., Brost, M. A., Horton, V. E., Kenyon, S. B., Mears, K. E. (2013). Occupational therapy interventions to improve performance of daily activities at home for older adults with low vision: A systematic review.American Journal of Occupational Therapy,67(3), 279-287. Mnzel, T., Gori, T., Babisch, W., Basner, M. (2014). Cardiovascular effects of environmental noise exposure.European heart journal,35(13), 829-836. Sliwinska-Kowalska, M., Davis, A. (2012). Noise-induced hearing loss.Noise and Health,14(61), 274. Wolter, M., Preda, S. (2015). Visual deficits following stroke: maximizing participation in rehabilitation.Topics in stroke rehabilitation.

Mary Rowlandson Essay Example For Students

Mary Rowlandson Essay Mary Rowlanrsons Puritan beliefs help her endure her captivity, which lasts eleven weeks, at the hands of the Wampanoag Indians. These beliefs, are often referred as tenets, reflect the fanatical belief of the Puritans that they are gods chosen people. Rowlandson watches firsthand the horror of the Indian attack on her town and the killing that takes place on both sides during which she receives a bullet wound in her side (Rowlandson 299). She is taken captive and decides that god will see her through these hard times and test her faith in him (Rowlandson 299). During her captivity she mentally endures separation from her remaining family and friends, the death of her child at the hands of the Wampanoag Indians, and the degradation of her treatment as a slave by the people she considers to be children of the devil (Rowlandson 299,303,305,313) . Her belief in the Puritan way of life helps her maintain her sanity during these trying times. Two tenets in particular are evident during th ese long hard weeks. They are typology and Satan on earth (Miller 6). Throughout her diary she refers to these tenets among others as she describes her trials in captivity at the hands of the Indians. Typology refers to the Puritans taking recent events and relating them to events that took place in early scripture (Miller 6). The Puritans believe that they are gods newly chosen people and the events in their lives prove this by taking them down the same road as the Israelites in early scripture (Miller 6). Typology appears during the Indian attack in the beginning of the diary. One person out of the thirty seven people in one house escapes and Mary exclaims, ?And I only am escaped alone to tell the News? (Job 1.15, Rowlandson 300) which refers to the suffering a survivor endures from an attack. She assumes the survivor is despondent knowing that he alone survives the Indian attack. During the third remove she finds herself among a large number of Indians which causes her to make another statement that was a comparison made between her and David (Rowlandson 302). She appears to find it extremely difficult to imagine the Indians as civilized and living in communities of their own ( Rowlandson 308). It seems easier for her mind to accept that they are savages and band together only at the devils will to attack gods chosen people (Rowlandson 309). In the fifth remove she states ? Oh that my people had hearkened to me, and Israel had walked in my ways, I should soon have subdued their enemies, and turned my hand against their adversaries? (Psalm 81.13-14, Rowlandson 306). Throughout the diary she appears to believe that the primary reason for the Indians success is to punish the Puritans for not living the life god wants them to live and that god is apparently testing her belief by showing her the similarities of the Israelites plights and her own . Once she becomes aware of these similarities, the trials or ordeals become easier for her to deal with because she is familiar with the testament and believes that in the end she will triumph, as the chosen people triumphed, if she places herself in gods hands (Rowlandson 304).Satan on earth refers to the Puritan beli ef that they are gods chosen people in a new Promised Land and that the Indians are the children of the devil put there to test the Puritans faith (Miller 6). Mary Rowlandsons perception is the Puritans are living a devout life while the devil uses the Indians to tempt and corrupt the Puritans (Miller 6). In the initial attack she refers to them as bloody heathens alluding to their apparent bloodlust as they attack and plunder her town (Rowlandson299). The Indians reinforce the fact that they are, in her eyes, the devil on earth by their ritual on the first night celebrating their victory over the Puritans (Rowlandson 300). Mary convinces herself that the Indians transform the woods into a hellish den in which they display their true evil nature through their revelry (Rowlandson 300). Another reference is made to their being the children of Satan as she describes the food that they eat (Rowlandson 306). To her Puritan mind, it is the Puritans way or you are in lot with the devil. Wh en she falls off the horse with her sick child in her arms and the Indians laugh, she views them as inhumane creatures who find amusement in her misfortune (Rowlandson 301). In her mind she must consistently keep her head about her because she is in the midst of the devils children and if she is weak, then she will fail gods test of her faith (Rowlandson 303).Mary Rowlandsons belief in the tenets helps her to survive the tests of faith that god chooses for her over the eleven weeks. Throughout her diary she makes no positive references to the Indians even when they display acts of kindness, yet is quick to point out the cruelties or injustices they commit upon her or the Puritans. In conclusion, the Puritan tenets although extreme are proven successful to Rowlandson, giving her a foundation upon which to build her hopes of eventual freedom in an otherwise hopeless situation. Her diary expounds these beliefs by constantly referring to them throughout the book. Her diary also reflects the Puritan belief of tolerance, of which there is none, that is prevalent for that time period (Miller 6). Mary Rowlandsons experience at the hand of the Wampanoag Indians serves as a reminder to all Puritans that faith and obedience to god is the recipe for salvation (Miller 6). .u120fe9dab98fca21b795a7dd96cdd72a , .u120fe9dab98fca21b795a7dd96cdd72a .postImageUrl , .u120fe9dab98fca21b795a7dd96cdd72a .centered-text-area { min-height: 80px; position: relative; } .u120fe9dab98fca21b795a7dd96cdd72a , .u120fe9dab98fca21b795a7dd96cdd72a:hover , .u120fe9dab98fca21b795a7dd96cdd72a:visited , .u120fe9dab98fca21b795a7dd96cdd72a:active { border:0!important; } .u120fe9dab98fca21b795a7dd96cdd72a .clearfix:after { content: ""; display: table; clear: both; } .u120fe9dab98fca21b795a7dd96cdd72a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u120fe9dab98fca21b795a7dd96cdd72a:active , .u120fe9dab98fca21b795a7dd96cdd72a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u120fe9dab98fca21b795a7dd96cdd72a .centered-text-area { width: 100%; position: relative ; } .u120fe9dab98fca21b795a7dd96cdd72a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u120fe9dab98fca21b795a7dd96cdd72a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u120fe9dab98fca21b795a7dd96cdd72a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u120fe9dab98fca21b795a7dd96cdd72a:hover .ctaButton { background-color: #34495E!important; } .u120fe9dab98fca21b795a7dd96cdd72a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u120fe9dab98fca21b795a7dd96cdd72a .u120fe9dab98fca21b795a7dd96cdd72a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u120fe9dab98fca21b795a7dd96cdd72a:after { content: ""; display: block; clear: both; } READ: Humanities Through the Arts: Artistic Criticism EssayWorks CitedMiller, James E. Jr.. ?Beginnings to the Civil War?. Heritage of American Literature. Volume I. 1991. 4-7Rowlandson, Mary. ?A Narrative of the Captivity and Restoration of Mrs. MaryRowlandson.? Rpt. In The Norton Anthology of American Literature. Vol. IEd. Nina Baym. New York: W.W. Norton and Company, 1998. 297-329. The Holy Bible, King James Version.

The Impact of Slave Trade on African Economy free essay sample

What were the impacts of the slave trades on Africa? Explore political, social, a ND economic dimensions. Did you agree with Walter Rodney et al that impact was significant t caused stagnation and underdevelopment or Joseph Miller that it was not devastating g? Slavery and the slave trade are ancient practices that can be traced back moor e than two the millennia in Africa. During the 19 century, the transatlantic slave trade radically impaired Africans potential to develop economically and maintain its social and political stability.Millions f Africans were forcefully sold and transported to Europe and the Americas as slaves. According to lectures in class by Professor Lumbar, by my understanding, t he primary goal of relocating Africans into Europe and the Americas was part Of a global cone mimic enterprise. This commerce spread from the Western coast of Africa to the rest of the continent t; from the islands of Gore and Sanitation, in current Senegal to Quicklime in present Mozart queue. We will write a custom essay sample on The Impact of Slave Trade on African Economy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The trade affected lives of millions of diverse Africans coming from regions such as Seen gamma, SierraLeone, Westchester Africa, SouthEast Africa, the Bight of Benign, the Gold Cocas t, and the Bight of Bavaria. Moreover, it started the systemic and continuous process of e economic exploitation and social and political fragmentation that Europeans later insist centralized through colonization. Politically, the Atlantic trade led to the formation of semi feudal classes in Africa. To know that there were Africans who associated themselves with Europeans to sanction the oppression of their own people raised a question. Was it a strategic way of pr footing from trade?The fragmented political structure was related to a general state of insecurity that facilitated enslavement. These men usually would make substantial gains from the trade . Despite that Europeans were the ones who benefited from the trade the most. Economical lye, the Atlantic slave trade on Africa varied according to time and geographical context; trade e was taking place from I believe; Senegal, the Coast, and upper Nigeria. Africans from the inter or would trade in European products, such as iron, cotton, textiles and some of their own kind. And in return, they would get machinery.Weapons of mass destruction After a couple years, the e population expanded which generally shows the economically and demographically been fits from the trade. Although the Africans profited from a trade in human beings, I believe the tar De had a negative impact because the simple fact of the Europeans raiding, capturing, and tort ring Africans from the Coast. Compared to any individuals mental state in the modern world, Afar ICANN who were not involved in the trade felt like they were prevented from doing business in pea CE and security due to the thought of being kidnapped and sold. Socially,

Fight Club, The First Scene Essay Example

Fight Club, The First Scene Essay Example Fight Club, The First Scene Essay Fight Club, The First Scene Essay Fight Club, directed by David Fincher, is a movie of man versus himself and man versus society. The movie encompasses the struggle of a man trying to find his true self and his place in society. The first scene of Fight Club helps the viewer understand how the rest of the movie will unfold and the meaning behind it. The first scene really begins with the opening credits. The scene opens with a backward tracking shot. The setting has appearances of being under water or even space, all digital effect. The shot then seems to transcend through something and fades to black. The shot then tracks down a persons face and backwards following the barrel of a gun. The shot then comes to rest in behind the gun in the narrators mouth. The narrators face then comes into focus. Then there is a cut to a close up of the left side of the narrators face and gun. Then cut to front side close up of narrator and gun, this time the hand holding the gun is visible. Next there is cut to medium shot of the hand pulling the gun out of the mouth of the narrator. Tyler Durden, holding the gun, moves to the right and camera pans to follow him, keeping narrator still in focus and in the shot. Tyler walks to the back of the narrator to a window behind the narrator. It is then clear all this is taking place in a skyscraper. Then there is a shot-reverse-shot of close up of narrators face turning to look back at the window and Tyler. Then cut to a beautiful medium shot from outside of the building looking in at the narrator and Tyler with the reflection of the city in the window. Then suddenly the camera does a fast tracking shot down the building, transcends the street to basement of the building. The camera stops with a medium shot of a van with a bullet hole in it. The camera then tracks forward, transcends the windshield, and stops on a close up of a bomb in the van. Then there is another fast tracking shot out of the van, out of the building, across the street and into another building. The shot stops on another bomb under this building. Next there is a cut back to medium shot in front of narrator with him still looking back at Tyler looking out the window. Cut to close up of waist of Tyler holding his watch. Then there is a long shot in front of narrator, still looking back, with Tyler behind him on his right looking out window. Then cut to medium shot of narrator looking forward. Next camera tracks in to close up of narrators face. This then concludes the first scene of fight club. : This first scene of Fight Club is essential to the make up and meaning of the movie. The initial shot of the opening credits is actually inside the head of the narrator. This conveys that the movie is going to be dealing with the mind of the narrator. Come to find out a lot of the movie actually takes place in the mind. The audience has to view the movie with an understanding that sometimes the events taking place may be a representation of the narrators mind and not the real world. Once the shot moves out of his head, the audience sees a gun in the mouth of the narrator. This actually is a continuation of the mind and the narrator is actually the person holding the gun in his own mouth. The narrator thinks it is Tyler Durden, his best friend, but Tyler is also a continuation of his mind. The scene also shows bombs under two skyscrapers of the city. After the first scene the viewer realizes the movie is going to be about how the narrator arrived in this position and how those bombs c ame to be under those building. In closing, this scene conveys that the entire movies is about a man struggling with his mind and alter ego, and how he arrived at his present position

U.S. Army Essay Example | Topics and Well Written Essays - 1750 words

U.S. Army - Essay Example Following Black (2004, 206) it was World War I that set the pattern for the most important future operations of the United States Army. The Superior Board consequently advocated retaining the four-regiment division and urged that it be reinforced with a large assortment of heavy supporting units in artillery and the division train. The relative immobility of the big square division, the board reasoned, accorded with certain intractable facts of modern war: that the division always attacks frontally, that it attacks in a severely constricted zone of action, and that accordingly it has little occasion for maneuver. The Superior Board insisted that with the First World War setting the pattern for the army's major future combats, the essential principle shaping the army ought to be power, not mobility. The Congresses and chief executives in the 1920s and 1930s prevented the design of the National Defense Act from attaining fruition. The statute authorized a regular army of 280,000 officers and men. Congressional appropriations failed to maintain any such level. The actual strength of the army was by 1922, 147,335; by 1932, 134,024. By 1939 there had been a gradual increase to 188,565. As a result of fiscal trimming, regular army formations became largely skeletonized after all (Black 234). Yet the few formations that were kept at an approximation of full strength and readiness remained those most likely to be involved in small wars reminiscent of the old Indian campaigns--particularly the troops along the Mexican border. MacArthur's thinking not only limited the size of tanks, but also did much to kill one of the army's few promising ventures toward preparing for a possible return from small-scale colonial wars to European war. (Sweeney 145). The choice of the small wars army, akin to the American army of the Indian-fighting past, as the basis upon which to build the post-1919 force was a choice for mobility rather than power as the central principle of the army (Sweeney 148). Late in the First World War, however, there had emerged a new potential for combining mobility and power, for designing military formations that would emphasize neither principle to the debilitation of the other, but would harmonize both (Sweeney 148). The weakness of the Army and military strategy was lack of training and 'old fashioned design' of the army. The most vigorous army chief of staff in the years following World War General Douglas MacArthur, reinforced this emphasis on a mobile army preparing for small colonial and border wars. When he began his tour as chief of staff in 1930, MacArthur found that despite the absence of prospects for another war of mass armies, his planners were busily at work on mobilization schedules for the mustering in of citizen-soldiers to wage a hypothetical grand-scale war (Sweeney 151). He turned the mobilization planners instead to designing an Immediate Readiness Force, to be drawn from the regular army for dispatch to colonial or Western Hemisphere trouble zones (Sweeney154). The concept of a light, fast-moving army tailored to wage war not against European mass armies but against elusive, highly mobile opponents emerged also, with a particularly conspicuous effect upon the subsequent comba t capacities of the army in World War II, in the restriction of the weight of American tanks to 15