My Philosophy My Teaching Philosophy - 893 Words

My Teaching Philosophy Since Koreans started to learn English, thousands of people have struggled to master the language. Parents currently invest a lot of money and their children spend enormous amounts of time studying English as government suggests new language policies. However, proper verification and investigation of those policies have not been done yet and the outlet is really not promising (Suh, 2007). Most Korean students study English for tests. The purpose of English is so focused on tests that the situation makes the language classroom very uncomfortable and tense. This situation may also be caused by public schools? preferred method of teaching the grammar-translation method (GTM). Students are given lists of vocabulary terns and are also encouraged to learn grammatical rules, as teachers provide translation activities for their classes instead of practical oral proficiency practice (Richards and Rodgers, 2001). With the pressure of tests and teacher-centered lectures, many students lose inte rest in learning the English language or become stressed out about it. Most of all, some teachers and educators forgot to figure out why students learn the language. I want to use a more inspirational approach to teaching because motivations will affect such things as anxiety, or attitude or willingness to try new learning strategies (Hedge, 2000). Being a professional teacher includes providing good direction and advice to students on how to learn a language. GoodShow MoreRelatedMy Philosophy Of Teaching Philosophy911 Words   |  4 PagesTeaching Philosophy When I think about my teaching philosophy, I think of a quote by Nikos Kazantzakis, Greek writer and philosopher. Kazantzakis states, â€Å"True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.† In my classroom, I will provide an environment that shows I am a â€Å"true teacher.† Philosophy of Discipline I believe that children learn best andRead MoreTeaching Philosophy : My Philosophy1100 Words   |  5 PagesTeaching Philosophy: Lauren Gross EDUC 120 Learn to Teach, Learn to Learn. / Use the past to teach the future ( That is my philosophy) Theory helps teachers think about what we experience and furthermore to teach and learn about how we, as educators, learn. Teachers should be supportive and cooperative, teachers should play the role of a friend, but also stealthily act in the role of advisor or guide for students. Teachers should live by existing educational theories, but also be able to createRead MoreMy Philosophy : Teaching Philosophy1071 Words   |  5 PagesAfter reading Professor Varis teaching philosophy it is quite evident he takes great consideration for his students and their learning opportunities. As I reflect on and review my understanding and my learning philosophy I am given the chance to reflect on past classes and possibly what could have been different on my behalf and the professor’s behalf. Also at this time I relish the opportunity to contimplate what my values, principles, achievement skills and also my expectations for this class areRead MoreMy Philosophy Of Teaching Philosophy1888 Wor ds   |  8 PagesTeaching Philosophy My philosophy of education is founded on the core principle that all children should have equal access to a quality education that will prepare them for higher education and to be contributing members of society. Schools were founded on the primary principle of teaching values to students as well as educating them academically. While values have been removed from the curriculum, I still believe much of what we do as teachers is instilling values in our students. As educators,Read MoreMy Educational Philosophy : My Philosophy Of Teaching Philosophy952 Words   |  4 PagesMy Teaching Philosophy Wk. 13 By, Julie Bernard EDPC603 My objective as a teacher is to make a difference in the lives of the student I teach. Similarly, through teaching I will provide students with the necessary tools to become critical thinkers. As critical thinkers, my students will be able to make reasoned judgements that are logical and well thought out. My students will not just passively accept arguments and conclusions; my students will be equipped to questionRead MoreMy Teaching Philosophy : My Personal Philosophy Of Teaching932 Words   |  4 Pages This is my personal philosophy of teaching. This is my belief about teaching and learning and how I will put my beliefs into classroom practices. First and foremost, the purpose of education is to educate students so that they can be ready for the real world. It should prepare students for life, work, and citizenship. To do this, education should teach one to think creatively and productively. In addition to preparing students for the real world, all students should be able to read and comprehendRead MoreMy Teaching Philosophy1217 Words   |  5 Pagesis at the elementary school level. My current goal is to either teach the 4th or 5th grade level. Moreover, throughout the semester I have read about or seen different philosophies through the observations I have done throughout the semester. While reading chapter 6 in the class text I thought to myself, as an educator what will be teaching philosophy that best suited my beliefs. Moreover, in chapter 6 there was a test where one would figure out their philosophy according to the test result. For meRead MoreMy Philosophy Of Teaching853 Words   |  4 Pages My role, as an educator, is to guide, engage, motivate and inspire students to learn so that they can realize their full potential and achieve their educational or personal goals. As a mathematics instructor my goal is to guide my students to learn to communicate mathematically, value mathematics and its usefulness, understand the material presented, able to recall and apply the concepts. Furthermore, I hope to deepen students understanding in the subject and become confident in their mathematicalRead MoreMy Philosophy Of Teaching For Teaching932 Words   |  4 PagesWhen I was learning about teaching in college classes my philosophy of education was different than when I actually started doing my student teaching. As soon as a teacher enters the classroom, it should be his/her second home. Teaching is a field of occupation where teacher needs have these two personality traits: patience and flexibility. Not all teachers are same thus each has their unique way of teaching students. My philosophy for teaching is very simple and fair. I would like to incorporateRead MoreMy Teaching Philosophy : My Philosophy Of Education1086 Words   |  5 PagesAs I continue to progress through my teaching journey, I have had the opportunity to do a lot of self-evaluation and dig deeper into what makes a great teacher. Since then there has always been a quote that has stuck with me, stated by Seymour Simon, an award winning children’s science author. â€Å"Im more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.† I truly believe

Riots Manuscript and Blog Free Essays

Ladies and gentlemen, welcome. I am †¦Ã¢â‚¬ ¦. , a politically active student. We will write a custom essay sample on Riots: Manuscript and Blog or any similar topic only for you Order Now The Mayor of London has invited me, to give a speech about riots in London. I would also talk about what we can do to prevent a similar incident. As mentioned, my speech today will mainly be about riots and some several reasons for that. Moreover, I will give some suggestions about what we can do to prevent the riots. I will focus on what the society can do to solve this situation. I will also speech about what the parents and the teachers’ can do for keep the children out of the riots. If some of you don’t know what riots are. I can tell you that it is a form of civil disorder which is characterized by groups how lashing out in a rash of violence against authority, property or people. The riots start on August the 4th, because a policeman killed an Afro-Caribbean man. His family has decided to stage a peaceful protest but it ended out of control. The traffic was diverted and people started crashing, smashing and looting. For many people, it was a staggering situations and completely unrealistic. The big question is:† What are the reasons for riots?† The protest for the Afro-Caribbean man was just an opportunity to show their dissatisfaction for the society. Big parts of the population are talking about how the policemen were not able to stop the criminality from vandalising and stealing. The word about riots was spread to South London. Due to this change of area, it is clearly that they have entirely different motives from here on. People all over London have begun to make different sorts of riots. The motive for many of the criminals became â€Å"making money, pure terror, havoc and free stuff†. We can conclude that these different episodes with riots have nothing to do with each other. Experts are discussing what the motives are. They have formed some theories about the motives and the most mentioned arguments are: unemployment, poverty and gang related crime. There are kids down to an age of 9 how robbed homes, stores and businesses. Among the youngest riots are kids who are looking for a rush. The main argument for riots is that it has something to do with unemployment. Unemployment results in poverty. Many people have tendencies to compare themselves with the community and therefore want the lower class to keep up with the middle and higher class. By use of riots has the lower class seen an opportunity to make money to gain a position in the middleclass. The lower classes are blaming the high class for their criminality, because the poor are unhappy with the balance between themselves and the rich part of their country. The youth unemployment rate is low, which result in that 1 out of 5 are not in work. The university are more expensive than ever, and that is the reasons why some of the young people lose hope for the higher education. The young people are unhappy with their present situation. They are getting more disenfranchised, so they have to be heard. In previous times was it the black people who were victimized, but today it is the young people. The young people make riots, as an excuse to show their dissatisfaction with the society. The motive for the young people to make riots is to be a part of something bigger. Many have seen that the majority of the spotted participants in the riots are between the age of 14 and 18. Most of the people in London, who participate in the riots, are doing it because everybody else is doing it. They persuade each other by means of text message. Many of the riots have occurred as a result of the extreme use of the social media. A new problem is that they also use a Blackberry to spread the word, which involve that the communication is hidden from the police. We have to stop this young people and help them to behave in a better way. If they are old enough to make the crime, they are old enough to face the consequents. There are no correct answers to prevent new riots, but we know the reasons for these riots and the problems in the society. We cannot eliminate the inequality, it is impossible, but we can try to reduce it. We have to keep together and try to save our society. We have to protect the children from the criminality and help the family’s how have problem at home. The parents have to take a responsibility and be role models. The police have to take effect immediately and show that this behaviour will not be tolerated. They have to arrest the people how make riots, so they not keep on with the crime. More than 1200 of the rioters have already been arrested. Due to the modern technology, many of the participants have had their image caught, which means that they will be arrested later. In the future need the police a system, so they can find out what the people are encouraging encourage each other and make plans for illegal actions. The government have reduced the charge for the university so the young people have money enough for going in school and don’t make crime. A man called David Cameron promised that everyone would survive the current situation. He has 4 importing areas of focus: Rewards hard work Get more discipline in schools. A criminal justice system. Take care of the disrupted families. There are multiple reasons for riots, and we have to stop the riots trend. It is not only the parents, schools, police and sociality how should fight for a better country. We have to stick together and all try to stop the riots. If you know someone with problems, then try to bring them to senses. A society with out riots is a better place for all. How to cite Riots: Manuscript and Blog, Papers

Strangers on a Train Essay Example

Strangers on a Train Essay Chris Colangelo Film as an Art Form 32660 Frank Foster Strangers on a Train Word Count 1559 1. Guy Haines is a pro tennis player from Metcalf that feels tennis is not what he wants to do with his life and that politics is what he is meant for. Guy doesn’t drink or smoke much but will do so on occasion, Guy is very friendly and modest about his fame. When Guy meets Bruno on the train for the first time he doesn’t want to be around him for very long as Bruno tends to intrude into Guy’s personal life. It makes Guy upset. Guy’s wife has been cheating on him and wants a divorce and Guy doesn’t want to talk about it with Bruno. Guy has a weird sense of humor as he sarcastically says things like, â€Å"I thought murder was against the law† or â€Å"sure Bruno, sure they’re ok†. Guy has acquired a significant financial gain from his tennis playing and when he goes to Metcalf to meet with his wife to finalize the divorce, she double crosses him and literally tries to ruin his life for her personal gain. Guy gets so angry about his wife’s double crossing he tells her she will pay and while on the phone with his girlfriend, Anne Morton, he says he could strangle her or break her neck. We will write a custom essay sample on Strangers on a Train specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Strangers on a Train specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Strangers on a Train specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Even though Guy is very upset by his wife’s actions, he was alarmed to find that Bruno had killed his wife and called Bruno a crazy maniac and tells Bruno that he is going to the police, but when Bruno tells him that he will be viewed as an accessory to murder Guy regretfully agrees not to go to the police and acts like he doesn’t know anything. Guy sometimes can’t control his feelings toward Bruno and at one point punches Bruno in the face for making a seen at a party. Guy is dating Anne Mortan who is a senator’s daughter which makes him look as if he were dating her as a way into politics. Guy gets easily offended at the mention of such accusations. Guy cares about keeping Anne Morton and her family out of the mess of the murder. He also cares about keeping a good public image to help him get into politics. Guy is a bad liar. When the phone is brought to him and he finds out it was Bruno he quickly hangs up the phone and when asked who it was he said,† There must have been a mistake, it wasn’t for me†. Clearly showing suspicion by the fact that Guy is a bad liar tells a little about his character, he is just a typical honest man that likes to play tennis. . Bruno Antony is a very wealthy man from Arlington but not by his own work. His family is rich and Bruno simply lives off of his family’s wealth. Bruno is very talkative and cares about his mother who is mentally ill. Bruno likes to smoke, drink, and gamble and that is the behavior that got him kicked out of three colleges. Bruno believes that you should do everything before you die to an un realistic level. Bruno’s father thinks that Bruno is a bum and is determined to get Bruno a job if it’s the last thing he does. Bruno can’t stand that his father has so much money and insists that Bruno get a job like a normal person. Bruno often thinks about different ways to kill his father and the thought is relaxing to him Bruno even says, â€Å"I used to put myself to sleep at night figuring it all out†. Bruno is a psychotic man; he thinks and plots about murder, often creating a plan and running through it in his mind. When Bruno meets Guy on the train for the very first time he already knows everything about Guy; his tennis career, his interest in politics, his divorce, his girlfriend, everything. Bruno reads about everything and everyone. Bruno likes Guy and wants to be Guy’s friend even though Guy doesn’t seem to have any desire to be around Bruno. Bruno gets into Guy’s personal life and brings up sensitive things that he knows about. Bruno merely talks to Guy about the idea of swapping murders and even though Guy is repulsed by the idea, Bruno moves forward as if they had cut a deal. Bruno is very resourceful; he seems to always know where Guy is and how to get ahold of him. He also has no trouble finding Guy’s wife, Miriam. Bruno waits by her house, waiting for her to leave, he follows her and the two men she is with to a theme park. Bruno enjoys the thrill of the hunt. He loves following Miriam as if it were a game to him. Bruno flirts with Miriam using simple eye gestures and smiles, making it all the more easier for Bruno to complete his murder. When Bruno kills Miriam, he doesn’t just attack her from behind, he gets right up in her face and flicks the lighter to illuminate their faces, he looks right into her eyes and asks her if she’s Miriam. When she replies, he wraps his hands around her throat and strangles her to death with no remorse. When Bruno tells Guy about what he had done, Guy says he’s going to the police but Bruno quickly tricks Guy into thinking that if he goes to the police that he will be an accessory to murder as Bruno has nothing to gain by killing Guy’s wife so Guy must have convinced Bruno to kill his wife. Even though Bruno is very smart he is also very impatient. He shows himself to Guy even when he knows that Guy has police following him at all times. Bruno is under the impression that he had completed his end of the deal and Guy owes him the death of Bruno’s father. When Bruno finds that Guy has no intention of killing his father he decides to go back to the scene of the crime and plant Guy’s lighter to give the police evidence that would link Guy to the murder. Even after Bruno is shot and knows he is going to die, he still won’t admit to the murder and continues to frame Guy. 3. Guy and Bruno are very different men but they are similar in some ways. Bruno and Guy both feel that they have been wronged; Bruno by his father’s wanting him to work, and Guy’s wife cheating on him, then double crossing him and ruining his life for monetary gain. Both Bruno and Guy have money and they both want to be more in life than their current position. Guy wants to get into politics and Bruno wants to do something he feels is important. Both men are intelligent and use their intelligence to work toward their goals; Guy moving forward in his career and Bruno manipulating Guy to keep himself out of prison. Both men break the law and make foolish decisions; Bruno by killing Miriam and Guy by slipping out and ditching his police escort. 4. There are objects in the movie that link multiple characters together. The first is Bruno’s tie clip given to him by his mother. The fact that his name is on the tie clip is very important in itself because it becomes an identifier. Anne Morton notices this when Bruno talks to Guy out side when he is with Anne. Guy tells her that he has never met him before and that he was simply just a fan. But later, when at the tennis courts, Bruno introduces himself again as if they had never met. Because Anne saw Bruno’s tie clip she was certain that it was the same man and that something was up. Another object in the movie was Miriam’s glasses. After Bruno killed her he took the glasses and gave them to Guy as proof of the murder. Later in the movie, not the physical glasses themselves, but the mental image of the glasses Bruno had in his head reminded him of the murder. When seeing Anne’s sister Barbara who looked a little like Miriam, the glasses reminded him of the murder and he had a flashback to the crime. This was obvious to Barbara and when Barbara told Anne about it, she said she had noticed it too. This was one of the key pieces in Anne discovering that Bruno killed Miriam. 5. The object use for the resolution of the story was Guy’s lighter that had tennis rackets and A G engraved on it. This is very important because it clearly can be proven to belong to Guy and would put him at the scene of the crime if Bruno had placed it there. Bruno knew this and was very careful when someone asked for a light on the train. Bruno pulled out a box of matches even though he had the lighter in his hand. Bruno didn’t want anyone to see him with the lighter and it would lose its ability to link Guy to the murder. At the end of the movie the lighter was used to prove that Bruno was planning on planting the lighter on the island to frame Guy. That one single Item was what cleared Guy’s name.

How to Use $_SERVER in PHP

How to Use $_SERVER in PHP $_SERVER is one of the PHP global variables- termed Superglobals- which contain information about server and execution environments. These are pre-defined variables so they are always accessible from any class, function or file. The entries here are recognized by web servers, but there is no guarantee that each web server recognizes every Superglobal. These three PHP $_SERVER arrays all behave in similar ways- they return information about the file in use. When exposed to different scenarios, in some cases they behave differently. These examples may help you decide which is best for what you need. A full list of $_SERVER arrays is available at the PHP website. $_SERVER[PHP_SELF] PHP_SELF is the name of the currently executing script. yoursite.com/example/ /example/index.phpyoursite.com/example/index.php   /example/index.phpyoursite.com/example/index.php?atest   /example/index.phpyoursite.com/example/index.php/dir/test   /dir/test When you use $_SERVER[’PHP_SELF’], it returns the file name /example/index.php both with and without the file name typed in the URL. When variables are appended at the end, they were truncated and again /example/index.php was returned. The only version that produced a different result has directories appended after the file name. In that case, it returned those directories. $_SERVER[REQUEST_URI] REQUEST_URI refers to the URI given to access a page. yoursite.com/example/   /yoursite.com/example/index.php   /example/index.phpyoursite.com/example/index.php?atest   /example/index.php?atestyoursite.com/example/index.php/dir/test   /example/index.php/dir/test All of these examples returned exactly what was entered for the URL. It returned a plain /, the file name, the variables, and the appended directories, all just as they were entered. $_SERVER[SCRIPT_NAME] SCRIPT_NAME is the current scripts path. This comes in handy for pages that need to point to themselves. yoursite.com/example/   /example/index.phpyoursite.com/example/index.php   /example/index.phpyoursite.com/example/index.php?atest   /example/index.phpyoursite.com/example/index.php/dir/test   /example/index.php All cases here returned only the file name /example/index.php regardless of whether it was typed, not typed, or anything was appended to it.

Increasing, Decreasing, and Constant Returns to Scale

Increasing, Decreasing, and Constant Returns to Scale The term returns to scale  refers to how well a business or company is producing its products. It tries to pinpoint increased production in relation to factors that contribute to production over a period of time. Most production functions include both labor and capital as factors. How can you tell if a function is increasing returns to scale, decreasing returns to scale, or having no effect on returns to scale? The three definitions below explain what happens when you increase all production inputs by a multiplier. Multipliers For illustrative purposes, well call the multiplier m. Suppose our inputs are capital and labor, and we double each of these (m 2). We want to know if our output will more than double, less than double, or exactly double. This leads to the following definitions: Increasing Returns to Scale: When our inputs are increased by m, our output increases by more than m.Constant Returns to Scale: When our inputs are increased by m, our output increases by exactly m.Decreasing Returns to Scale: When our inputs are increased by m, our output increases by less than m. The multiplier must always be positive and greater than one because our goal is to look at what happens when we increase production. An m of 1.1 indicates that weve increased our inputs by 0.10 or 10 percent. An m of 3 indicates that weve tripled the inputs. Three Examples of Economic Scale Now lets look at a few production functions and see if we have increasing, decreasing, or constant returns to scale. Some textbooks use Q for quantity in the production function, and others use Y for output. These differences dont change the analysis, so use whichever your professor requires. Q 2K 3L: To determine the returns to scale, we will begin by increasing both K and L by m. Then we will create a new production function Q’. We will compare Q’ to Q.Q’ 2(K*m) 3(L*m) 2*K*m 3*L*m m(2*K 3*L) m*QAfter factoring, we can replace (2*K 3*L) with Q, as we were given that from the start. Since Q’ m*Q we note that by increasing all of our inputs by the multiplier m weve increased production by exactly m. As a result, we have constant returns to scale.Q.5KL: Again, we increase both K and L by m and create a new production function. Q’ .5(K*m)*(L*m) .5*K*L*m2 Q * m2Since m 1, then m2 m. Our new production has increased by more than m, so we have increasing returns to scale.QK0.3L0.2: Again, we increase both K and L by m and create a new production function. Q’ (K*m)0.3(L*m)0.2 K0.3L0.2m0.5 Q* m0.5Because m 1, then m0.5 m, our new production has increased by less than m, so we have decreasing returns to scale. Although there are other ways to determine  whether a production function is increasing returns to scale, decreasing returns to scale, or generating constant returns to scale, this way is the fastest and easiest. By using the m multiplier and simple algebra, we can quickly solve economic scale questions. Remember that even though people often think about returns to scale and economies of scale as interchangeable, they are different. Returns to scale only consider production efficiency, while economies of scale explicitly consider cost.

Gaining Consent from Patients with Stroke Article

Gaining Consent from Patients with Stroke - Article Example There have been arguments as to whether these approaches meet the needs of these patients, since care approaches based on the current guidelines have shown deterioration of the quality of life of these patients significantly, mainly due to the loss of autonomy of these patients. This concept of loss of autonomy stands prominent since many patients with stroke lose their capabilities of communication, and in this scenario, maintenance of ethical standards in nursing care become extremely problematic. Since stroke may be associated with impairments, seeking consents from these patients in the area of care is not only an ethical requirement. Consent implies patient's participation and grants autonomy to the patient. Cohen (1991) commented that care delivered with inappropriate or inadequate consent bears the risk of inadequacy of care provision and support, and this becomes more intense in patients with stroke who are dependent and who may have perceived deterioration of mental capacity and impairment of communication due to stroke. Explanation of treatment, care, and seeking their permission to proceed with the care delivery process also ensures understanding of the individual with stroke which cannot be offered by just medical, cognitive, and functional assessments. Consent also reflects a person's thoughts, feelings, beliefs, and desires about his care. Conformity with the consent procedure allows the care processes to be responsive, flexible, person-centered, and need oriented (Keady et al. 1995). As far as nursing in neurosciences is concerned, the concept of gaining consent is applicable both for acute hospital setting and the rehabilitation setting. It is well known from the available researches that the stroke patients consider their experiences with the available rehabilitation services as less than adequate since they rarely include patients' autonomous choices. Although there are ample literature on the topic of patient autonomy, literatures examining the consent procedure in stroke patients fail to examine the issue of validity of gaining consent by neuroscience nurses adequately and beyond doubt. This clout is further aggravated by the fact that three basic ethical concepts of autonomy implied in the process of gaining consent, namely, self-governance, self-realisation, and actual autonomy are devoid of empiric evidence, although philosophical and theoretical discussions are available. Whatever empiric evidence is available mainly centre around permanent residents of nursing homes, where in reality neuroscience nurses deliver care. It is important to note that consent is related to self-determination, which is affected during or after stroke when the patient needs rehabilitation. Thus making choices about own treatment and making decisions about own health and treatment is put to test in a consent procedure, which may even include the choice of the therapist. In a patient with stroke, independence is grossly affected, and this may affect the consent in the true sense of the term. As indicated by Doyal (1997) had commented that informed consent may not be necessary in unconscious or semi-conscious patients, which often is the case in case of patients with stroke. Mangset et al. (2008) defined

Theoretical aspects of the phenomenon of child soldiers and scientific Essay

Theoretical aspects of the phenomenon of child soldiers and scientific issues related to the topic - Essay Example During colonial campaigns, armies would capture the children of prominent chieftains and raise them according to the colonial nation’s customs and laws. Nazi Germany used Hitler Youth movement to try to fight the Allied forces in the closing days of World War II. However each of these cases was isolated by time and geography. They were also exceptions to the level of armed combat which children performed. Ancient wars involved minors as charioteers and armor bearers for adult warriors. This practice can be found in the Bible. War in the middle ages was fought by strong men who had the physical strength to fight in those wars. Children were only used for support roles as they could not be participants in armed combat. The Roman army for instance required physical fitness as criteria for military service which only adult combatants could perform. Fighting with swords, spears, shields and heavy weapons required the use of adult combatants. During the middle ages, military units comprised of knights, heavy cavalry and infantry were extensively used in combat. They used armor and weapons which only adults could perform. The modern era of warfare began with the use of gunpowder. The modern nature of conflict saw the extensive use of muskets, cannons and cavalry against opponents. The weapons and training required to operate these weapons could only be performed by adult combatants. The adv ent of the industrial age also revolutionized the concept of warfare. By the twentieth century, modern armies were now using tanks, cannons, artillery, fighter jets, submarines and naval warships against each other. Again the use of children was mostly for support roles rather than combat purposes since the expertise required to train and use these weapons was only possible for adult combatants. During the middle ages, young boys were used as squires but their