The constructivist philosophy in the modern pedagogy Essay

The constructivist reasoning in the cutting edge instructional method - Essay Example Application Summary The accompanying article is centered around the constructivist reasoning and its importance as far as contemporary instruction. The article will survey the constructivist reasoning and its corresponding innovation that has gotten mainstream in the advanced teaching method. The constructivist educational program represents modern and adaptable innovation instruments. Web 2.0 devices reinforce the constructivist educational program by giving it the most proficient innovation apparatuses to address subjective necessities of breaking down, understanding and request. This third wave is as yet experiencing a change, which may achieve more prospects and more achievements in the field of instruction. This metacognitive way of thinking will be used as an instrument of progress for developing a constructivist innovation focused framework. So as to give an investigation of constructivist scholarly exercises and make an assessment of compelling showing advancements, measurements and research must be scrutinized. This venture will give an examination and assessment through the author’s wiki page and force point introduction. The adequacy of inadequacy of the constructivist instructive exercises can be appeared through both present day methods for innovation. The creator predicts a fruitful examination of constructivist instructional method. The assessment of the investigation of constructivist teaching method will be founded on the author’s examination. Ideally, the assessment will be fruitful, however the chance of ineffectualness will be thought of.

Puritanistic view on adultery in The Scarlet Letter an Example of the Topic Literature Essays by

Puritanistic see on infidelity in The Scarlet Letter The mental and good issues of the book, composed over 150 years prior, are as yet applicable to contemporary society. By breaking the network's ethics and gauges, a lady had languished over an incredible remainder and harvested the products of wrongdoing in her own youngster. In The Scarlet Letter Nathaniel Hawthorne investigates the domains of the feeling of blame as experienced by three chief characters - Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth - living in the seventeenth-century Puritan culture. The push of Hawthorne's exemplary is that separation and bleakness are the outcomes not of man's living in transgression however of his living in a Puritan culture. Need article test on Puritanistic see on infidelity in The Scarlet Letter point? We will compose a custom article test explicitly for you Continue Our Customers Usually Tell EssayLab experts: Who needs to compose article for me? Article essayist experts suggest: Scholastic Papers For Sale Purchase Essay Online Writing Service Best Essay Writing Service Cheap Essays Within Hours Cheap Reliable Essay Writing Service The Puritans, who were accepted to utilize the 'unadulterated' Bible understandings and were known for their prejudice to theater, music, and luxurious dress, in any case, rejected conventional acts of the congregation, when they moved from England. In the new settlement, the general public, religion and government ended up being in close participation. The past experience of discipline and religion-based laws, which were authorized, have made a specific quality in the Puritan culture and influenced all circles of Boston life. Thusly, every resident was associated with equity framework, the Church and network at once, and his notoriety was a sole establishment for the Puritan culture. In this way, infidelity, submitted by wedded lady, turned out to be freely referred to, and, as a terrible activity, this demonstration merited the severest discipline. Goodwives the individuals from the Church and women with great notoriety have been contending about it, while sitting tight for Hester Prynne. For them she didn't be anything yet malefactress, who caused outrage in Reverend Master Dimmesdale's assemblage, who brought disgrace upon the entire society, and she merited passing or, at any rate, a brand on her brow. (Hawthorne section 2). For this situation, both the Scripture and the rule book upheld the goals. It was the angle of the Puritan culture. The Puritanistic see was that Hester should either bite the dust or wear the sign, which would speak to her wrongdoing and remind her and the general public all she had done. The disgrace on the platform and the red letter was not considered as a reasonable discipline for such an unsuitable wrongdoing. They rejected any thought of absolution and leniency; for them, infidelity was a grave and inexcusable sin, an overwhelming weight in this life and endlessness the Puritans have just foreordained her predetermination. Temperance, in view of commitment, petitions and internal assessment, had given harmony and association in chapel and government; it was the Puritan culture they shaped and carefully followed. The people group, Hester Prynne had lived in, had formed her character and experiences. While Hester was remaining on the platform, encompassed by the seethed swarm, subliminally she understood that the general public was engaged with the wrongdoing and her life now, as it would remain associated with what's to come. The Puritan ideas turned into a piece of her, and Hester's presence would now be interrelated with the wrongdoing of infidelity and the convictions and view of the general public. Notwithstanding, Hawthorne focuses on that ethically, just as substantially, there was a coarser fiber in those spouses and ladies of early English birth and rearing than in their reasonable relatives (Chap. 2). The congregation individuals have expressed judgment, deliberately ignoring towards the Lord's words: If any of you is without transgression, let him be the first to toss a stone at her (NIV John 8:7). Hawthorne matches God's kindness, elegance and pardoning in the earliest reference point, telling that the denounced criminal, as he approached to his fate, was allowed to appreciate the aroma and delicate excellence of the flower shrub in token that the profound heart of Nature could feel sorry for and be caring to him (Chap. 1). Be that as it may, the red letter An upon Hester's chest isolated her from typical human relations and detained her in a 'self' circle. The severe and cruel Puritans made a jail in Hester's heart and delineated skeptical future for human suchlike. In any case, Hester in her ethical desolation discovered solace in her pride, her challenging (Bloom 34). Her inward quality was sufficient to remain in the network that turned its back to her, rather than searching for somewhere else to begin another life. After detainment, she made her brain to reclaim the transgression of infidelity by great deeds, consideration, liberality, credit, and distance. Hester Prynne has demonstrated that she was worth of social trust and typical life. Her wrongdoing gave her thoughtful information on the shrouded sin in different hearts (Chap.5), she felt the issues of others and helped penniless ones; Hester truly thought about the individuals, dismissing their demeanor and appreciation. Living in confinement, she made as well as could be expected to drive away the Puritan thought that wrongdoing forever distorts the human character. Then again, Dimmesdale was not as acceptable in this circumstance as Hester seemed to be. Since the very beginning his took a place of a liar and was concealing the weight till his demise. For Puritan culture Arthur Dimmesdale was a clergyman, a splendid evangelist and immaculate man. Much the same as the Puritan culture at an entire, he was narrow minded to shortcomings of others, yet faithful to his own transgressions. While Hester, with his own kid, was remaining on the framework, he set out to request that her stand up the dad's name. By his own words, Dimmesdale bound himself to torments and the weight of blame better were [to remain there close to thee] than to shroud a liable heart through life (Chap.5). The red token An on his bosom left no harmony and request for his heart. Neither debilitating fasts, nor physical torments could remove the weight of blame. When remaining on the platform at an evening time, he felt that the entire universe was featuring at him and the dread of submitted sin experienced his life. The persuasive Reverent Dimmesdale was a viler buddy of the most awful, the most noticeably awful of delinquents (Chap.11); in this manner, portraying the image of the entire Puritan culture, and the copying anger of the Almighty (Ibid) was upon his spirit. The Dimmesdale's deception is an image of Puritanism, however a philanderer was viewed as the most blessed man. His lessons were routed to delinquents, yet he was one of them; Puritans fled from English narrow mindedness, yet neglected to apply open minded mentality to powerless and poor. His definitive and noteworthy lecturing shows the intensity of the Puritan Church; yet his powerless character and unexpected weakness bring out pity and empathy, instead of regard. Much the same as the Puritan Boston, 'the light to the world' and the 'city on the slope', which, simultaneously, blends old customs and goals, Arthur feared the platform and open disfavor. Just in obscurity, portrayal of this current heart's condition, his aims woke up to make an objection to lip service. Indeed, Arthur Dimmesdale indicated that Puritans think about close to home great notoriety as a beginning of harmony and request. His achievement in network was picked up by his scholarly endowments, his ethical discernments, his capacity of encountering and conveying feeling (Chap.11), yet it didn't give him rest for his troubled soul. However, his transgression of infidelity was escaped external world, this dark mystery had been devastating his heart. Hester was detained by network view of her wrongdoing; then again, Dimmesdale was detained by his own impression of the feeling of blame. Night admissions didn't facilitate the torment, for the transgression was not uncovered to individuals (Bryson 87). However, after a dumbfounding message, he freely admitted his wrongdoing and, discharged from the weight of transgression, kicked the bucket. Elizabeth Poe, in her Educator's Guide to The Scarlet Letter, have recorded three fundamental characters, differentiated and depicted sentiments that surface while perusing: Hester Prynne her situation can emerged compassion. Arthur Dimmesdale his pietism can incite outrage. Roger Chillingworth his malevolent vengeance can inspire nauseate. (Poe, p.2). The main negative character in The Scarlet Letter is by all accounts third one Roger Chillingworth or Prynne, as he used to be. As a genuine spouse and the main supporter of the family, he, notwithstanding, would not assume the liability and acknowledge his better half's unfaithfulness. He picked the method of torments for other people and himself. As a man with a solid character, he joined a thought of loosing the family, when he viewed the area of open disfavor and wrath routed to his ex. In any case, as a man of respect, he pined for retribution. When he distinguished the 'individual heathen', Chillingworth planed future torments he merited. A previous researcher, Roger Prynne, turned into a popular specialist, Roger Chillingworth; be that as it may, the substantial sickness of Arthur Dimmesdale was neither restored, not facilitated. He needed to drag the admission out of his better half's darling, by sufferings and torments, as a man without sympathy, solid truly, just as intellectually. The defining moment of his vengeance was after Dimmesdale's open admission till that second, Chillingworth was messing around at the forefront of his thoughts. While Hester and Dimmesdale got more grounded, while enduring torments and misjudging, on account of the honest goals they had; Chillingworth ended up in good for nothing circumstance after Arthur's passing. An informed researcher had relinquished everything (his acumen had now an adequately plain way before it) and committed his life to vindicate (he was truly of another character than it had recently been (Chap.11)). Additionally, Hester and Arthur were a

Cheating Term Paper Example | Topics and Well Written Essays - 1000 words

Cheating - Term Paper Example These organizations, while publicizing, will utilize each term or means conceivable to depict the picture that a purchaser cherishes as being of lesser incentive than their item. It tends to be contended that most adverts focus on the decimation of the picture of every single other movement that people might be associated with and rather progress in the direction of the advancement of just those exercises that are identified with their item. Thus, it tends to be contended that duping the client for advancing an item is a piece of publicizing and the ethical quality, or absence of it, behind the adverts the premise whereupon they are established. In this way, most adverts, regardless of their tendency, once in a while hold any fact to what they are stating, since they frequently target causing the clients to accept that the item will satisfy their wants, when in all actuality, these item don't have that capacity. The publicizing of items, particularly those from globally perceived bra nds, isn't just done at a neighborhood level, the promoting efforts are additionally done at a provincial, national, and universal level. This is regularly viewed as the most ideal approach to guarantee that the advert contacts a more extensive crowd than it would typically have if the battle were done at just the nearby level. It very well may be contended that the polished methodology of the publicizing organization is regularly brought into question during such battles, in light of the fact that notwithstanding there being a set of accepted rules indicating how organizations should lead business, the adverts frequently make pictures for their clients which are not founded on the real world. It tends to be additionally contended that the way that a significant number of the adverts frequently persuade their clients to choose their items and disregard others of a similar quality is an unmistakable case of how these adverts cheat their potential clients. It very well may be said tha t adverts are as a general rule planned for guaranteeing that a company’s items can contend successfully against different organizations endeavoring to advertise comparable items and truth be told, these adverts are maybe what can be utilized to give an edge against rival items. A contention can be made that organizations are progressively keen on making whatever number deals as could be expected under the circumstances in their objective markets and are not in the slightest degree intrigued by the prosperity of their clients (Baker 1213). This is the motivation behind why they will do anything; even make bogus vows to their clients concerning their items, when publicizing, so as to convince them to buy them. The fundamental target that can be made concerning the promoting of items is that it is planned for guaranteeing that the deals of the said items are augmented. All way of pictures and faculties are utilized to guarantee that this point turns into a reality, implying tha t organizations will as a rule make items, not on the grounds that they have the eventual benefits of the client on a fundamental level, but since they wish to expand their deals. Such strategies are as a general rule mental, on the grounds that the real item may not fulfill the guidelines which are referenced I the advert. It tends to be contended that organizations regularly weave dreams for their clients and not their world since they frequently go to the degree of making vows to the customer about the item having the option to satisfy their fantasies and goals. The absolute best organizations depend on publicizing and their capacity to persuade their clients, through their adverts, that their items are the

Starting Over

Starting Over Next week is the beginning of the Spring 2017 semester, and we all know it usually begins with a slow start after break. Most of us tend to ease into our new classes and get acquainted with our new books and supplies. However, the beginning of a new semester does not have to be a hassle if handled correctly. By asking others, planning ahead, and building a routine, one will begin the new school year without a hitch. Courtesy: clipartkid.com The first thing I do to prepare for new classes is to ask students who formerly were in that class what they did to succeed. From tips in how to handle the homework to what the structure of the tests seem to be like, I learn just enough to shape the way I tackle each new class based on peer advice. In my opinion, the most difficult task in a class is not mastering the material but learning how the instructor and/or department wants you to show mastery of the topic. Courtesy: scalar.usc.edu The other way I prepare for a new semester is to plan my routes to classes and study halls ahead of time so I get to the classes in ample time and only have to focus on adapting to the new curricular structures. To do so, I walk or bike to each building in the order of my class schedule and time myself to see how much time I need to complete the task. By the time I am done, I know my route and time constraints so that I have no worries  attending the classes. Courtesy: roadtripwise.com Lastly, I try to develop a routine for the week so that I know what to do and expect in a successful week at the university. That sense of comfort which comes from developing time to eat, study, and relax helps me become aware what to expect in a week and what to look forward to. Thus, by developing and understanding the structure of daily activities and classes for the semester early on I becomes very content with my  new academic environment very quickly. Jacob Class of 2018 I am a transfer student studying Engineering Physics in the College of Engineering. I started with the Illinois Engineering Pathways program through the College of DuPage. I am from Naperville, Illinois.

How to concentrate on boring Critical Reading passages

As pretty much anyone with more than five minutes of SAT prep experience knows, Critical Reading passages are not exactly chosen for their phenomenal entertainment value. Ecotourism? Snooze. Whale play? Who cares. Copepods? Even I had to force myself to stay awake for that one. (Incidentally, when I was writing lots of reading material, I used a couple of passages that were so boring I actually had trouble mustering sufficient focus to write questions about them! Having to answer the questions may be bad, but I can assure you that writing them can be far, far more excruciating.) So yes, while occasionally youll stumble across a passage on a topic that holds your interest for more than, say, a second-and-a-half, the majority of the time that just wont be the case. Unfortunately, you still have to deal with the questions, regardless of how much of the passage youve tuned out, and if you spend too much time reading and re-reading, desperately trying to absorb everything thats going on, youll already be behind time-wise when you start the questions. Besides, it doesnt matter how much time you spend reading if youre not really absorbing anything. So whats the solution? Stop trying to understand everything (at least for the first read-through) and just focus on something else: finding the main idea, the tone, and the stuff that the author indicates is important (explanations, italics, anything with the words important or the the goal, the point, etc.). If you actively look for something as you read, its a whole lot harder to tune out as you go through the process. As Ive written about before, the content of most Critical Reading passages is in some ways deeply irrelevant that is, provided that you can grasp the basics, it doesnt really matter what the author happens to be saying, only how s/he structures the argument. If you start reading for function, content becomes secondary. So say youre trying to slog through that awful passage about copepods (or something equally hideous), stop reading carefully as soon as you figure out what the basic idea is, and just start worrying about the role that each new paragraph plays and thats information you can get in the first couple of sentences. If you see for example or for instance, that means that the paragraph is pretty much going to support an idea; if you see however, or despite, thats a pretty good indicator that the rest of the paragraph is going to refute an idea. Then you can just skim through the rest of it to make sure nothing new and important gets introduced. If it helps you to do so, you can also write something like support or refute or explain next to the paragraph, just to keep yourself paying attention and give you an outline of the argument. Furthermore, when you get a question about why the author included a particular piece of information in that paragraph, all youll have to do is look at your note: if the point of the paragraph is to support, chances are the right answer will start with a positive word; if the point of the paragraph is to disagree, chances are itll start with a negative word. It wont matter if you havent gotten every last detail youll have the bit picture, which you can use to make a reasonable guess, and on the SAT thats what really counts. Will this give you the answer to every question? Of course not. Im simplifying a bit here. But you might be surprised at how often working this way 1) keeps you focused, and 2) gets you close to the right answer, even if youre not really certain you understood everything you read.

Saving Fossil Fuels Alternative Energy - 2340 Words

Saving Fossil Fuels; Alternative Energy http://www.associatedrenewable.com/content/alternative-energy Saving Fossil Fuels; Alternative Energy Most people today use fossil fuels, but there is a problem that comes with using them. Soon, the world is going to run out of fossil fuels. The average person uses some type of fossil fuel every single day, and cannot imagine a world without them. Can you imagine a world with no gas, propane, or coal? Better yet, can you imagine the world without the machines, vehicles, and appliances that are powered by fossil fuels. Fossil fuel is not the only form of energy, though. There is also alternative energy. We must start using alternative energy. We must start using alternative energy, or we will†¦show more content†¦When in its pure form, hydrogen is odorless, colorless, tasteless, and highly flammable, however it is not poisonous. Hydrogen energy can power electrical generators, vehicles, and airships. Airships are aircrafts that stays in the air using gases like hydrogen and helium. Airships include blimps and zeppelins. (Schlager and Weisblatt, 136)) Hydrogen was first produced in 1671 by Robert Boyle. He produced the gas by dissolving iron in acid. It was not officially recognized as a gas until 1766, when Henry Cavendish proved not only that hydrogen existed, but also that it was 14 times lighter than air. Laurent Lavoisier named the gas hydrogen using the greek words â€Å"hydro† (water) and â€Å"gene† (forming†). Before Lavoisier named the gas, it was called â€Å"inflammable air†, because it was so likely to explode. (Schlager and Weisblatt, 136) Scientists believe that hydrogen energy could become a significant power source in the future. It can power vehicles, and does not pollute very bad. There are many benefits, but there is one big problem that is very hard to overcome. The hydrogen must be pure. It is very hard to produce large amounts of pure hydrogen energy. (Doeden, 53) Bioenergy Another type of alternate energy is bioenergy. Bioenergy is produced by biofuel which is produced by biomass. Biomass is recently living organic matter that can be burnt. Examples of biomass are wood, dung, and plant matter. These, when mixed with gasoline produce biofuel. Biofuel creates

Causes of World War II in the Pacific

World War II in the Pacific was caused by a number of issues stemming from Japanese expansionism to problems relating to the end of World War I. Japan After World War I A valuable ally during World War I, the European powers and the U.S. recognized Japan as a colonial power after the war. In Japan, this led to the rise of ultra-right wing and nationalist leaders, such as Fumimaro Konoe and Sadao Araki, who advocated uniting Asia under the rule of the emperor. Known as hakkà ´ ichiu, this philosophy gained ground during the 1920s and 1930s as Japan needed increasingly more natural resources to support its industrial growth. With the onset of the Great Depression, Japan moved towards a fascist system with the army exerting growing influence over the emperor and government. To keep the economy growing, an emphasis was placed on arms and weapons production, with much of the raw materials coming from the U.S. Rather than continue this dependence on foreign materials, the Japanese decided to seek out resource-rich colonies to supplement their existing possessions in Korea and Formosa. To accomplish this goal, the leaders in Tokyo looked west to China, which was in the midst of a civil war between Chiang Kai-sheks Kuomintang (Nationalist) government, Mao Zedongs Communists, and local warlords. Invasion of Manchuria For several years, Japan had been meddling in Chinese affairs, and the province of Manchuria in northeast China was seen as ideal for Japanese expansion. On Sept. 18, 1931, the Japanese staged an incident along the Japanese-owned South Manchuria Railway near Mukden (Shenyang). After blowing up a section of track, the Japanese blamed the attack on the local Chinese garrison. Using the Mukden Bridge Incident as a pretext, Japanese troops flooded into Manchuria. The Nationalist Chinese forces in the region, following the governments policy of nonresistance, refused to fight, allowing the Japanese to occupy much of the province. Unable to divert forces from battling the Communists and warlords, Chiang Kai-shek sought aid from the international community and the League of Nations. On Oct. 24, the League of Nations passed a resolution demanding the withdrawal of Japanese troops by Nov. 16. This resolution was rejected by Tokyo and Japanese troops continued operations to secure Manchuria. In January, the U.S. stated that it would not recognize any government formed as a result of Japanese aggression. Two months later, the Japanese created the puppet state of Manchukuo with the last Chinese emperor  Puyi as its leader. Like the U.S., the League of Nations refused to recognize the new state, prompting Japan to leave the organization in 1933. Later that year, the Japanese seized the neighboring province of Jehol. Political Turmoil While Japanese forces were successfully occupying Manchuria, there was political unrest in Tokyo. After a failed attempt to capture Shanghai in January, Prime Minister Inukai Tsuyoshi was assassinated on May 15, 1932  by radical elements of the Imperial Japanese Navy who were angered by his support of the London Naval Treaty and his attempts to curb the militarys power. Tsuyoshis death marked the end of civilian political control of the government until after World War II. Control of the government was given to Admiral SaitÃ…  Makoto. Over the next four years, several assassinations and coups were attempted as the military sought to gain complete control of the government. On Nov. 25, 1936, Japan joined with Nazi Germany and Fascist Italy in signing the Anti-Comintern Pact which was directed against global communism. In June 1937, Fumimaro Konoe became prime minister and, despite his political leanings, sought to curb the militarys power. The Second Sino-Japanese War Begins Fighting between the Chinese and Japanese resumed on a large scale on July 7, 1937, following the Marco Polo Bridge Incident, just south of Beijing. Pressured by the military, Konoe permitted troop strength in China to grow and by the end of the year Japanese forces had occupied Shanghai, Nanking, and southern Shanxi province. After seizing the capital of Nanking, the Japanese brutally sacked the city in late 1937 and early 1938. Pillaging the city and killing nearly 300,000, the event became known as the Rape of Nanking. To combat the Japanese invasion, the Kuomintang and Chinese Communist Party united in an uneasy alliance against the common foe. Unable to effectively confront the Japanese directly in battle, the Chinese traded land for time as they built up their forces and shifted industry from threatened coastal areas to the interior. Enacting a scorched earth policy, the Chinese were able to slow the Japanese advance by mid-1938. By 1940, the war had become a stalemate with the Japanese controlling the coastal cities and railroads and the Chinese occupying the interior and countryside. On Sept. 22, 1940, taking advantage of Frances defeat that summer, Japanese troops occupied French Indochina. Five days later, the Japanese signed the Tripartite Pact effectively forming an alliance with Germany and Italy Conflict With the Soviet Union While operations were ongoing in China, Japan became embroiled in border war with the Soviet Union in 1938. Beginning with the Battle of Lake Khasan (July 29 to Aug. 11, 1938), the conflict was a result of a dispute over the border of Manchu China and Russia. Also known as the Changkufeng Incident, the battle resulted in a Soviet victory and expulsion of the Japanese from their territory. The two clashed again in the larger Battle of Khalkhin Gol (May 11 to Sept. 16, 1939) the following year. Led by General Georgy Zhukov, Soviet forces decisively defeated the Japanese, killing over 8,000. As a result of these defeats, the Japanese agreed to the Soviet-Japanese Neutrality Pact in April 1941. Foreign Reactions to the Second Sino-Japanese War Prior to the outbreak of World War II, China was heavily supported by Germany (until 1938) and the Soviet Union. The latter readily provided aircraft, military supplies, and advisors, seeing China as a buffer against Japan. The U.S., Britain, and France limited their support to war contracts prior to the beginning of the larger conflict. Public opinion, while initially on the side of the Japanese, began to shift following reports of atrocities like the Rape of Nanking. It was further swayed by incidents such as the Japanese sinking of the gunboat U.S.S.  Panay  on Dec. 12, 1937, and increasing fears about Japans policy of expansionism. U.S. support increased in mid-1941, with the clandestine formation of the 1st American Volunteer Group, better known as the Flying Tigers. Equipped with U.S. aircraft and American pilots, the 1st AVG, under Colonel Claire Chennault, effectively defended the skies over China and Southeast Asia from late-1941 to mid-1942, downing 300 Japanese aircraft with a loss of only 12 of their own. In addition to military support, the U.S., Britain, and the Netherlands East Indies initiated oil and steel embargoes against Japan in August 1941. Moving Towards War With the U.S. The American oil embargo caused a crisis in Japan. Reliant on the U.S. for 80 percent of its oil, the Japanese were forced to decide between withdrawing from China, negotiating an end to the conflict, or going to war to obtain the needed resources elsewhere. In an attempt to resolve the situation, Konoe asked U.S.  President Franklin Roosevelt  for a summit meeting to discuss the issues. Roosevelt replied that Japan needed to leave China before such a meeting could be held. While Konoe was seeking a diplomatic solution, the military was looking south to the Netherlands East Indies and their rich sources of oil and rubber. Believing that an attack in this region would cause the U.S. to declare war, they began planning for such an eventuality. On Oct. 16, 1941, after unsuccessfully arguing for more time to negotiate, Konoe resigned as prime minister and was replaced by the pro-military General Hideki Tojo. While Konoe had been working for peace, the Imperial Japanese Navy (IJN) had developed its war plans. These called for a preemptive strike against the U.S. Pacific Fleet at  Pearl Harbor, Hawaii, as well as simultaneous strikes against the Philippines, Netherlands East Indies, and the British colonies in the region. The goal of this plan was to eliminate the American threat, allowing Japanese forces to secure the Dutch and British colonies. The IJNs chief of staff, Admiral Osami Nagano, presented the attack plan to Emperor Hirohito on Nov. 3. Two days later, the emperor approved it, ordering the attack to occur in early December if no diplomatic breakthroughs were achieved. Attack on Pearl Harbor On Nov. 26, 1941, the Japanese attack force, consisting of six aircraft carriers, sailed with Admiral Chuichi Nagumo in command. After being notified that diplomatic efforts had failed, Nagumo proceeded with the attack on Pearl Harbor. Arriving approximately 200 miles north of Oahu on Dec. 7, Nagumo began launching his 350 aircraft. To support the air attack, the IJN had also dispatched five midget submarines to Pearl Harbor. One of these was spotted by the minesweeper U.S.S.  Condor  at 3:42 a.m. outside of Pearl Harbor. Alerted by  Condor, the destroyer U.S.S.  Ward  moved to intercept and sank it around 6:37 a.m. As Nagumos aircraft approached, they were detected by the new radar station at Opana Point. This signal was misinterpreted as a flight of  B-17 bombers  arriving from the U.S. At 7:48 a.m., the Japanese aircraft descended on Pearl Harbor. Using specially modified torpedoes and armor piercing bombs, they  caught the U.S. fleet by complete surprise. Attacking in two waves, the Japanese managed to sink four battleships and badly damaged four more. In addition, they damaged three cruisers, sank two destroyers, and destroyed 188 aircraft. Total American casualties were 2,368 killed and 1,174 wounded. The Japanese lost 64 dead, as well as 29 aircraft and all five midget submarines. In response, the U.S. declared war on Japan on Dec. 8, after  President Roosevelt  referred to the attack as a date which will live in infamy. Japanese Advances Coinciding with the attack on Pearl Harbor were Japanese moves against the Philippines, British Malaya, the Bismarcks, Java, and Sumatra. In the Philippines, Japanese aircraft attacked U.S. and Philippine positions on Dec. 8, and troops began landing on Luzon two days later. Swiftly pushing back  General Douglas MacArthurs Philippine and American forces, the Japanese had captured much of the island by Dec. 23. That same day, far to the east, the Japanese overcame fierce resistance from U.S. Marines to  capture Wake Island. Also on Dec. 8, Japanese troops moved into Malaya and Burma from their bases in French Indochina. To aid British troops fighting on the Malay Peninsula, the Royal Navy dispatched the battleships H.M.S.  Prince of Wales  and  Repulse  to the east coast. On Dec. 10,  both ships were sunk by Japanese air attacks  leaving the coast exposed. Farther north, British and Canadian forces were resisting Japanese  assaults on Hong Kong. Beginning on Dec. 8, the Japanese launched a series of attacks that forced the defenders back. Outnumbered three to one, the British surrendered the colony on Dec. 25.