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<p><br><br><br><br><br><br><br><span style="font-size: 12px; color: #f4f5f5;">Camouflage is the use of any combination of materials, coloration or illumination for concealment, either by making animals or objects hard to see crypsis, or by disguising them as something else mimesis. Examples include the leopard's spotted coat, the battledress of a modern soldier, and the leafmimic katydid's wings. A third approach, motion dazzle, confuses the observer with a conspicuous pattern, making the object visible but momentarily harder to locate. The majority of camouflage methods aim for crypsis, often through a general resemblance to the background, high contrast disruptive coloration, eliminating shadow, and countershading. In the open ocean, where there is no background, the principal methods of camouflage are transparency, silvering, and countershading, while the ability to produce light is among other things used for counterillumination on the undersides of cephalopods such as squid. Som
e animals, such as chameleons and octopuses, are capable of actively changing their skin pattern and colours, whether for camouflage or for signalling.Military camouflage was spurred by the increasing range and accuracy of firearms in the 19th century. In particular the replacement of the inaccurate musket with the rifle made personal concealment in battle a survival skill. In the 20th century, military camouflage developed rapidly, especially during the First World War. On land, artists such as Andr Mare designed camouflage schemes and observation posts disguised as trees. At sea, warships and troop carriers were painted in dazzle patterns that were highly visible, but designed to confuse enemy gunners as to the target's speed, range, and heading. During and after the Second World War, a variety of camouflage schemes were used for aircraft and for ground vehicles in different theatres of war. The use of radar in the Cold War period has largely made camouflage for fixedwing military
aircraft obsolete.Donna Alvermann is a researcher and teacher educator whose work focuses on adolescents digital and media literacies and youthinitiated engagement with texts in and out of school. She is University Appointed Distinguished Research Professor of Language and Literacy Education in the College of Education at the University of Georgia. She serves on the Adolescent Literacy Advisory Group of the Alliance for Excellent Education. Alvermann is a researcher and teacher educator as she has published over 100 articles. She was elected to the board of the National Reading Conference and is the cochair of the International Reading Associations IRA Commission on Adolescent Literacy. She is an editor for Reading Research Quarterly, an IRA journal. Her research in the area of reading has been beneficial for educators working with struggling and adolescent readers and is regarded as a voice that speaks for these readers. She has encouraged teachers to rethink critical literacy and
incorporate new technology and social practices in their instruction of Language Arts.fa136e57392093479095a5a40f033715
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