Major General George McClellan in the Civil War

Major General George McClellan in the Civil War George Brinton McClellan was born December 23, 1826 in Philadelphia, PA. The third child of Dr. George McClellan and Elizabeth Brinton, McClellan briefly attended the University of Pennsylvania in 1840 before leaving to pursue legal studies. Bored with the law, McClellan elected to seek a military career two years later. With the aid of President John Tyler, McClellan received an appointment to West Point in 1842 despite being a year younger than the typical entry age of sixteen. In school, many of McClellans close friends, including A.P. Hill and Cadmus Wilcox, were from the South and would later become his adversaries during the Civil War. His classmates included future notable generals in Jesse L. Reno, Darius N. Couch, Thomas Stonewall Jackson, George Stoneman, and George Pickett. An ambitious student while at the academy, he developed a great interest in the military theories of Antoine-Henri Jomini and Dennis Hart Mahan. Graduating second in his class in 1846, he was assigned to the Corps of Engineers and ordered to remain at West Point. Mexican-American War This duty was brief as he was soon dispatched to the Rio Grande for service in the Mexican-American War. Arriving off the Rio Grande too late to take part in Major General Zachary Taylors campaign against Monterrey, he fell ill for a month with dysentery and malaria. Recovering, he shifted south to join General Winfield Scott for the advance on Mexico City. Preforming reconnaissance missions for Scott, McClellan gained invaluable experience and earned a brevet promotion to first lieutenant for his performance at Contreras and Churubusco. This was followed by a brevet to captain for his actions at the Battle of Chapultepec. As the war was brought to a successful conclusion, McClellan also learned the value of balancing political and military affairs as well as maintaining relations with civilian populations. Interwar Years McClellan returned to a training role at West Point after the war and oversaw a company of engineers. Settling into a series of peacetime assignments, he wrote several training manuals, aided in the construction of Fort Delaware, and took part in an expedition up the Red River led by his future father-in-law Captain Randolph B. Marcy. A skilled engineer, McClellan was later assigned to survey routes for the transcontinental railroad by Secretary of War Jefferson Davis. Becoming a favorite of Davis, he conducted an intelligence mission to Santo Domingo in 1854, before being promoted to captain the following year and posted to the 1st Cavalry Regiment. Due to his language skills and political connections, this assignment was brief and later that year he was dispatched as an observer to the Crimean War. Returning in 1856, he wrote of his experiences and developed training manuals based on European practices. Also during this time, he designed the McClellan Saddle for use by the US Army. Electing to capitalize on his railroad knowledge, he resigned his commission on January 16, 1857 and became the chief engineer and vice president of the Illinois Central Railroad. In 1860, he also became the president of the Ohio and Mississippi Railroad. Tensions Rise Though a gifted railroad man, McClellans primary interest remained the military and he considered returning the US Army and becoming a mercenary in support of Benito Jurez. Marrying Mary Ellen Marcy on May 22, 1860 in New York City, McClellan was an avid supporter of Democrat Stephen Douglas in the 1860 presidential election. With the election of Abraham Lincoln and the resulting Secession Crisis, McClellan was eagerly sought by several states, including Pennsylvania, New York, and Ohio, to lead their militia. An opponent of federal interference with slavery, he was also quietly approached by the South but refused citing his rejection of the concept of secession. Building an Army Accepting Ohios offer, McClellan was commissioned a major general of volunteers on April 23, 1861. In place four days, he wrote a detailed letter to Scott, now general-in-chief, outlining two plans for winning the war. Both were dismissed by Scott as unfeasible which led to tensions between the two men. McClellan re-entered federal service on May 3 and was named commander of the Department of the Ohio. On May 14, he received a commission as a major general in the regular army making him second in seniority to Scott. Moving to occupy western Virginia to protect the Baltimore Ohio Railroad, he courted controversy by announcing that he would not interfere with slavery in the area. Pushing through Grafton, McClellan won a series of small battles, including Philippi, but began to display the cautious nature and unwillingness to fully commit his command to battle that would dog him later in the war. The only Union successes to date, McClellan was ordered to Washington by President Lincoln after Brigadier General Irvin McDowells defeat at First Bull Run. Reaching the city on July 26, he was made commander of the Military District of the Potomac and immediately began assembling an army out of the units in the area. An adept organizer, he worked tirelessly to create the Army of the Potomac and cared deeply for the welfare of his men. In addition, McClellan ordered an extensive series of fortifications constructed to protect the city from Confederate attack. Frequently butting heads with Scott regarding strategy, McClellans favored fighting a grand battle rather than implementing Scotts Anaconda Plan. Also, he insistence on not interfering with slavery drew ire from Congress and the White House. As the army grew, he became increasingly convinced that the Confederate forces opposing him in northern Virginia badly outnumbered him. By mid-August, he believed that enemy strength numbered around 150,000 when in fact it seldom exceeded 60,000. Additionally, McClellan became highly secretive and refused to share strategy or basic army information with Scott and Lincolns cabinet. To the Peninsula In late October, the conflict between Scott and McClellan came to a head and the elderly general retired. As a result, McClellan was made general-in-chief, despite some misgivings from Lincoln. Increasingly more secretive regarding his plans, McClellan openly disdained the president, referring to him as a well-mannered baboon, and weakened his position through frequent insubordination. Facing growing anger over his inaction, McClellan was called to the White House on January 12, 1862 to explain his campaign plans. At the meeting, he outlined a plan calling for the army to move down the Chesapeake to Urbanna on the Rappahannock River before marching to Richmond. After several additional clashes with Lincoln over strategy, McClellan was forced to revise his plans when Confederate forces withdrew to a new line along the Rappahannock. His new plan called for landing at Fortress Monroe and advancing up the Peninsula to Richmond. Following the Confederate withdraw, he came under heavy criticism for allowing their escape and was removed as general-in-chief on March 11, 1862. Embarking six days later, the army began a slow movement to the Peninsula. Failure on the Peninsula Advancing west, McClellan moved slowly and again was convinced that he faced a larger opponent. Stalled at Yorktown by Confederate earthworks, he paused to bring up siege guns. These proved unnecessary as the enemy fell back. Crawling forward, he reached a point four miles from Richmond when he was attacked by General Joseph Johnston at Seven Pines on May 31. Though his line held, the high casualties shook his confidence. Pausing for three weeks to await reinforcements, McClellan was again attacked on June 25 by forces under General Robert E. Lee. Quickly losing his nerve, McClellan began falling back during a series of engagements known as the Seven Days Battles. This saw inconclusive fighting at Oak Grove on June 25 and a tactical Union victory at Beaver Dam Creek the next day. On June 27, Lee resumed his attacks and won a victory at Gaines Mill. Subsequent fighting saw Union forces driven back at Savages Station and Glendale before finally making at stand at Malvern Hill on July 1. Concentrating his army at Harrisons Landing on the James River, McClellan remained in place protected by the guns of the US Navy. The Maryland Campaign While McClellan remained on the Peninsula calling for reinforcements and blaming Lincoln for his failure, the president appointed Major General Henry Halleck as general-in-chief and ordered Major General John Pope to form the Army of Virginia. Lincoln also offered command of the Army of the Potomac to Major General Ambrose Burnside, but he declined. Convinced that the timid McClellan would not make another attempt on Richmond, Lee moved north and crushed Pope at the Second Battle of Manassas on August 28-30. With Popes force shattered, Lincoln, against the wishes of many Cabinet members, returned McClellan to overall command around Washington on September 2. Joining Popes men to the Army of the Potomac, McClellan moved west with his reorganized army in pursuit of Lee who had invaded Maryland. Reaching Frederick, MD, McClellan was presented with a copy of Lees movement orders which had been found by a Union soldier. Despite a boastful telegram to Lincoln, McClellan continued to move slowly allowing Lee to occupy the passes over South Mountain. Attacking on September 14, McClellans cleared the Confederates away at the Battle of South Mountain. While Lee fell back to Sharpsburg, McClellan advanced to Antietam Creek east of the town. An intended attack on the 16th was called off allowing Lee to dig in. Beginning the Battle of Antietam early on the 17th, McClellan established his headquarters far to the rear and was unable to exert personal control over his men. As a result, the Union attacks were not coordinated, allowing the outnumbered Lee to shift men to meet each in turn. Again believing that it was he who was badly outnumbered, McClellan refused to commit two of his corps and held them in reserve when their presence on the field would have been decisive. Though Lee retreated after the battle, McClellan had missed a key opportunity to crush a smaller, weaker army and perhaps end the war in the East. Relief 1864 Campaign In the wake of the battle, McClellan failed to pursue Lees wounded army. Remaining around Sharpsburg, he was visited by Lincoln. Again angered by McClellans lack of activity, Lincoln relieved McClellan on November 5, replacing him with Burnside. Though a poor field commander, his departure was mourned by the men who felt that Little Mac had always worked to care for them and their morale. Ordered to report to Trenton, NJ to await orders by Secretary of War Edwin Stanton, McClellan was effectively sidelined. Though public calls for his return were issued after the defeats at Fredericksburg and Chancellorsville, McClellan was left to write an account of his campaigns. Nominated as the Democratic candidate for the presidency in 1864, McClellan was hamstrung by his personal view that the war should be continued and the Union restored and the partys platform which called for an end to the fighting and a negotiated peace. Facing Lincoln, McClellan was undone by the deep divide in the party and numerous Union battlefield successes which bolstered the National Union (Republican) ticket. On election day, he was defeated by Lincoln who won with 212 electoral votes and 55% of the popular vote. McClellan only garnered 21 electoral votes. Later Life In the decade after the war, McClellan enjoyed two long trips to Europe and returned to the world of engineering and railroads. In 1877, he was nominated as the Democratic candidate for governor of New Jersey. He won the election and served a single term, leaving office in 1881. An avid supporter of Grover Cleveland, he had hoped to be named secretary of war, but political rivals blocked his appointment. McClellan suddenly died on October 29, 1885, after suffering from chest pains for several weeks. He was buried at Riverview Cemetery in Trenton, NJ.

How to Write Amazing Caltech Essays

How to Write Amazing Caltech Essays SAT / ACT Prep Online Guides and Tips The California Institute of Technology- or Caltech, as it’s more commonly known- is a highly exclusive college. If you want to join the Beavers, you’ll need not just top grades and standardized test scores, but strong writing supplements to support them as well. Caltech accepts around nine percent of students that apply, making it an extremely competitive school.The more you know about the Caltech essay prompts before you start, the better prepared you are to answer them. Read on to learn about 2018’s essay prompts, as well as some tips and tricks for maximizing their potential to impress! Feature Image:Canon.vs.nikon/Wikimedia Commons What Do I Need to Know About the Caltech Essays? Caltech accepts both the Coalition and Common Application, so you can use whichever application suits you better. In addition to the requiredCoalition or Common Application essays, Caltech also requires four short essays. One essay asks you to describe three experiences that contributed to your interest in STEM fields, with 10 to 120 words for each experience, or 30 to 360 total.The other three essays, which cover how you’ll interact with the Caltech community, what creative and fun interests you have, and what diversity you’ll bring to the student body, have requirements of 250 to 400 words. Altogether, you’ll be writing between 780 and 1560 words. These essays are fairly short, so you’ll want to spend a good amount of time honing your argument to its most efficient. Start early so you have plenty of time to plan, refine, revise, and proof before you submit! Do a little preparation and you can look this happy when writing your Caltech essays, too! What Are the Caltech Essay Prompts? TheCaltech essay prompts are fairly standard, though each one is tailored to the college’s specifications. You’ll see the usual â€Å"Why This College?† and â€Å"Diversity† essay questions, but always keep in mind that you’re applying to Caltech specifically, and your essays should reflect that. Prompt #1 Describe three experiences and/or activities that have helped develop your passion for a possible career in a STEM field. (Your response for each experience/activity should range between 10-120 words.) The first essay asks you to describe three things that have led to your love for whatever STEM field you prefer. Note the word requirement- each item should fall between 10 and 120 words, meaning you’ll need to be very brief. Caltech wants you to use this space to demonstrate your interest in the STEM field of your choice. They want to hear about your passion and what interests you, so dig deep to really find that spark of inspiration. Maybe you were captivated by a childhood collection of sea monkeys, or you took your very first game console apart to see how it worked- and you put it back together. These are all great places to start, but be sure that they’re both brief and meaningful to you. You’re telling Caltech a short story about yourself with these three experiences, demonstrating what draws you to STEM over any other field, so be sure that the admissions office understands not just what brings you here, but why. Specificity and brevity are your best friends in this section. Maybe you really have wanted to do computer programming for your entire life, but Caltech wants you to be more specific. Name three instances that inspired you, not your life as a whole. Caltech, as a STEM-focused college, also wants to see your curiosity and interest. Return to experiences involving math or science that excited you in your past and think deeply about how you felt and how they made you want to learn more. These are the kinds of experiences that Caltech wants to hear about! For this prompt, avoid the pitfall of talking too much. When we’re thinking about formative experiences that excite us, we can tend to get a little long-winded. Resist that temptation- you only have 120 words each, so keep it as simple and direct as you can, without any fluff. Each answer should state what the experience was and how that helped develop your passion. Any more than that, and you risk wasting space. Prompt #2 Much like the life of a professional scientist or engineer, the life of a "Techer" relies heavily on collaboration. Knowing this, what do you hope to explore, innovate, or create with your Caltech peers? (Your response should range between 250-400 words.) This is a spin on the typical â€Å"Why You?† question. Many times, these questions are asking what you’ll bring to a college’s student body- in Caltech’s case, they’re looking for specific information about how you plan to participate in the community. Think about your academic and career goals, and combine them with what you know about Caltech’s community. How can they help you reach them? Caltech doesn’t only want to know about what you hope to achieve with your education. Caltech mentions in their mission statement that they aim to â€Å"expand human knowledge and benefit society.† Do your goals align with that mission? How will being part of the Caltech community- not just having a degree from a prestigious university- help you achieve your aspirations? Your best bet with this question is to get specific. Always keep in mind the angle of collaboration- though we often credit individuals with scientific discoveries and technology, many are put together by groups of people building on one another’s research. If you have a specific idea in mind, such as refining lab-grown meat for mass production, consider what skills you have and what skills you don’t. How can your classmates at Caltech help? Take a look at Caltech’s clubs and courses and find some that match your goals. If lab-grown meat is your goal, take a look through Caltech’s bioengineering offerings and fold those into your answer- being specific about how Caltech and the people you meet there will help you meet your goals will make it clear that it’s Caltech, not just a degree, that appeals to you. Though your goals are important to this question, avoid focusing too much on yourself or thinking too far forward. This question wants to know about your time at Caltech- focus on the next few years and how you hope to develop as part of the STEM community. This guy would fit right in at Caltech. Prompt #3 Caltech students are often known for their sense of humor and creative pranks. What do you like to do for fun? (Your response should range between 250-400 words.) Take this question at its word- Caltech is indeed known for its proud history of pranks.The admissions office wants to hear about your life outside of academics and learning. What do you like to do that isn’t related to your field of study? The purpose of this question is to learn more about you as an individual. If you’re in the running for Caltech, you’re already a student with a strong academic record- and so is everybody else at your level. This question wants to know what makes you unique, what features, personality traits, and interests will make you a student that Caltech wants to have around. It’s important that this be a question you answer without an academic focus. That may sound strange- you need to be impressive at Caltech, after all- but think beyond your chemistry work or the game you’ve been working on. Of course, you should also be prepared to answer why whatever you choose matters to you. Maybe you’re really into gardening because seeing something grow from a seed to a plant brings you joy. Maybe playing tabletop role-playing games is your thing, because it’s a creative outlet that pushes you to think on the fly. Whatever the hobby, it should mean something to you- hours mindlessly surfing Netflix isn’t going to cut it. There are a few things to avoid with this prompt. Unique is good, but controversial is too much. Attending college is fitting into a community, and Caltech wants to know that you’ll participate in the community. If you come off as intentionally inflammatory- such as if your favorite hobby is being a troll online- you may stick out for the wrong reasons. Also try not to be too general. If you like to read, tell them what- can you draw your own map of Middle-earth from memory? If you play video games, let them know why- maybe you’re part of a top-ranked Overwatchteam, and you enjoy the camaraderie of grinding your rank with friends, or maybe you’re striving for the world-record in speedrunning Super Mario 64 because you enjoy the thrill of finding a new glitch. Again, always come back to specificity and stating why. It’s better to be clear and concise than wordy and opaque! Prompt #4 The process of discovery best advances when people from various backgrounds, experiences, and perspectives come together. How do you see yourself contributing to the diversity of Caltech's community? (Your response should range between 250-400 words.) This question is a classic representation of the â€Å"Diversity† essay.What Caltech wants to know with this prompt is what you as a unique individual bring to the community. That can be everything from your socioeconomic background to your unconventional upbringing as a traveling circus performer to your interest in antique guitars- don’t feel like the only meaning for â€Å"diversity† is hardship you’ve experienced. Colleges are places where lots of people of different backgrounds come together, and Caltech wants to know that you’re going to both contribute and respect that diversity. Thinking about the ways that you differ from others is a great way of showing that you’re similarly interested in fostering a diversity of thought and experience. Your best option for this prompt is to focus on a specific part of your identity that isn’t discussed elsewhere in your application. If you grew up in a major city, maybe light pollution made it impossible for you to see the night sky, so you read every book you could get your hands on to learn more about the constellations. You could write about how the combination of learning from books and experiencing light pollution ignited your interest in learning more about astronomy, but also in understanding how light pollution impacts the field.This diversity of thought and experience is important to a student body- whatever your niche is, you should discuss it! Do avoid exaggeration or lying, though. Caltech wants to know about your diversity, and the admissions office is experienced in picking out parts of your essay that might be disingenuous or overstated. Again, focus on what really matters to you, not picking a trait that you think will score you points. It probably wasn't one of these kids who wrote these successful Caltech essays. Caltech Essays That Worked All this information is great, but it can still be tricky to understand exactly what Caltech wants to know until you’ve seen it demonstrated. Check out this accepted essay- and some tips from someone who took a serious risk- to learn more about what Caltech hopes to see in your essay! Martin Alternburg's Essay I cross over the bridge into Minnesota. Out of my three sports, cross country is definitely my worst - but I continue to be hooked on it. Unlike swimming and track, my motivation to run is heavily intrinsic. I live for the long runs I take on by myself. While they rarely happen during our season, we were assigned a long run to complete over our first weekend of cross country. In reality, I was supposed to go six miles, but felt eight gave me more time to explore the home I had just returned to. My mind begins to wander as I once again find my rhythm.My train of thought while running is similar to the way one thinks in the minutes before sleep - except one has more control over how these thoughts progress and what tangents they move off of. While special relativity would be the "proper" thing to think about, especially at MITES, I revive the violin repertoire I had turned away from for so long and begin playing it in my head. I'm now at the edge of town in between the cornfields. Th e streaming floodlights on the open road give me a sense of lonely curiosity, reminiscent of the opening lines of Wieniawski's first violin concerto. I come up with adaptations of the melody in my head, experimenting with an atonality similar to Stravinsky's. Martin Altenburg’s essay is well-structured, using the narrative of a morning run to demonstrate all the things that run through his head, and, more importantly, all the unique traits that make him who he is. From just these two paragraphs, we know he’s a runner, that he’s driven, that he strives for more than he thinks he’s capable of, and that he knows music and composition. Because the essay is in a narrative format, we’re able to follow this line of thinking and have it all wrapped up neatly at the end. We’re drawn in by energetic and purposeful writing that also delivers us all the information we need. Throughout the essay, Altenburg discusses his interests and his growth. His strategic use of locations in his hometown allows readers to understand where he comes from both literally and figuratively, especially the part about his beliefs and how the community he’s grown up in have impacted them. All this is valuable information to an admissions office, who wants to see how you see yourself and why. One thing to note about this essay is that it doesn’t include any reference to Caltech. In fact, Altenburg used the same essay to apply to- and get into- eight different Ivy Leagues as well as some other schools. The essay was likely written as part of the Common or Coalition Application rather than as part of Altenburg’s Caltech supplement, hence the lack of specificity. Your essays for the Caltech supplement should contain more specificity than this, as these essays are unique to Caltech and want to know exactly what draws you to that school above others. Michelle Fan's Essay Reflection â€Å"How do you believe Caltech will best fuel your intellectual curiosity and help you meet your goals?†If I had a few weeks, I might have done enough research to namedrop a few professors, rave about the strength of their computer science programs, and come up with a compelling story about all my professional goals. But I didn’t have those few weeks, so I told them the unembellished, wholehearted truth:I said I have no idea what I want to do in life.All I knew was that I liked making calculator games and explosions and wanted to participate in the bread-throwing, water-dumping congregations otherwise known as Caltech house dinners.As it turns out, being yourself actually works. Shocker, I know. Colleges really do want to like you for you. Michelle Fan doesn’t post her Caltech essay directly, but she does talk about her process and what she discovered between her highly planned essays and the ones she wrote the day they were due. Fan points out that her last-minute essays, the ones that she wrote from her heart rather than from her head, are the ones that got accepted. Though I definitely don’t advocate for waiting until the same day that your essay is due to start writing it, it’s a good message to keep in mind- when you’re faced with an imminent deadline and you just need to get something out, your writing is probably more genuine than if you’ve been editing and revising it for ages. But the big takeaway here should not be to wait until the last second to write your essay (please, don’t do that!). The real lesson is that you should write in a way that is true to yourself, not a way that you think will impress admissions offices. You should be authentic and genuine, letting your personality and interests tell Caltech why you’re a good fit. If your essay looks like this, that's a good thing! 4 Key Tips for Writing a Caltech Essay Like all college essays, there are some general things to keep in mind when working on your Caltech writing supplement. The earlier you get started, the better- take a little time to make sure that your essay is as polished as possible! #1: Plan Brainstorming before you start writing will help you pick a topic that’s both meaningful and impressive. Jotting down a list of ideas for each topic, no matter how silly they might feel at first impression, gives you options. Spend a little time away from your options so that you can pick the one that you feel most strongly about with less bias! #2: Get People to Read Your Essays for You Feedback is an important tool as a writer. Getting someone else to look at your work- preferably someone who will be honest about its shortcomings- will help you find logical holes, weird phrasing, and other errors that may creep into your work. When you feel like your essays are as polished as you can make them is a good time to hand them off to someone else. Remember, you don’t have to make every change they suggest exactly as they suggest it, but if your reader is confused about something, see what you can do to make it clearer! #3: Edit and Revise Take that feedback you got from your reader and turn it into gold. Again, don’t feel like their suggestions are always the right move, but do consider what’s causing their confusion or dislike for parts of your essays. Fix them in your own voice, and re-read your essay, especially out loud, to catch any additional errors. The more time you can spend revising, the better! #4: Be Authentic Always remember that you’re not just trying to impress Caltech with a bunch of statistics- you’re trying to impress them as you. That means always staying true to yourself and striving for authenticity. Give Caltech an essay that showcases what it means to be you, not an essay that gives them what you think that they want to hear. What's Next? Need an even more in-depth guide to how to write a college essay? Those tips will help you write a stellar essay from start to finish! A strong essay is just one part of a successful Caltech application. Also look into Caltech's SAT scores and GPA requirements so you can draft an effective academic plan! Before you send in your Caltech application, it's a smart idea to figure out how much money it's going to cost you to attend. How doCaltech's financial aid offerings measure up to tuition costs?

Environment of Corporate Culture Research Paper Example | Topics and Well Written Essays - 250 words

Environment of Corporate Culture - Research Paper Example External factors especially the economic depression being experienced has affected the store more than the internal factors. This is because most internal factors problems are and can be fixed by change or enforcement of the organization’s policies while the external factors are mostly out of control by the organization and may cost a lot to change strategies in order to deal with those factors or to avoid them like discounts to encourage customers to buy in bulk (Rexhausen, Pibernik and Kaiser, 2012). Value portrays the true picture of an organization including the expected results and standards the organization holds in the eyes of others. Performance in an organization can be improved through various ways. A combination of the two (value and performance) ensures that the employees and management in that organization are aware of what is expected of them by the customers and by their competitors (Jung, Su, Baeza and Hong, 2008). Their organizational culture will therefore be based on integrity and success to satisfy the others looking up to them and also to cement a place for the organization in terms of its organizational culture. Jung, J., Su, X., Baeza, M. and Hong, S. (2008). The effect of organizational culture stemming from national culture towards quality management deployment. â€Å"The TQM Journal† vol. 20 (6), pp. 622-635. Rexhausen, D., Pibernik, R. and Kaiser, G. (May, 2012). Customer-facing supply chain practices- The impact of demand and distribution management on supply chain success. â€Å"Journal of Operations Management,† vol. 30 (4), pp.

Trial by jury has no place in modern Britain Essay

Trial by jury has no place in modern Britain - Essay Example The system of jury trial has been related to the common law. In fact, Norman kings have promoted the specific process sending their judges ‘to preside at jury trials’ (Spooner 2006, p.88). In the above context, the objectivity of the court was ensured through the following practice: the public could choose ‘four people to sit with them’ (Spooner 2006, p.88). Magna Carta has enforced the specific rule in order to ensure that judge will not influence the jury (Spooner 2006). Saxons did not accept the interference of king’s judges with the jury, aiming to keep the court independence from the ruling of the king (Spooner 2006). Today, a similar approach can be used for justifying the non-appropriateness of jury trial in English law. Due to its structure, the English legal system ensures the objectivity in trial, at least at higher level than other legal systems worldwide where the use of jury in trials often causes severe problems in the court procedure. The presence of juries in trial has been, traditionally, considered as a measure for ensuring equality in terms of law, i.e. to ensure that the decision of the court will be fair both for the perpetrator and the public, meaning that no punishment will be imposed unless the person considered as the perpetrator has, indeed, committed the offense involved. It is for this reason that in trial with juries the defendant is given plenty of time in order to present all the evidence available; in this way it is ensured that the crime will be fairly and appropriately evaluated by the jury. In practice, the participation of juries in trials has led to ‘verdicts, which have protected the personal rights’ (Hosterttler 2004, p.155). However, it cannot be stated that trial by jury always lead to the correct verdict or that juries ‘protect the law’ (Hosterttler 2004, p.155). Such perception cannot be acceptable taking into consideration the involvement of other individuals in critical parts of each trial, especially the judge in directing the trial and the lawyers in presenting/ analyzing the evidence involved. From this point of view it could be noted that juries are not indispensable part of criminal law. In the English legal system this view could be also applied, especially since in the particular system, due to its structure and its principles is quite difficult to lead to failures in regard to the evaluation of evidence, minimizing the risks for wrong verdicts. Currently, criminal trials in the English legal system are based on the trial jury, but not necessarily. In minor offences, these that are heard before the magistrate’s courts, the offender has the right to choose between ‘a trial before the magistrate court and a trial by jury before the Crown Court’ (Erastus-Obilo 2009, p.41). On the other hand, in more serious offences, the offender does not have such option. The trial is heard necessarily ‘by judge and the ju ry’ (Erastus – Obilo 2009, p.41). Moreover, the power of jury as factors determining the cases cannot be ignored. In fact, the verdict cannot replace the judgment of the court, but the verdict is the basis for the development of the judgment. From this point of view, the current role of jury in the English legal system is critical. 3. Benefits and implications of the trial by jury The use of the jury system in England has been combined with the principle of liberty; more specifically, the presence of juries in trials in England reflected the liberty of people to participate in important issues related to the law, which, as its name notes, is common among all people in terms of

Information about current influences on planning Essay Example for Free

Information about current influences on planning Essay 1. Every child matter influences planning and provision of learning opportunities The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils. This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. Child care act 2006 influences planning and provision of learning opportunities this act states that early years providers have a duty to implement the EYFS. We do this by meeting the learning and development requirements when doing our weekly planning and we also comply with the welfare requirements. Child care act does this to ensure that it is very important to follow rules and regulations to ensure that the children are at the right stages of development in life. SEN code of practice 2002 influences planning and provision of learning opportunities areas covered include the definition of special educational needs, parental responsibility and working partnership with parents. The code also looks at: involving pupils in assessment and decision-making; provision in the Early Years; primary and secondary education; statutory assessment of children under compulsory school age; and the role of the special educational needs coordinator. (2013) Special Educational Needs: Code of Practice. The SEN code do this to ensure that disability children do not miss out on key learning development and also to make sure that they do not feel left out or intimidated. Equality act 2010 influences planning and provision of learning opportunities this act makes sure that no one gets treated differently to anybody else this helps planning and provision because it makes sure that staff have to make sure that when they plan a activity or a lesson plan it’s got to be able to involve everyone and make sure that it suits all individual needs. ‘’ Objectives must be appropriate, focusing on the most pressing equality  gaps.’’ 2. Inspectors found that where assessment was underdeveloped it tended to focus more on children’s welfare or their interests, rather than their learning. Self-evaluation and action-planning was too often seen by childcare providers as something that had to be done for Ofsted rather than a means of improving outcome for children. However, outcomes for children were no better than satisfactory in any of the providers where self-evaluation was inadequate (2011) Press release: A good start for the Early Years Foundation Stage. Ofsted make sure that it is seen to be important to plan different types of learning opportunities for the children as this helps to develop the children’s skills in a variety of way. For example ofsted inspect schools by sitting in on different subjects and different teacher’s lessons, they do this to make sure that everyone is doing it as correctly as they aspect to see. 3. The curriculum frameworks like the EYFS influence planning and provision of learning opportunities. The term curriculum is used to describe everything children do, see, hear or feel in their setting, both planned and unplanned. The Early Years Foundation Stage is the statutory framework against which providers of early education are judged, and includes requirements for the provision of young children’s learning and development, and welfare. The report focuses particularly on two areas of learning: personal, social and emotional development; and communication, language and literacy skills. 4. Learning through landscapes supports families in the early years by showing children the outdoors and learning them new activities such as gardening and discovering nature with their own opinions and physically learning by touch and seeing things from their point of view. I believe the work of Learning through Landscapes is needed even more than ever. I hope  you will share our passion for giving children opportunities for discovery and learning that will illuminate their entire lives. Attenborough.D (2005) Learning through Landscapes.   EPPSE (3-14) supports families in the early years by making sure those children do get assessed at the age of 3 before they go to pre-school and then the child will be monitored until they do enter school. This helps by knowing what the child abilities are being noticed and noted. ‘’ More than 3,000 children were assessed at the start of pre-school around the age of 3 and their development was monitored until they entered school a round the age of 5.’’ Leading education and social research (Updated 2013) Effective Pre-School, Primary Secondary Education (EPPSE).   Primary and Secondary Education 3-14 (EPPSE 3-14 project) a major longitudinal study investigating the influence of pre-school, primary and secondary school on children’s cognitive and social/behavioural development in England. The transitions sub-study of more than 500 children and families sheds light on current transition practices and highlights what helps and hinders a successful transition. Evangelou.M (2008) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14).   Neighbourhood nurseries support families in the early years by making sure that families can get to close nursery without struggling and panicking that they cannot reach a nursery which prevents the child even going into nursery. ‘’The Neighbourhood Nurseries Initiative (NNI) aims to expand childcare provision in the 20% most disadvantaged areas of Englan d by creating 45,000 new day-care places for children aged nought to five.’’

A Comparison of Telling in Knight’s Tale and Miller’s Tale of Chaucers

The Importance of Telling in Knight’s Tale and Miller’s Tale In the Canterbury Tales, the Knight begins the tale-telling. Although straws were picked, and the order left to "aventure," or "cas," Harry Bailey seems to have pushed fate. The Knight represents the highest caste in the social hierarchy of the fourteenth century, those who rule, those who pray, and those who work. Assuming that the worldly knight would tell the most entertaining and understandable story (that would shorten their pilgrimage to St. Thomas Becket), Harry tells the Knight to begin. The Knight's tale of love, loyalty, and battle is placed in the chivalric romance genre. The courtly romance concerns the mythical kingdom of Theseus, wealthy rulers, and pagan (mythical) gods. Throughout the tale, the Knight and the other characters refer to the concept of the "wheel of fortune." In the beginning of the tale, weeping, broken women plead to Theseus to help them avenge their husbands. Although impoverished, they tell Theseus that they were all at one point wealthy and of high rank. Even though Theseus is glorified and powerful now, the goddess will spin the "wheel of fortune" and he will one day be low. The concept of destiny and the wheel of fortune represents the Knight's acceptance of an incomprehensible world. His inclusion of the mythical gods, Mars, Venus, Mercury, and Diana furthers this idea. Emily, Arcite, and Palamon each pray to a diety, asking for help and their unattainable wish. In the end, father Saturn decrees Arcite's death. Thus, paradoxical human em otions and senseless tragedy are safely distanced; they are attributed to the will of the pagan gods. Similarly the love triangle between Arcite, Palamon, and Emily stresses tha... ...night, the Miller's characters are not moral or honorable; they simply want to gratify themselves. While the Knight's story ends with an honorable death and a union between lovers, the Miller's tale ends with humiliation: the cuckholded husband is branded insane, Absolom suffered and prank, and Nicolas a painful burn. Consequently the Miller mocks the Knight's prayer. He wishes the company well, but the content of his tale expresses his laughter. In a way he "paid back" the Knight's tale. The Miller tells his tale momentarily to amuse and and embarrass (the Reeve and his own cameo appearance), while the Knight tells a story strong on "sentence" or meaning. The two different motives reveal the fundamental differences between the two men: the noble Knight can still believe in a higher beautiful world, while the Miller cannot accept it ever existed.

Hamlet Obituaries Essay

Hamlet peacefully passed away on March 18, 1585. He was born, and raised, in Denmark. He was born on March 19, 1555. Hamlet is survived by his one and only true friend Horatio. Hamlet was loved by his mother, Gertrude, a lot. Sadly She passed away minutes before he had. Hamlet had many hobbies, which included, fencing, forging letters, hanging out with his friend, and talking to ghosts. He studied in Germany. Hamlets funeral will be on March 22, 1547 at 9:00 pm. Ophelia passed away by drowning on March 13, 1585. She was born, and raised in Denmark. She was born on October 21, 1561. Ophelia is survived by her brother, Laertes and her close friend, Hamlet. Ophelia was loved by Polonius, Laertes and Hamlet. Sadly, her father rejected Hamlet so she could never love him. Ophelia never really had any hobbies, but she had a mad love for flowers because they always soothed her like nobody else. She also played the guitar. Ophelia’s funeral will be held on March 15, 1547 at 6:00 pm. Claudius passed away minutes before Hamlet on March 18, 1585. He was born, and raised, in Denmark. He was born July 3, 1534. Claudius is survived by Ophelia and Gertrude. Claudius was loved by the one and only Gertrude because Hamlet knew that he killed Hamlet Sr. Claudius cheated his was to the throne. Claudius also never really had any hobbies, but what he did like when he was younger was fencing and reading, but other than that, he just took care of Denmark. Claudius’s funeral will be held on March 24, 1547 at 7:00 pm. Gertrude had also passed away minutes before Hamlet on March 18, 1585. She was born on January 23, 1537. Gertrude was born, and raised, in Demark. Gertrude is survived by the one and only Hamlet, and also Claudius. She knows that Hamlet told her that Claudius killed Hamlet Sr. Gertrude, like Ophelia and Claudius, never really had any hobbies, except for helping manage Denmark with Claudius because he can’t do it alone. Gertrude’s funeral will be held on March 23, 1547 at 6:30 pm

2.5 Food Safety Work File Essay

Directions: Complete the food safety interactive quiz. Use the information from the interactive quiz to complete the following responses regarding food safety practices. For each of the following food safety practices, share at least 2 statements from the interactive quiz. Be sure to put these statements in your own words and explain why they are helpful in preventing food borne illness. An example would be: When dining from a buffet, make sure hot food is hot and cold food is cold. Food that is 40 – 140 degrees Fahrenheit has already begun to grow bacteria and pathogens. Clean (16 points): 1. After handling raw meat, poultry, fish, or eggs wash your hands because you can get a foodborne illness. 2. Rinse fruits and vegetables with running tap water before eating, cutting, and cooking to reduce amount of bacteria present. Separate (16 points): 1. Keep many foods separate to avoid cross-contamination. It is the transfer of harmful bacteria from foods to other foods. Especially, when handling raw meat, eggs, or poultry. 2. Be sure to wash your counter and utensils with hot, soapy water to kill bacteria. Cook (16 points): 1. I f you leave cooked food out for 8 hours, throw away the food. Bacteria can grow rapidly and cause illness when it has the nutrients it needs. 2. You can a hamburger is cooked when you use a food temperature and the internal part of the hamburger is 160 F. Chill (16 points): 1. Freezing food should be kept and 0 F and below because it inactivates microbes- bacteria, yeasts, and mold. 2. By refrigerating foods at cold temperatures, you keep bacteria from multiplying. In your own kitchen, explain 2 food safety practices you feel your family can improve and 2 food safety practices you feel your family does well. (16 points) 2 food safety practices are: Run fruits and vegetables under tap water before cooking, eating, and cutting. Refrigerate food when not being used because bacteria forms rapidly. 2 safety practices: Wash utensils with warm, soapy water. Clean your counter with warm, soapy water to kill bacteria. In what ways do your school and community practice or promote food safety to contribute to your personal health? (20 points) They contribute to this by reducing pollution and cleaning up the community. By doing these little things, it can help my lungs be full of oxygen and not pollutants and cleaning up the community can save my life my protecting fish that I eat. ï » ¿2.5 Food Safety Work File Essay Directions: Complete the food safety interactive quiz. Use the information from the interactive quiz to complete the following responses regarding food safety practices. For each of the following food safety practices, share at least 2 statements from the interactive quiz. Be sure to put these statements in your own words and explain why they are helpful in preventing food borne illness. An example would be: When dining from a buffet, make sure hot food is hot and cold food is cold. Food that is 40 – 140 degrees Fahrenheit has already begun to grow bacteria and pathogens. Clean (16 points): 1. After handling raw meat, poultry, fish, or eggs wash your hands because you can get a foodborne illness. 2. Rinse fruits and vegetables with running tap water before eating, cutting, and cooking to reduce amount of bacteria present. Separate (16 points): 1. Keep many foods separate to avoid cross-contamination. It is the transfer of harmful bacteria from foods to other foods. Especially, when handling raw meat, eggs, or poultry. 2. Be sure to wash your counter and utensils with hot, soapy water to kill bacteria. Cook (16 points): 1. I f you leave cooked food out for 8 hours, throw away the food. Bacteria can grow rapidly and cause illness when it has the nutrients it needs. 2. You can a hamburger is cooked when you use a food temperature and the internal part of the hamburger is 160 F. Chill (16 points): 1. Freezing food should be kept and 0 F and below because it inactivates microbes- bacteria, yeasts, and mold. 2. By refrigerating foods at cold temperatures, you keep bacteria from multiplying. In your own kitchen, explain 2 food safety practices you feel your family can improve and 2 food safety practices you feel your family does well. (16 points) 2 food safety practices are: Run fruits and vegetables under tap water before cooking, eating, and cutting. Refrigerate food when not being used because bacteria forms rapidly. 2 safety practices: Wash utensils with warm, soapy water. Clean your counter with warm, soapy water to kill bacteria. In what ways do your school and community practice or promote food safety to contribute to your personal health? (20 points) They contribute to this by reducing pollution and cleaning up the community. By doing these little things, it can help my lungs be full of oxygen and not pollutants and cleaning up the community can save my life my protecting fish that I eat.

Essay Sample on Income Inequality in Brazil Economic Research

Essay Sample on Income Inequality in Brazil Economic Research Free example essay on Income Inequality in Brazil: In the global economy Brazil has been marked for decades by its consistent problem with inequality in income distribution. In 2001 the World Bank ranked 152 countries and only five African countries had Gini coefficients higher than Brazil’s (de Medeiros). For the level of GDP and economic clout that Brazil has, no other country comes close to the having the same issues with income inequality and poverty. The causes of Brazil’s problems have been debated extensively as economists try and pinpoint the most significant causes of the in distribution, but we can conclude that several factors: education, regional inequalities, structural unemployment and price instability; all meet to play important roles in the Brazilian crisis. Education According to Carlos Aguiar de Medeiros of International Development Economics Associates, education almost always shows a direct connection to income distribution is. This idea is continually supported by World Bank’s studies on poverty, and as Aguiar states, â€Å"investment in education is the most efficient and adequate structural action to achieve a higher equity in income distribution and lower poverty levels† (de Medeiros). In order to bridge the gap between the lower classes and higher classes in any country, the education level must be made more equal between the two. We experienced this same idea in the United States when the public school systems were segregated, and black and white students were receiving vastly different educations. The intellect of the child in either case may be somewhat natural, but the child’s opportunity to develop their intelligence and ambition was often stifled in one setting and encouraged in the other. In Brazil the inequali ty of opportunity is even greater because the average Brazilian attends significantly fewer years in school compared with United States students, and a many Brazilian children do not have viable option for education available to them. Statistics from 1980 show that 27.4 percent of Brazilians over age 35 had no education, and 49.9 percent had only 1 to 4 years of education (Reynolds). Human Capital and Technology The greater issue here is of human capital. Brazil stands out in Latin America not only for its size, but also for being the most advanced country in the technological sector. Brazil’s involvement in the sector began when technology took off in the seventies, and this provides an interesting situation in terms of human capital because technologically based jobs require a much higher level of skill than most manufacturing jobs. An increase in technology also means that many of the low skilled labor jobs will be replaced by more efficient and cost effective methods that employ fewer workers. Therefore, although technology is highly beneficial to society from efficiency and productivity standpoints in the long run, the transition can be problematic for workers. Low skilled workers face a double-edged sword because not only did the total number of jobs decrease, but the skill level required to find employment rose. Many of the most important and detrimental effects of technology in the Brazilian economy are addressed by the Kuznets Effect. This effect is based on the principle that â€Å"initial impact growth has a disequalizing effect on the distribution of income† (Reynolds). The reasons for the disequalibrium are based on the new demand for management, professional, and technical workers, in jobs that most low skilled workers cannot fill. They also cannot be educated or trained quickly enough to put them in the market for newer jobs. The gap here can be improved through better education, but that effect takes years to take hold even after new education policies are put into place, and therefore as demand for skilled jobs is high, and supply of workers low, the market wage for skilled labor increases to very high levels, further distancing the income gap. Kuznet’s ideas also point out that beyond the better wage for skilled workers; there is an issue of where value is added to t he growing economy. In less advanced economies, the increasing value and profits are often passed on in small relative quantities, and the majority of capital remains for reinvestment. This is apparent in Brazil when in 1980 only about 30 percent of value added went to manufacturing compared with 50 percent in the United States (Reynolds). The returns on reinvestment help businesses and investors to grow financially and cushion the bank accounts of the wealthiest and smallest percentage of the population. The growth for the wealthy is in amounts that far outweigh the higher wages granted to workers, and thus causes the Gini coefficient to remain high or even rise. Why hasn’t Brazil invested more in education? Education is of course one of the best answers to many of Brazil’s economic problems. Brazil does not have the resources to provide better education, but they need education to create the human capital to gain resources. The government and economy of Brazil need to be well established and running smoothly before huge amounts of money are dumped into education. The problem is a catch-22 because the government may avoid investment in education because investment in education is risky, but better education may be exactly what the country needs. The returns on education investment are often unknown and the policies to implement it are always extremely complex. Therefore, when Brazil needs every real that they can manage to help support their markets, they are unlikely to invest largely in education which carries high risk, and which also doesn’t show returns for many years. Instead, they will continue to try and administer market reforms and controls with the money that is available (Rillaers). Until the economy is able to support itself, there will not be money to support new endeavors such as progressive education. Again, this shows the need for a true stabilization of some sort in Brazil that would allow more investment in education. Regional Inequality Brazil’s national problems with inequality are also linked to distinct problems of regional inequality. Studies show that the Northeastern region of Brazil holds 28 percent of the Brazilian population, but only produced 13 percent of GDP in 1998, and the Southeastern region holds 43 percent of the population, but produced 58 percent of GDP (Azzoni). Comparison of incomes between the regions show that the Northeastern incomes were only about half of the national average while the Southeast enjoyed incomes of one-third more than the national average (Azzoni). Market theory would suggest that resources should move to balance the market, but in Brazil there is an issue of mobility. The market will only relocate resources if they are cost-effectively mobile, and because of Brazil’s geography, the costs often outweigh the benefits. Transportation costs are too high and the distances to great. There is also the option of human capital moving to expand markets, but again, the c ost of movement usually offsets the benefit of a new market. We may see this change in Brazil as the national transportation system improves travel efficiency and costs. Azzoni and Servo find in their research that regional wage differences play a role in income inequality in Brazil, but are not the main cause of it. Price Stability Price stability or instability can play a considerable role in changing levels of income distribution. The familiar phrases, â€Å"poor getting poorer† and â€Å"rich getting richer† can be broken down into real terms by examining the numbers and causes for division. In Figure 1 we have data for Brazil from 1989 to 1995 that demonstrate the movement in income distribution for those years. Knowing the history of Brazil’s economy, we can draw certain conclusions and evidence from these numbers. We see that in the years from 1991 to 1994 when Brazil was facing its worst inflationary problems (just prior to the introduction of the Real), the poorest 50 percent of the population was rapidly losing ground to the richest 20 percent. Considering the types of income and wage contracts that poorer workers depend on, we can see that they are at a much higher risk when prices are not stable. They are often locked in to a particular wage or salary, and if the expectations at the time that the contract was drafted fall short of the actual inflation and price level, the workers are often left earning a lower real wage. The wealthy have outlets to protect their money. They can move large investments outside the country, have the opportunity to take advantage of high domestic interest rates, and are not effected by the rising prices of food and other consumer goods because those goods only constitute a small portion of their living costs. Looking again at Figure 1 we see that from 1993 to 1994, while the poorest half of the population lost 1.8 percent of the income share, the richest quintile gained 3.5 percent. The top 20 percent was increasing at almost double the rate that poorer sections were dropping. From 1994 to 1995, after the introduction of the Real Plan, we see an immediate turn around in the trend with the poorest half gaining 1.2 percent and the richest 20 percent losing 2.3 percent. The trend reversed from the prior year’s numbers, and that can be accredited to the Real Plan’s drastic decrease in inflation through de-indexation and a new currency. With price stability, the poor do not only avoid the inflationary tax that they undergo in times of unrest, the rich are also less able to capitalize on the very high interest rates of inflationary times, and therefore both ends of the distribution contract towards the center. In the two years following the stabilization Brazil only saw a 3 percent increase in the price level of basic goods, but the minimum wage grew in Brazil by 78 percent. This is pivotal to the real wage rate which increased by 24 percent in the year following the introduction of the Real Plan (â€Å"Stability†¦Ã¢â‚¬ ). Conclusion As evidenced above there are varied reasons behind the problems of income inequality in Brazil, but the overwhelming characteristic is that it runs deep and is engrained into the Brazilian society. There will not be any quick solution, as evidenced by the tiny improvement in the Gini coefficient after the Real Plan. From 1993 to 1995 Brazil’s Gini coefficient only improved from .60 to .59; a miniscule improvement in a number which is immense by world standards, and still the highest within Latin America (â€Å"The Real Plan†¦Ã¢â‚¬ ). There is an upside to the story. Data centered on education level compared with income growth show that there has been a greater percentage increase in income for less educated groups than more educated groups (â€Å"The Real Plan†¦Ã¢â‚¬ ). This shows that income distribution is narrowing, but again, there is still hardly any improvement in Brazil’s inequality measures. The lack of overall improvement of Brazil’s situat ion, despite favorable variables underscores the severity and depth of Brazil’s problem. If there is going be to a change in Brazil, it will have to be fundamentally at the root of the problem. No quick reconstruction or stabilization plan will equalize the income distribution. The most important issue will be education. Brazil must take dramatic steps to invest in and protect the education of their population. They are at the head of the technology game now, without a fully educated work force, and if they increase the number of workers who are skilled in new jobs, the economy will be strong enough to rebuild and support itself without hefty international aid. It will take time for returns on education to become influential, but once a strong educational base is in place, it will remain there. Once human capital is established it rarely diminishes. The base of an economy is the people who are a part of it, and if Brazil intends to improve across the board, they should start with the base and work their way up.

Surviving Infancy in the Middle Ages

Surviving Infancy in the Middle Ages When we think about daily life in the Middle Ages, we cannot ignore the death rate that, compared to that of modern times, was horrendously high. This was particularly true for children, who have always been more susceptible to disease than adults. Some might be tempted to see this high rate of mortality as indicative of either an inability of parents to provide proper care for their children or a lack of interest in their welfare. As we shall see, neither supposition is supported by the facts. Life for the Infant Folklore has it that the medieval child spent his first year or so wrapped in swaddling, stuck in a cradle, and virtually ignored. This raises the question of how thick-skinned the average medieval parent had to be in order to disregard the persistent cries of hungry, wet and lonely babies. The reality of medieval infant care is a trifle more complex. Swaddling In cultures such as England in the High Middle Ages, babies were often swaddled, theoretically to help their arms and legs grow straight. Swaddling involved wrapping the infant in linen strips with his legs together and his arms close to his body. This, of course, immobilized him and made him much easier to keep out of trouble. But infants were not swaddled continuously. They were changed regularly and released from their bonds to crawl around. The swaddling might come off altogether when the child was old enough to sit up on his own. Furthermore, swaddling was not necessarily the norm in all medieval cultures. Gerald of Wales remarked that Irish children were never swaddled, and seemed to grow strong and handsome just the same. Whether swaddled or not, the infant probably spent much of its time in the cradle when it was home. Busy peasant mothers might tie unswaddled babies into the cradle, allowing them to move within it but keeping them from crawling into trouble. But mothers often carried their babies about in their arms on their errands outside the home. Infants were even to be found near their parents as they labored in the fields at the busiest harvest times, on the ground or secured in a tree. Babies who were not swaddled were very often simply naked or wrapped in blankets against the cold. They may have been clad in simple gowns. There is little evidence for any other clothing, and since the child would quickly outgrow anything sewn especially for it, a variety of baby clothing was not an economic feasibility in poorer homes. Feeding An infants mother was ordinarily its primary caregiver, particularly in poorer families. Other family members might assist, but the mother usually fed the child since she was physically equipped for it. Peasants didnt often have the luxury of hiring a full-time nurse, although if the mother died or was too ill to nurse the baby herself, a wet nurse could often be found. Even in households that could afford to hire a wet nurse, it was not unknown for mothers to nurse their children themselves, which was a practice encouraged by the Church. Medieval parents sometimes found alternatives to breastfeeding their children, but there is no evidence that this was a common occurrence. Rather, families resorted to such ingenuity when the mother was dead or too ill to breastfeed, and when no wet nurse could be found. Alternate methods of feeding the child included soaking bread in milk for the child to ingest, soaking a rag in milk for the child to suckle, or pouring milk into his mouth from a horn. All were more difficult for a mother than simply putting a child to her breast, and it would appear that- in less affluent homes- if a mother could nurse her child, she did. However, among the nobility and wealthier town folk, wet nurses were quite common and frequently stayed on once the infant was weaned to care for him through his early childhood years. This presents the picture of a medieval yuppie syndrome, where parents lose touch with their offspring in favor of banquets, tourneys, and court intrigue, and someone else raises their child. This may indeed have been the case in some families, but parents could and did take an active interest in the welfare and daily activities of their children. They were also known to take great care in choosing the nurse and treated her well for the ultimate benefit of the child. Tenderness Whether a child received its food and care from its own mother or a nurse, it is difficult to make a case for a lack of tenderness between the two. Today, mothers report that nursing their children is a highly satisfying emotional experience. It seems unreasonable to assume that only modern mothers feel a biological bond that in more likelihood has occurred for thousands of years. It was observed that a nurse took the place of the mother in many respects, and this included providing affection to the baby in her charge. Bartholomaeus Anglicus described the activities nurses commonly performed: consoling children when they fell or were sick, bathing and anointing them, singing them to sleep, even chewing meat for them. Evidently, there is no reason to assume the average medieval child suffered for lack of affection, even if there was a reason to believe his fragile life would not last a year. Child Mortality Death came in many guises for the littlest members of medieval society. With the invention of the microscope centuries in the future, there was no understanding of germs as the cause of disease. There were also no antibiotics or vaccines. Diseases that a shot or a tablet can eradicate today claimed all too many young lives in the Middle Ages. If for whatever reason a baby could not be nursed, his chances of contracting illness increased; this was due to the unsanitary methods devised for getting food into him and the lack of beneficial breast milk to help him fight disease. Children succumbed to other dangers. In cultures that practiced swaddling infants or tying them into a cradle to keep them out of trouble, babies were known to die in fires when they were so confined. Parents were warned not to sleep with their infant children for fear of overlaying and smothering them. Once a child attained mobility, danger from accidents increased. Adventurous toddlers fell down wells and into ponds and streams, tumbled down stairs or into fires, and even crawled out into the street to be crushed by a passing cart. Unexpected accidents could befall even the most carefully watched toddler if the mother or nurse was distracted for only a few minutes; it was impossible, after all, to baby-proof the medieval household. Peasant mothers who had their hands full with myriad daily chores were sometimes unable to keep a constant watch on their offspring, and it was not unknown for them to leave their infants or toddlers unattended. Court records illustrate that this practice was not very common and met with disapproval in the community at large,  but negligence was not a crime with which distraught parents were charged when they had lost a child. Faced with a lack of accurate statistics, any figures representing mortality rates can only be estimates. It is true that for some medieval villages, surviving court records provide data concerning the number of children who died in accidents or under suspicious circumstances in a given time. However, since birth records were private, the number of children who survived is unavailable, and without a total, an accurate percentage cannot be determined. The highest  estimated  percentage I have encountered is a 50% death rate, although 30% is the more common figure. These figures include the high number of infants who died within days after birth from little-understood and wholly unpreventable illnesses that modern science has thankfully overcome. It has been proposed that in a society with a high child mortality rate, parents made no emotional investment in their children. This assumption is belied by the accounts of devastated mothers being counseled by priests to have courage and faith upon losing a child. One mother is said to have gone insane when her child died.  Affection and attachment were obviously present, at least among some members of medieval society. Furthermore, it strikes  a false  note to imbue the medieval parent with a deliberate calculation of his childs chances of survival. How much did a farmer and his wife think about survival rates when they held their gurgling baby in their arms? A hopeful mother and father can pray that, with luck or fate or the favor of God, their child would be one of at least half of the children born that year who would grow and thrive. There is also an assumption that the high death rate is due in part to infanticide. This is another misconception that should be addressed.   Infanticide The notion that infanticide was rampant in the  Middle Ages  has been used to bolster the equally erroneous concept that medieval families had no affection for their children. A dark and dreadful picture has been painted of thousands of unwanted  babies  suffering horrible fates at the hands of remorseless and cold-hearted parents. There is absolutely no evidence to support such carnage. That infanticide did exist is true; alas, it still takes place today. But the attitudes toward its practice are really the question, as is its frequency. To understand infanticide in the Middle Ages, it is important to examine its history in European society. In the  Roman Empire  and among some Barbarian tribes, infanticide was an accepted  practice. A newborn would be placed before its father; if he picked the child up, it would be considered a member of the family and its life would begin. However, if the family was on the edge of starvation, if the child was deformed, or if the father had any other reasons not to accept it, the infant would be abandoned to die of exposure, with rescue a real, if not always likely, possibility. Perhaps the most significant aspect of this procedure is that life for the child began  once it was accepted.  If the child was not accepted, it was essentially treated as if it had never been born. In non-Judeo-Christian societies, the immortal soul (if individuals were considered to  possess  one) was not necessarily considered to reside in a child from the moment of its conception. Therefore, infanticide was not regarded as murder. Whatever we might think today of this custom, the people of these ancient societies had what they considered to be sound reasons for performing infanticide. The fact that infants were occasionally abandoned or killed at birth apparently did not interfere with the ability of parents and siblings to love and cherish a newborn once it had been accepted as part of the family. In the fourth century, Christianity became the official religion of the Empire, and many Barbarian tribes had begun to convert, as well. Under the influence of the Christian Church, which saw the practice as a sin, Western European attitudes towards infanticide began to change. More and more children were baptized shortly after birth, giving the child an identity and a place in the community, and making the prospect of deliberately killing him an altogether different matter. This does not mean that infanticide was eradicated overnight throughout Europe. But, as was often the case with Christian influence, over time ethical outlooks altered, and the idea of killing an unwanted infant was more commonly viewed as horrific. As with most aspects of western culture, the Middle Ages served as a transition period between ancient societies and that of the modern world. Without hard  data, it is difficult to say just how quickly society and family attitudes towards infanticide changed in any given geographical area or among any particular cultural group. But change they did, as can be seen from the fact that infanticide was against the law in Christian European communities. Furthermore, by the late Middle  Ages,  the concept of infanticide was distasteful enough that the false accusation of the act was regarded as a salacious slander. While infanticide did persist, there is no evidence to support widespread, let alone rampant, practice. In Barbara Hanawalts examination of more than 4,000 homicide cases from medieval English court records, she found only three cases of infanticide.  While there may have been (and probably were) secret pregnancies and clandestine infant deaths, we have no evidence available to judge their frequency. We cannot assume they  never  happened, but we also cannot assume they happened on a regular basis. What is known is that no folkloric rationalization exists to justify the  practice and that folk tales dealing with the subject were cautionary in nature, with tragic consequences befalling characters that killed their babies. It seems fairly reasonable to conclude that medieval  society, on the whole, regarded infanticide as a horrible act. The killing of unwanted infants  was, therefore, the exception, not the rule, and cannot be regarded as evidence of widespread indifference towards children from their parents. Sources Gies, Frances, and Gies, Joseph, Marriage and the Family in the Middle Ages (Harper Row, 1987). Hanawalt, Barbara, The Ties that Bound: Peasant Families in Medieval England (Oxford University Press, 1986). Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).

Heroes Essay Example | Topics and Well Written Essays - 1000 words

Heroes - Essay Example iety. There is a difference between the heroes of different people which come from different fields, for example, a soldier has a war hero who has been martyred in a war (Warner 2004). Many young boys and girls have heroes which only act as heroes such as our celebrities and music stars. There is a large influence of media hero. Now a day most young choose movie stars and music stars as their heroes but only few have heroes which have inspirational carriers such as Lincoln or Martin Luther (LaBarge 2010). Our heroes represent us. Sometimes, people are so much devoted to their heroes that they can die for them too. Many sports events end in cries of the people who focus their attention not at the game but at their hero and when their hero fails, they try to beat the other player or just cry a lot. People do not think that their hero is also a human and someone can defeat him too. In 2005 Andre Agassi lost to Roger Federer, which made the Agassi’s fans cry a lot. ... To become a hero in the eyes of people is not a difficult task. All one has to do is to identify his potential and struggle accordingly. Heroic qualities are present in every ambitious person and people can show their capabilities by devoting themselves to some area of interest that keeps the capability of making them a hero in people’s view. According to Raj Arunugam (2007), â€Å"the individual should recognize the full potential in themselves and instead of being in awe of their heroes, or being jealous of their superiors, should treat their heroes as mentors and seek their help in achieving their full potential†. This can be done by recognizing the heroic acts of our hero or the positives of hero and apply them in our life. The acts like hard work and truth can lead us in achieving the goal of our lives. Heroes are important as they help people in recognizing truth or lie, right and wrong and other ethical disciplines. Many people have heroes which are related to sp orts and whish have such carriers which can inspire a person. The heroic image in sports is not only created by great sports but also with courageous, brave and just attitude. Today most psychologists have the opinion that the heroes not only influence newspapers and magazines but they also influence the minds of the people by relating with them. The heroes perform a psychological function by uniting people to come up as a nation. Even some heroes have not got the victory are praised for their heroism by showing the heroic traits like great courage, grace and endurance. A person has still a lesson to learn from the hero (Warner 2004). Many football events ends in the victory of one and defeat of other but people realize that the losing team has worked hard and their

As below in the instruction Essay Example | Topics and Well Written Essays - 500 words

As below in the instruction - Essay Example iour the Effectiveness, the article describes cultural and universal leadership aspects, how different key cultures from different countries influence leadership are also discussed. Not only does these suggestions aim at helping global executives predict and understand challenges of leadership that he or she might encounter while operating outside America, but also help them to come up with coping strategies while faced with such challenges. Different cultures from China, Egypt, Brazil and France have been used for this research since they represent various cultures and are from different cultures. According to Javidan, Dorfman, De Luque, & House (2006, p. 69), common cultural dimensions that would help a global manager to understand and be open minded about other countries cultures, and be able to make a comparison between their own cultures and those of the host country are such attributes like performance orientation. Performance orientation involves giving culturally appropriate rewards and encouragement for better performance. How people relate with each other is also important. Some of the countries are less assertive while others are highly assertive. Some countries also have practices that are highly future-oriented while others are not. Some countries rank high in human orientation while others rank low. Other attributes are in-group collectivism, power distance, gender egalitarians, and uncertainty avoidance (Javidan et al. 2006). The variation in leadership from different cultures is determined by cultural leadership beliefs held by members of different countries. The research further argues that the content and structure of these systems of beliefs can be shared in common cultures among individuals. Therefore, they came up with culturally endorsed implicit leadership theory that helped them to identify different leadership qualities among different nations. These qualities are team oriented, charismatic, Participative, human oriented,