REVIEW OF V. BARKER, 2010 Essay Example | Topics and Well Written Essays - 1000 words

REVIEW OF V. BARKER, 2010 - Essay Example For instance, the number of homicide cases reported was similar to those of the 1960s. These crimes were found in all regions including the suburbs, exurbs, cities, and rural areas. The people involved came from all races and social backgrounds. No one would accuse any group of people of being criminals (Becker 511). Consequently, there was the establishment of some laws in America. One of the laws that could have helped to reduce crimes in America is legalization of abortion in the 1970s. It was a very controversial law but according to criminal justice specialists. It helped a lot. They argue that the unwanted children are not given proper care and end up being thugs. People started being charged with this cases and were severely punished for them. It would also help in controlling the population in order to make it manageable by the number of police officers. Initially, people know that they would not face a severe punishment that led them to go ahead to commit these crimes. Investigations have also been intensified. Nothing goes uninvestigated until the real culprits are caught. It also made criminals to be aware that no matter the crime they commit they will be caught after an extensive investigation is conducted. These are some of the changes that could have seen the decrement of crimes in America according to Becker. Imprisonment was also prolonged. Initially, people would serve for few years no matter the degree of crime committed. The laws were changed, and criminals would face a very long imprisonment that would serve as a lesson to them once they are out. It also means that by the time they are out of prison, so many things will have changed, and the person will be focused on self-recovery and acceptance by the community (Becker 511). Two researchers Alfred Blumstein and Richard Rosenfeld did an extensive research on crime patterns and their punishment. They agreed that long imprisonment was a solution to combat crime in

The North Wind and the Sun Essay Example for Free

The North Wind and the Sun Essay The North Wind and the Sun is about two different personalities and how they operate to get things done. The North Wind is very arrogant and has a personality that is very strong. He is also very impatient, he wants things done immediately and he wants it done his way.   He is the type who intimidates people and could very well be the type to instil fear in his subordinates.   This type of â€Å"shotgun-in-your-face† approach will work against some people until you come across individuals who have a mind of their own.    Some people make it a point to resist very strong individuals and this could pose a problem especially when North Winds are leaders.   When that happens, it is the personality of the Sun which can win them over.   Personalities like the Sun do not impose their wants and needs.   Personalities like the Sun do not make demands nor put pressure on people.   They have realized that a better approach to getting what they want is to be subtle.   They have mastered the art of manipulating individuals into doing what they (the Sun) wants by making them (the individuals) think that they decide and act for themselves.   It is this subtlety that makes people like the Sun more effective leaders. The human in this story, like in most stories of Greek and Roman mythology, is the plaything of the Sun and the North Wind.   He is at the mercy of their whims.   So when these two entities decide to test their strength through a competition, this hapless man becomes their focus.   They were quite smart because in order to settle their dispute, they did not ask for the man’s opinion.   They did not come down from the heavens to ask â€Å"who is stronger?†Ã‚   Instead they decided to settle their quarrel by watching the human’s reaction to the force they exerted.   He, in essence, acted as a fair and impartial judge in a contest he did not know he was mediating.

Nikola Tesla Essay -- essays research papers

Nikola Tesla Few people recognize his name today, and even among those who do, the words Nikola Tesla are likly to summon up the image of a crackpot rather than an authentic scientist. Nikola Tesla was possibly the greatest inventor the world has ever known. He was, without doubt, a genius who is not only credited with many devices we use today, but is also credited with astonishing, sometimes world-transforming, devices that are even simply amazing by todays scientific standards. Tesla was born at precisely midnight between July 9th and 10th, 1856, in a small Hungarien village. He was born to his father, a priest, and his mother, an unschooled but extremely intelligent women. Training for an engineering career, he attendedthe Technical University of Graz, Austria and was shortly employed in a government telegraph engineering office in Budapest, where he made his first invention, a telephone repeater. Tesla sailed to America in 1884, arriving in New York City with four cents in his pocket, and many great ideas in his head. He first found employment with a young Thomas Edison in New Jersey, but the two inventors, were far apart in background and methods. But, because of there differences, Tesla soon left the employment of Edison, and in May 1885, George Westinghouse, head of the Westinghouse Electric Company in Pittsburgh, bought the patent rights to many of Tesla's inventions. After a difficult period, during which Tesla invented but lost his rights to many inventions, he established his own laboratory in New York City in 1887, where his inventive mind could be free. In 1895, Tesla discovered X-rays after hours upon hours of experimentation. Tesla's countless experiments included work on different power sources and various types of lightning. The Tesla coil, which he invented in 1891, is widely used today in radio and television sets and other electronic equipment for wireless communication. That year also marked the date of Tesla's United States citizenship. Brilliant and eccentric, Tesla was then at the peak of his inventive powers. He managed to produce new forms of generators, transformers, he invented the fluorescent light, and he became extremely involved with the wireless transmission of power. During the 1880a and 1890's Tesla and Edison became rivals, fighting to develop there inventions as quickly as possible. In 1915 he was severely disappoin... ...ever existed and declared others as "lost". Was he working on particle weapons and cloaking devices for the United States Government when he died? Was Reagan's Strategic Defense program known as "starwars" the result of secret research based on Tesla's discoveries half a century before? Nikola Tesla allowed himself only a few close friends. Among them were the writers Robert Underwood Johnson, Mark Twain, and Francis Marion Crawford. In his later years, Tesla was alone with only his inventions and calculations, although he did bred pigeons later in life, who he gave all the affection to that he was unable to give human beings. Telsa's name holds over 700 patents. Tesla died privately and peacefully at 87 on January 7, 1943 New York hotel room from no apparent cause in particular. Hundreds filed into New York City's Cathedral of St.John for his funeral services, and a flood of messages acknowledged the loss of a great genius. Three Nobel Prize winners in physics (Millikan, Compton, and W.H. Barton) addressed their tributes. One of the outstanding intellects of the world who paved the way for many of the technological developments of modern times, Nikola Tesla.

Avon Rubber Diving Aggressively Into Rebreather Market Essay

Rebreathers, the subject of this article, are an exciting new technology. The background and chemistry of rebreathers is quite interesting in that they were largely improved upon and regularly used by a famous American cave diver, Bill Stone, who wanted to more deeply explore underwater cave passages. He demonstrated his rebreather in 1987 to the diving community. They allow a human to breathe for long periods of time either underwater or in a different atmosphere. Through a carefully controlled exothermic reaction in one partition of the device, they essentially â€Å"scrub† exhaled carbon dioxide in order to allow it to be â€Å"rebreathed† in a closed system, hence the name of the equipment (Tabor, 2010). This article, which was just published on June 18th of this year, cites an acquisition and expansion by a company, Avon Rubber P. L. C. , in order to manufacture rebreathing devices. The fact that this article exists highlights the fact that they are fast becoming more widely used and sought-after. One main focal point of the article is the fact that the US Navy has commissioned Avon Rubber for a rebreather device worth an initial estimated $30 million to the company. The article mentions their future uses in diving and military applications, and it’s of note that the company is expanding into several countries to further develop â€Å"respiratory protection system technology† (McNulty, 2013). This article leads this reviewer to think about the exciting future possibilities in exploration that the advancement of rebreather technology will lead to. However, the questions raised, in this reviewer’s eyes, largely have to do with the safety aspects of rebreathers and the social issues surrounding their military use. The knowledge that our military is spending huge sums on rebreathers leads to the questioning of the need for such technology in a military fashion (instead of in an exploratory manner by NASA, for example). The risk factors involved are also rather high, especially as the technology becomes more widely available. An inherent problem with rebreathers is the swift death that can occur from breathing in carbon dioxide that has not been sufficiently â€Å"scrubbed†. As stated in the book Blind Descent, the user has no warning that the air they are breathing is tainted with insufficiently scrubbed CO2. Hopefully, this will be further perfected in advanced versions. Even though there will always be risks involved in their use, the very fact that we have been able to manipulate the chemistry of respiration in such a way is exciting in terms of human scientific advancement.

Historical Inquiries Group Essay

By the 1870’s, Europe was forever changed by the formation of Italy and Germany as new nation-states. Through this formation, Europe was shaken by the alteration in the balance of power. In Germany’s case, its unification was created through the leadership of Prussia, attempting to make a strong ethnic nation that could defeat Austria. Italy’s unification was made possible by the initial intentions of Sardinia. Europe witnessed how drastically the balance of power was shifted during World War I, when Germany and Italy proved they had both grown into powerful nation-states. The creation of the nation-states of Italy and Germany was a key point in the history of Europe that changed that balance of power in Europe. There are several factors that lead to the unification of Germany. For example, the introduction of new nationalistic ideas during the Enlightenment, caused for such events like the Carlsbad Decrees, which were German youth movements that spread national and liberalistic ideologies. These movements, however, were not too successful and eventually suppressed underground. The greatest factor that leads to the unification of Germany was most likely through Prussia under the control of Otto von Bismarck, who led Prussia to become the unifying power. The Danish-Prussian war in 1864 was the first step for Prussia, in which Prussia gained Schleswig, and Austria, which had an alliance with Prussia at the time, gained Holstein. Due to Holstein geographical isolation from Austria, it created tensions between Prussia and Austria, and lead to the Austro-Prussian war. The results of the war ended up with Austria being defeated, and Prussia gaining Holstein. The Franco-Prussian war in 1870 lead to the Treaty of Frankfurt, allowing Prussia to gain Alsace and Lorraine from France; the loss of Alsace and Lorraine later becomes a reasons for tensions between France and Germany.

Chicago Format (With Example)

Chicago Format (With Example) Chicago referencing style is one of the less popular styles in academia. Yet, it is still widely used by scholars researchers all over the world. The primary document explaining the rules standards of Chicago style is called The Chicago Manual of Style, 16th edition; it can be downloaded at the organizations website chicagomanualofstyle.org. The manual itself is also available for sale at online bookstores; however, you still can find a great deal of information about this style online. Note that no matter what type of referencing you have, our service can do the research and reference it according to your specifications. Over the years of successful operation, we have delivered thousands of papers and formatted them according to MLA, APA, Harvard Chicago styles depending on our customers requirements. ESSAY FORMAT Paper. Use standard white A4 paper (8.5 x11). Font. Use a legible font (like Times New Roman), size 12. Margins. Margins should be from 1 to 1.5 inches on all sides. Page numbering. The title page is not numbered. The next page after the title starts with 1 in the upper right-hand corner. Arabic numerals are used for page numbers; pages are numbered consecutively. Title Page Title Page Type the title of your paper in UPPER CASE. Place it one-third down from the top of the page (you will need to press Enter 7 times). Center your title. Hit Enter 8 times. Type your first name and last name. Press Enter Type the name of your class. Press Enter Type the current date. Here is a sample of an ideal title page, arranged according to Chicago Style. Spacing. Use double-space throughout your paper. Indentation. Every new paragraph should be indented - press TAB to indent your text. Citation. There are two main ways of citing your sources: footnote format endnote format. Some scholars call footnote format Chicago Style 16A, while endnote format is called Chicago Style 16B. Schematically, here is what the Chicago Style looks like. Footnotes/Endnotes or Author-Date system? How to Choose the Right Format? The short answer would be: refer to your assignment requirements. If you have no access to them or there is no specific requirement, use the following information to determine correct formatting. Footnote/ Endnote style is mostly preferred in such branches of science as literature, history, and arts. So, if it applies to you, choose that option. The author-date style is used in the social sciences, so if you study things like economics, history, law, linguistics, psychology, sociology, international relations, anthropology, communication, education, culture, and other socially-oriented disciplines, the endnote style is the right one for you. Footnote/Endnote Style Footnote/Endnote style requires the use of superscript numbers following the quote or the information taken from a given book/journal. Footnotes/Endnotes are numbered consecutively, and their listing on the bibliography page is not necessarily alphabetical – instead, they are numbered in order of appearance. Every superscript number must have corresponding information about the author the publication in the footnote section or the bibliography page. Footnotes VS Endnotes There is a significant difference between footnotes and endnotes. Footnotes include information about bibliography at the end of the page (at the footer), while the endnote style puts that information at the very end of your paper, in the bibliography section. This fact explains the origin of their names: footnotes come at the foot of the page, while endnotes are placed at its end. Author/Date Style This style is often called the bibliography style or Chicago Style 16B. It is very similar to APA or MLA style formatting in terms of the form. This style requires authors` citation according to the last name, including the year of publication in parentheses. The author style doesnt require numbering of your sources. In contrast, all of your books, journals, articles should be listed in alphabetical order on a separate page called bibliography or references. Every entry should start with a new line and have a hanging line protruding into the margin by 1 inch. If you need a paper written in Chicago style or any other specific format, is here to help you. Place your order now, and we will start working on it immediately.

How to successfully find your dream job abroad

How to successfully find your dream job abroad Nothing is more uncomfortable than leaving the familiar sight of your home country and venturing into uncharted lands. But part of getting by in this world is having a consistent source of income and sometimes that source may ask you to leave your comfort zone. There are plenty of reasons why some folks move abroad for a job. A career switch, a fresh start, or a promotion; whatever the case, you’ve decided to pack your bags and leave everything behind to settle in another country miles and miles away. Whether you are one of those that have spent their entire lives comfortably in their country or a wanderlust that loves to travel – there is a lot that you need to know before and after you move abroad for a job.  Here are some important things to know before moving abroad for a job.Before you moveMoving abroad is not as easy as packing your bag with five of your favorite outfits. It requires a lot of planning and research. To help you get started on your journey, the f ollowing are a few ways you can plan out your move:Analyze the job opportunity Before you even begin to stress about moving to another country, think long and hard about the job opportunity at hand. How bad do you want it? Are there similar opportunities in your city/country that you can take up? Because make no mistake, moving to another country is no easy task. You are effectively moving to an alien land with possibly no familiar face to lend a hand. But that shouldn’t deter you from taking the opportunity of a lifetime. What it should do is give you the push you need to do your research.Learn about your employer It should go hand-in-hand with step 1. You need to have a clear idea about your next employer. The internet makes it easy to access reviews via professional sites like Glassdoor and Linkedin. Follow what employees are saying. Pay special attention to reviews by ex-employees, learn what made them leave the company. It is a difficult reality but some employers pay sa laries late. It is particularly more distressing for foreign employees. They don’t have many, or at times no, family and friends to fall back on in times of economic struggle. Study your finances, identify your cost of livingYou’re in luck if you work for a multinational firm that is willing to help you with the costs of living abroad. For just about everyone else, it is essential that you research the costs associated with local properties on rent, commutes, and other household and living costs. Once you have a clear picture of the amount you need to carry on comfortably with your life, we recommend renegotiating your salary or looking for an alternative source of income to bridge the gap.It’s also important to consider the cost of an immigration visa. That expense might fall on you unless your company has a visa policy. The language barrierThere is a possibility that you could end up in a country that doesn’t speak the same language. For example, native English speakers who move to Japan find it a lot harder to fit in. In that case, your company may expect you to learn Japanese prior to the move.There is a steep learning curve, but with language learning applications (like Duolingo or Memrise) so readily available you’ll be a native speaker in no time!Learn about tax treatiesMost of us are completely aware of this, but most countries have bilateral tax treaties governing the amount that a non-resident is to be taxed on their income; determined by their origin country. The United Kingdom currently has over one hundred different tax treaties, and the United States has tax treaties where foreign nationals are taxed at lower rates, etc.   By learning about the different tax treaties between your home country and the country that you are moving to, you can avoid double taxation and (in some cases) benefit from a period of exemption.Understand the local cultureEach country has its own set of customs, values, and manners. Be it in the workplace or in a casual setting, understanding the local culture can help you avoid looking†¦unrefined.For example, some hand gestures that are commonplace in the United States could be seen as disrespectful or vulgar outside of its borders. Learn about what is (or isn’t) acceptable in your new homeland before you have an awkward encounter at the water cooler.Plan things out with your familyThings are somewhat more manageable if you are a single individual moving abroad. However, for those of us with family, it becomes essential to plan things out with them. If your family is staying back home while you move abroad for work, we recommend that you consider the cost of visiting home on important occasions or during emergencies.   Alternatively, if your family is moving with you, you should look into schooling options, activities, and additional household expenses tied with the move. When moving, you should look into possibly hiring a moving company, someone that specializes in moving and packing boxes to make the transition even smoother. Sell or rent out your existing propertyA vacant property indicates loss of possible income. Depending upon whether your move is permanent or temporary, we recommend that you consider selling or renting out your existing property. Renting out the property can allow you to reap the benefits of additional income, and can act as a safety net upon your return back home. Selling the property, on the other hand, can relieve you of the stress of managing a property from overseas and give you immediate access to a sum that can really come in handy with your move abroad.After you moveSettling into a new house, a new city, and an entirely new country is no easy endeavor. Thankfully there’s Google Maps to help guide you to the nearest grocery store or laundry service, but for everything Google doesn’t cover, we do! After the move, you’ll need to build a lot more than just your takeout menu collect ion†¦Build Your NetworkPerhaps the most significant benefit of relocating to a new country for work is being able to expand your network globally. If you only had connections in the U.S, now by moving to, for example, Australia, you are able to learn, interact, and network with people that spend their December enjoying hearty barbecues by the beach.In addition to building meaningful connections with foreign professionals, building your social network is also something that you should focus on. We recommend that you look into social events and meet up groups, and take part in leisure activities that can help you meet people with a similar mindset to yours.Remember! More connections lead to more job opportunities! Hopefully, with all of this information in your mental arsenal, the transition into your new home abroad will be as smooth as possible.About the Author: Jessica Hanson is the Head of Content for Hire A Box – a moving company based out of Sydney, Australia. In her spare time, she enjoys traveling around the world to different surf spots and sampling the local cuisine.

Gettysburg East Cavalry Field in the Civil War

Gettysburg East Cavalry Field in the Civil War Battle of Gettysburg: Union Order of Battle - Confederate Order of Battle Gettysburg-East Cavalry Fight - Conflict Date: The East Cavalry Fight took place on July 3, 1863, during the American Civil War (1861-1865) and was part of the larger Battle of Gettysburg (July 1-July 3, 1863). Armies Commanders: Union Brigadier General David McM. GreggBrigadier General George A. Custer3,250 men Confederate Major General J.E.B. Stuartapprox. 4,800 men Gettysburg-East Cavalry Fight - Background: On July 1, 1863, Union and Confederate forces met north and northwest of the town of Gettysburg, PA.  The first day of the battle resulted in General Robert E. Lees forces driving Major General John F. Reynolds I Corps and Major General Oliver O. Howards XI Corps through Gettysburg to a strong defensive position around Cemetery Hill.  Bringing additional forces up during the night, Major General George G. Meades Army of the Potomac assumed a position with its right on Culps Hill and the line extending west to Cemetery Hill and then turning south along Cemetery Ridge.  The next day, Lee planned to attack both Union flanks.  These efforts were late in commencing and saw Lieutenant General James Longstreets First Corps push back Major General Daniel Sickles III Corps which had moved west off of Cemetery Ridge.  In a bitterly fought struggle, Union troops succeeded in holding the key heights of Little Round Top at the south end of the battlefield (Map).  Ã‚   Gettysburg-East Cavalry Fight - Plans Dispositions: In determining his plans for July 3, Lee at first hoped to launch coordinated attacks on Meades flanks.  This plan was thwarted when Union forces opened a fight at Culps Hill around 4:00 AM.  This engagement raged for seven hours until quieting at 11:00 AM.  As a result of this action, Lee changed his approach for the afternoon and instead decided to focus on striking the Union center on Cemetery Ridge.  Assigning command of the operation to Longstreet, he ordered that Major General George Picketts division, which had not been engaged in the previous days fighting, form the core of the attack force.  To supplement Longstreets assault on the Union center, Lee directed Major General J.E.B. Stuart to take his Cavalry Corps east and south around Meades right flank.  Once in the Union rear, he was attack towards the Baltimore Pike which served as the primary line of retreat for the Army of the Potomac. Opposing Stuart were elements of Major General Alfred Pleasontons Cavalry Corps.  Disliked and mistrusted by Meade, Pleasonton was retained at the armys headquarters while his superior directed cavalry operations personally.  Of the corps three divisions, two remained in the Gettysburg area with that of Brigadier General David McM. Gregg located east of the main Union line while Brigadier General Judson Kilpatricks men protected the Union left to the south.  The bulk of the third division, belonging to Brigadier General John Buford, had been sent south to refit after playing a key role in the early fighting on July 1.  Only Bufords reserve brigade, led by Brigadier General Wesley Merritt, remained in the area and held a position south of the Round Tops.  To reinforce the position east of Gettysburg, orders were issued for Kilpatrick to loan Brigadier General George A. Custers brigade to Gregg. Gettysburg-East Cavalry Fight - First Contact: Holding a position at the intersection of the Hanover and Low Dutch Roads, Gregg deployed the bulk of his men along the former facing north while Colonel John B. McIntoshs brigade occupied a position behind the latter facing northwest.  Approaching the Union line with four brigades, Stuart intended to pin Gregg in place with dismounted troopers and then launch an attack from the west using Cress Ridge to shield his movements.  Advancing the brigades of Brigadier Generals John R. Chambliss and Albert G. Jenkins, Stuart had these men occupy the woods around the Rummel Farm.  Gregg was soon alerted to their presence due to scouting by Custers men and signal guns fired by the enemy.  Unlimbering, Major Robert F. Beckhams horse artillery opened fired on the Union lines.  Responding, Lieutenant Alexander Penningtons Union battery proved more accurate and succeeded in largely quieting the Confederate guns (Map). Gettysburg-East Cavalry Fight - Dismounted Action:  Ã‚  Ã‚  Ã‚   As the artillery fire subsided, Gregg directed the 1st New Jersey Cavalry from McIntoshs brigade to dismount as well as the 5th Michigan Cavalry from Custers.  These two units commenced a long-range duel with the Confederates around the Rummel Farm.  Pressing the action, the 1st New Jersey advanced to a fence line closer to the farm and continued the fight.  Running low on ammunition, they were soon joined by the 3rd Pennsylvania Cavalry.  Tangling with a larger force, McIntosh called for reinforcements from Gregg.  This request was denied, though Gregg did deploy an additional artillery battery which began shelling the area around the Rummel Farm.   This compelled the Confederates to abandon the farms barn.  Seeking to turn the tide, Stuart brought more of his men into the action and extended his line to flank the Union troopers.  Quickly dismounting part of the 6th Michigan Cavalry, Custer blocked this move.  As McIntoshs ammunition began to dwindle, the brigades fire started to slacken.  Seeing an opportunity, Chambliss men intensified their fire.  As McIntoshs men began to withdraw, Custer advanced the 5th Michigan.  Armed with seven-shot Spencer rifles, the 5th Michigan surged forward and, in fighting that became hand-to-hand at times, succeeded in driving Chambliss back into the woods beyond the Rummel Farm.  Ã‚  Ã‚   Gettysburg-East Cavalry Fight - Mounted Fight: Increasingly frustrated and eager to end the action, Stuart directed the 1st Virginia Cavalry from Brigadier General Fitzhugh Lees brigade to make a mounted charge against the Union lines.  He intended this force to break through the enemys position by the farm and split them from those Union troops along Low Dutch Road.  Seeing the Confederates advance, McIntosh attempted to send his reserve regiment, the 1st Maryland Cavalry, forward.  This failed when he found that Gregg had ordered it south to the intersection.  Responding to the new threat, Gregg ordered Colonel William D. Manns 7th Michigan Cavalry to launch a counter-charge.  As Lee drove back Union forces by the farm, Custer personally led the 7th Michigan forward with a yell of Come on, you Wolverines! (Map). Surging forward, the 1st Virginias flank came under fire from the 5th Michigan and part of the 3rd Pennsylvania.  The Virginians and 7th Michigan collided along a sturdy wooden fence and commenced fighting with pistols.  In an effort to turn the tide, Stuart directed Brigadier General Wade Hampton to take reinforcements forward.  These troopers joined with the 1st Virginia and compelled Custers men to fall back.  Pursuing the 7th Michigan towards the intersection, the Confederates came under heavy fire from the 5th and 6th Michigans as well as the 1st New Jersey and 3rd Pennsylvania.  Under this protection, the 7th Michigan rallied and turned to mount a counterattack.  This succeeded in drove the enemy back past the Rummel Farm. Given the near success of the Virginians in almost reaching the crossroads, Stuart concluded that larger attack might carry the day.  As such, he directed the bulk of Lee and Hamptons brigades to charge forward.  As the enemy came under fire from Union artillery, Gregg directed the 1st Michigan Cavalry to charge forward.  Advancing with Custer in the lead, this regiment smashed into the charging Confederates.  With the fighting swirling, Custers outnumbered men began to be pushed back.  Seeing the tide turning, McIntoshs men entered the fray with the 1st New Jersey and 3rd Pennsylvania striking the Confederate flank.  Under attack from multiple directions, Stuarts men began to fall back to the shelter of the woods and Cress Ridge.  Though Union forces attempted a pursuit, a rearguard action by the 1st Virginia blunted this effort. Gettysburg-East Cavalry Fight - Aftermath:   In the fighting east of Gettysburg, Union casualties numbered 284 while Stuarts men lost 181.  A victory for the improving Union cavalry, the action prevented Stuart from riding around Meades flank and striking the Army of the Potomacs rear.  To the west, Longstreets assault on the Union center, later dubbed Picketts Charge, was turned back with massive losses.  Though victorious, Meade elected not to mount a counterattack against Lees wounded army citing the exhaustion of his own forces.  Personally taking the blame the defeat, Lee ordered the Army of Northern Virginia to commence a retreat south on the evening of July 4.  The victory at Gettysburg and Major General Ulysses S. Grants triumph at Vicksburg on July 4 marked the turning points of the Civil War.   Selected Sources Echoes of Gettysburg: East Cavalry FieldCivil War Trust: Gettysburg-East Cavalry FieldEast Cavalry Field: Battle of Gettysburg

Irritable Bowel Syndrome and Peppermint Oil Essay

Irritable Bowel Syndrome and Peppermint Oil - Essay Example Though IBS is rarely associated with any mortality, patients with the irritable bowel syndrome often have poorer quality of life due to its chronic, relapsing nature, increased morbidity and higher health care utilization than persons without the disorder. Although the cause of the disorder is not fully understood, manometric studies have shown that disordered bowel motility may be responsible for causing some of the symptoms. Diagnostic Criteria for IBS as described by Thompson et al (1999) is as follows: conventional therapy, comprising of dietary changes like increasing dietary fibre intake, etc, and drugs such as anticholinergics, antispasmodics, and sedatives is often not significantly effective and may not be tolerated by the patient due to the presence of side effects. Until the precise cause of IBS is understood, treatment would be symptomatic and not curative and would aim at relieving symptoms. In a review of randomized, controlled trials regarding the most optimum therapeutic option for IBS by Jaiwala, Imperiale &, Krroenke (2000), no convincing evidence to support the efficacy of any medication currently being used for IBS was found. In fact the reviewers were unable to reach any significant conclusion as many studies considered in the review suffered from significant flaws in their methodology. Some of the most commonly used therapeutic options in the patients with IBS include, smooth-muscle relaxants, which are beneficial when abdominal pain is the predominant symptom, b ulking agents are used for constipation and anti-motility agents like loperamide for diarrhea. Presently the evidence supports the efficacy of smooth-muscle relaxants in patients whose predominant symp

Contemporary International Trade is no longer explained by Factor Essay

Contemporary International Trade is no longer explained by Factor Proportions Theory - Essay Example While some countries were naturally rich in capital resources, other had a huge population which gave rise to an abundance of labor. The nations were said to possess competitive advantage in the factors of production which was readily available in their economies. It followed from common logic that countries having natural endowments of a specific factor would always engage in a production technology intensive in that particular factor. Therefore, a capital rich economy was always considered to engage in a capital-intensive technology for the production of commodities. The same case would apply for the labor abundant economy as well. However, in that case the countries ended up producing goods produced by only one factor-intensive type of production method. Therefore, they needed to engage in mutually beneficial exchange of goods to gain access to other types of products as well. However, the contemporary trends in international trade sometimes violate the tenets of the Factor Propor tions Theory. Homogenous countries being naturally endowed with the same pattern of factor endowments have been increasingly observed to have engaged in trading with each other. In such cases, only Factor Proportions Theory cannot explain the current trends in global trade. Consequently, specialists in trade have sought to explain the contemporary trading practices with the help of a number of alternative theories. This paper has attempted to evaluate these alternative theories and investigate their explanations about modern international trade. The Classical Theory of International Trade was the first acceptable explanation of international trading practices. About 150 years after this,the Swedish economists Eli Heckscher and Bertail Ohlin had proposed the factor proportions theory or the factor endowment theory of international trade. This theory is based on the concept of the comparative advantage (or disadvantage) of a country based on its relative abundance (or scarcity) of the factors of productionavailable within its economy.The factor proportions theory advocates that a country should be engaged in the production and export of commodities that is primarily based on a factor of production which is abundantly present in its economy.Considering the framework of a two-country, two-factor and two-commodity framework of international trade, the theory states that the different nations are endowed with different proportions of the factors of production like capital and labor. Some nations have an abundance of capital resources but are short on available labor. Such a country would be capable of producing commodities using a capital intensive mode of production at acomparatively low cost. Similarly, countries having an abundance of labor resources would produce labor intensive goods at a low cost. The first country would then be inclined to export its capital intensive goods to the second nation and import labor intensive commodities from the latter. Through i nternational trade, both countries would gain access to both the types of commodities at the least cost. However, the present international scenario presents a different picture of international trade. Current world trade is dominated by the exchange of goods between homogenous countries which are found to have an advantage in the same factor (factors) of production. In such cases, trading involves commodities which are generated by a similar

Improving Transactional Processing in AIS with Internal Controls Essay

Improving Transactional Processing in AIS with Internal Controls - Essay Example Technology enhances the ability to capture, analyze, and simulate financial data with ease. This translates to accruement of benefits, such as saving costs, elimination of redundancies, and streamlining of activities. The chief objective of IAS in all cycles includes capturing and processing of data concerning business activities, storing and organizing data to aid in decision making, and providing controls, which maintain reliability of data and safeguarding of resources (Sajady, Dastgir & Nejad, 2008). The advancement of information technology has enabled companies to transform their accounting information systems into automated processes via use of computers, servers, and accounting software. Revenue cycle refers to recurring set of business activities and related information processing operations connected to the provision of goods and services to clients and collection of cash payments. The core AIS functions carried out in the revenue cycle include capturing and processing of data, storing and organization of the data for decision making, and provision of controls to safeguard resources (Hall, 2011). The four basic business activities prominent in the revenue cycle include sales order entry, shipping, billing, and cash collection. IT can improve efficiency and effectiveness by routing online orders expressly to the warehouses for picking and shipping. In addition, technological changes can be achieved via electronic data interchange (EDI), which links the company directly to clients and as well manage the customer’s inventory (Gelinas, Dull & Wheeler, 2012). A firm may also use email and instant messaging to notify sales staff of any price changes. Transaction technology such as point of sales systems (POS) can link customer master files to enable automatic updates to accounts receivable. In cash collections, the firm may adopt electronic funds

Background To Articulation In The Performance Practice Of Bach' Era Essay

Background To Articulation In The Performance Practice Of Bach' Era - Essay Example D. The 'cantabile' style; Bach's enticement, almost persistence, on arriving at a 'cantabile' manner of playing of the collected works both striking and imperative for indicating how Bach himself wished these pieces to be realized auditorily. In luminosity of the serious difficulties facing musicologists employing stylistic examination of ancient music (as opposed to very successful structural analysis), it makes common sense to re-claim the term "style" to pass on to the manner in which works are realized by the musician in performance and to merge it with an aesthetic consideration for what may be termed "stylistically informed performance practice". By and large speaking, aside from JS Bach's keyboard pieces in the French style, his objectives for the auditory realization of his mid-period works on stringed clavier instruments were likely to be in the polished, cosmopolitan (Italian) cantabile style of the time, a style which is well predictable and taught by the music aestheticia n J.J. Quantz in his treatise on playing the flute. E. Rhetoric and the relationship between composer and performer; rhetoric was an elementary material of education and humanist and considered to be the only way of teaching expressions and grammatical both. There were periods in the times gone by of music in which the rhetorical standard, as expressed by Bach, had a comprehensive connotation in terms of music and more importantly for instrumental music; a fact well-known to musicologists these days by way of the theoretical primary sources available. On the other hand, modern-day practitioners, particularly instrumentalists, are not fully aware of the far-reaching gravity of the rhetorical principle and its submission to an important part of the repertoire. The relationship between speech and music, as well as rhetoric and music without a doubt illustrates that both come about over time and are received by the ear. This implies a further commonality between speech and music: both consist of continuous alterations of their elements ( pitch and utterance, respectively), which are syntactically organized. In other expressions, both are systems bottom on symbols that even share common secondary semantic content: repetition, accent, caesura, articulation, range, contrast, extension, dynamics, rhythm, and not lastly the dependence on presentation. F. "Figurae"; Pritz defined two types of figurae that can be used by the singers or at least they should be aware of that; he defines two types of Figurae; one is Simple and other one is compound. Marpurg defines the importance of figurae in such a manner that they should be the part of a rhetoric music. G. "Of itinerary", the separating line between the two camps is rather unclear, since many solemn musicians put a lot of thought into how they play, and often research the chronological background and practices of the works they perform. And scholars inquire about more than mere theoretical correctness in performances. H. This line has become predominantly unclear with the emergence of the Early Music movement, which Modern performers eye with subterranean interest, misgiving, and even a little

Case analysis Coursework Example | Topics and Well Written Essays - 500 words

Case analysis - Coursework Example Another strategy entailed the meeting of union leaders and management of the company in order to eliminate some unnecessary costs and improve their services. The involvement of government further aided easily pay off its huge debts. Heavily investing in information technology equipment, which would be used in the post office sector to improve services to their clientele. In addition, there was another strategy to outsource Vodafone to offer telecommunication network infrastructure. The strategy could also be termed as emergent because of the possibility that this company enjoyed this outstanding improvement in service delivery because of the advantage of time and the need to experience change (Knights &Willmott 2007). Technology related resources such as omni-directional scanners were important because they could perform many tasks at the same time and at a faster speed. Such resources enabled the company save on additional outlay of buying more machines or employing more

Background To Articulation In The Performance Practice Of Bach' Era Essay

Background To Articulation In The Performance Practice Of Bach' Era - Essay Example D. The 'cantabile' style; Bach's enticement, almost persistence, on arriving at a 'cantabile' manner of playing of the collected works both striking and imperative for indicating how Bach himself wished these pieces to be realized auditorily. In luminosity of the serious difficulties facing musicologists employing stylistic examination of ancient music (as opposed to very successful structural analysis), it makes common sense to re-claim the term "style" to pass on to the manner in which works are realized by the musician in performance and to merge it with an aesthetic consideration for what may be termed "stylistically informed performance practice". By and large speaking, aside from JS Bach's keyboard pieces in the French style, his objectives for the auditory realization of his mid-period works on stringed clavier instruments were likely to be in the polished, cosmopolitan (Italian) cantabile style of the time, a style which is well predictable and taught by the music aestheticia n J.J. Quantz in his treatise on playing the flute. E. Rhetoric and the relationship between composer and performer; rhetoric was an elementary material of education and humanist and considered to be the only way of teaching expressions and grammatical both. There were periods in the times gone by of music in which the rhetorical standard, as expressed by Bach, had a comprehensive connotation in terms of music and more importantly for instrumental music; a fact well-known to musicologists these days by way of the theoretical primary sources available. On the other hand, modern-day practitioners, particularly instrumentalists, are not fully aware of the far-reaching gravity of the rhetorical principle and its submission to an important part of the repertoire. The relationship between speech and music, as well as rhetoric and music without a doubt illustrates that both come about over time and are received by the ear. This implies a further commonality between speech and music: both consist of continuous alterations of their elements ( pitch and utterance, respectively), which are syntactically organized. In other expressions, both are systems bottom on symbols that even share common secondary semantic content: repetition, accent, caesura, articulation, range, contrast, extension, dynamics, rhythm, and not lastly the dependence on presentation. F. "Figurae"; Pritz defined two types of figurae that can be used by the singers or at least they should be aware of that; he defines two types of Figurae; one is Simple and other one is compound. Marpurg defines the importance of figurae in such a manner that they should be the part of a rhetoric music. G. "Of itinerary", the separating line between the two camps is rather unclear, since many solemn musicians put a lot of thought into how they play, and often research the chronological background and practices of the works they perform. And scholars inquire about more than mere theoretical correctness in performances. H. This line has become predominantly unclear with the emergence of the Early Music movement, which Modern performers eye with subterranean interest, misgiving, and even a little

Criminal Law Assignment Essay Example | Topics and Well Written Essays - 2000 words

Criminal Law Assignment - Essay Example (Woolmington v. DPP)1 It is important to mention that for any offence to be proved it must be proved beyond reasonable doubt and the burden of proof is on the prosecution. Another important point that needs to be raised is that the actus reus and mens rea of the offence must coincide, however a broad approach int his respect has been adopted by the courts. The main elements required to prove an offence are actus reus, mens rea and the absence of any defence. (Lord Diplock in R v Miller)2 The actus reus and mens rea need to coincide, however the requirement is interpreted broadly. (Fagan v. Commissioner of Police3) One of the situation is where the conduct of the defendant created a situation of danger. (R v. Miller)4 The first point of homicide is murder. The actus reus of murder was provided by Sir Edward Coke in the seventeenth century whereby he stated that the act is committed if the defendant ‘unlawfully killeth any reasonable creature in rerum natura under the Queenâ€⠄¢s peace’. The definition of unlawfully does not include the killing of for example the use of reasonable force for self defence (Re a (Children)5. Clearly, Alice died because of the Barry punched her really hard on her head and therefore this is unlawful. As far as killeth is concerned that refers to the requirement that the acts of the defendant can be attributed to be a legal cause of death. Clearly the act of Barry had led to the death of Alice. As far as killing of the reasonable creature in rerum natura is concerned it means that a human life is taken. Clearly this is satisfied as Alice had died. Finally Queen’s peace means that it must have been within England and not the killing of an enemy at war. It can be assumed that Alice’s death occurred in England. Therefore on the facts the actus reus of murder has been satisfied. The next element is that of mens rea of murder which has been termed as ‘malice aforethought’. However, to be precise th e mens rea is the intention to kill or cause grievous bodily harm (Moloney)6 Intention discussed in Woollin and applied by Matthwes and Alleyne7 was described as defendants aim or purpose was to kill or cause grievous bodily harm or he know of such harm as being a virtually certain consequence of such an act, and any level below that of virtual certainty would not suffice. On the facts it is more than evident that Barry clearly did not possess the intention nor was he virtually certain of the consequences. Thus it is quite clear that the mens rea for murder is not satisfied. As far as voluntary manslaughter is concerned it is not relevant to the facts at hand as there was neither provocation or was there any diminished responsibility. Thus voluntary manslaughter in respect of the facts will not be argued. The next step is that of involuntary manslaughter. The first manslaughter that would be considered is that of reckless manslaughter. The change brought about by Moloney means that for manslaughter recklessness will suffice. However, on the facts it can be said that Barry was not subjectively reckless as he was not aware of the fact that Alice had an exceptionally thin skull. The next in line is gross negligence manslaughter which requires proof of a high degree of negligence. The approach can be seen from Lord Atkin’s judgment in Andrews v. DPP8 where he stated ‘[In the older cases] expressions will be found which indicate that to cause death by any lack of due care will amount to

Pharmacy School Essay Example for Free

Pharmacy School Essay Ever since my childhood days, helping other people with the best possible way I could is really within my interest. Hence, extending my effort to the most effectual manner in helping the people is something that I really enjoy to do. In light of this, I have decided and chosen to pursue a career that is involved in assisting and supporting the people or the public. Since then I always wanted to establish a steady job in the health profession, specifically in the field of pharmacy, and eventually render my service in helping other with their pharmaceutical requirements. In a sense, my interest in pharmacy has further developed when one of my closest auntie has acquired hypothyroidism and is subjected to perform daily thyroid medication to be able to sustain her health. Since then, the question of how such specific medicine could work in the human body to cure the diseases and other health problems has guided and led me to find out more about pharmacy. Likewise, the desire of understanding as to how drugs or medicines affect the human body and further understand the importance of drugs in peoples lives have boost my interest in this field. In addition to this, my enthusiasm in pharmacy is already evident during my younger days as I have a broad interest in science, As such, I also enjoy studying Mathematics. In lieu of this, such personal characteristics together with my acquisition of major in biology, these would serve as my primary tool to survive in pharmacy school. As one of the aspiring pharmacists in the country, my personal and career goal is to be in line with the top-rated practitioners in clinical pharmacy. This is in pursuit of my fervent goal and dream to serve the public, most specially those who are sick and in need of appropriate pharmaceutical assistance. In this regard, I am very well aware that pharmaceutical work in the hospital is never easy at all. Thus, this require a higher demand of dedication and enthusiasm to be able to meet the satisfaction of the people and serve accordingly. Nonetheless, I wanted to pursue a career in clinical pharmacy due to the notion and belief that it would be more effective for me to achieve my goals in this profession by rendering patient care that optimizes medication therapy and promotes health, wellness, and disease prevention. Moreover, I would say that I entail positive potentials to become one of the better clinical pharmacist basing on my moral values and love for this job. As such, as a clinical pharmacist hopeful I hold on to my personal oath in providing quality services for those people who require pharmaceutical aid. In addition to this, I am well guided by my mission and desire to render the best possible service I could for the patients and for this profession. Hence, I would kindly appeal to the Admissions Committee to recommend me as one of the deserving student in formal Pharmacy schooling program by means referencing in my dedication and passion in pursuing a career in clinical pharmacy. In light this, supporting the public and the patients with their pharmaceutical requisites in the most accommodating and effective manner is my own profound sources of motivation to do good and perform in the best positive way as clinical pharmacist in the future. Certainly, witnessing people or patients recovering from their physical ailment serves as the primary source of inspiration for me to excel and become one of the reliable practitioner in this line of work. On the other hand, my academic difficulties in college is as well worth to be mentioned as it taught me valuable knowledge and experiences that could possibly help me pursue a career in pharmacy. For my first two years in college, I worked full time to help support my family. With this, my performance in class and grades have suffered. Years after, I finally took a time off to school and help to support my family needs. I grow up in a family where my dad has disabled himself and could no longer work to support us. With this, my mother had to raise me together with my brothers. I saw my mother as she struggles to work for us and at the same time pursue her dream of becoming a nurse. At about five years after, she finally became a nurse and this is exactly the right time I went back to school to focus on my studies. In the end, with this specific happenings in my life, my family, and with my studies, I would say that these had made me more stronger and inspired to reach my dreams as well as to my best to be able to achieve my career goal. Hence, to be able to do this, I accept the fact that I have to undergo a formal doctoral pharmacy program. Certainly, I truly believe that through this formal studies in pharmacy school, I would be able to acquire essential knowledge that could support me in improving and developing positive traits in becoming an outstanding pharmacist. With this regard, I hereby submit myself to undergo the needed formal pharmacy program as I pursue my career and personal goal.

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002).

rocking horse winner Essay -- essays research papers

D. H. Lawrence's "The Rocking-Horse Winner" is a classic modernistic story about a family filled with inner conflicts all portrayed through the innocence of a young child. Tortured by a house that whispers to him, Paul tries to gain his mothers missing affection by presenting that he posses luck which gives him money. He presents this luck by picking the name of a winning horse while riding his rocking horse. The whispers which state "there must be more money† disturbs Paul and he believes it exists because his family does not have enough money. Paul drives himself to a state of insanity and perishes because of this. This story is written in a radiant way which displays several ironic situations and statements. Here are four examples of different ways irony is present in the emblematic short story, "The Rocking-Horse Winner". One example of irony present in the story is at the end of the story on pg.90, when Paul is suffering and is in his last phase before death. Paul says to his mother â€Å"I never told you, mother, that if I can ride my horse, and get there, then I’m absolutely sure-oh, absolutely! Mother, did I ever tell you? I am lucky.† And his mother replies â€Å"No, you never did.† This is ironic because Paul had mentioned to his mother that he was lucky on more than one occasion and it goes to show that his mother did not show affection for her son and listen to the things he had to say. Paul mentioned being lucky to his mother on pg.78 stating â€Å"I’m...

History Museum Visit Essay

Located on the coast of southern California is the city of La Jolla. Now home to almost 40,000 people, this city shares its own historical story from the past one hundred and fifty years through a series of presentations located within three historical structures. These three structures include, The Westeria Cottage, Carriage House and the Current Headquarters. Each structure contributes its portion in putting together the La Jolla’s Historical Society. Currently, the structures are featuring, Home front La Jolla : An American Community during World War 11. The series includes multiple rooms dedicated to different parts in history, along with the different aspects going on during the war. Each room featured many photographs, artifacts and personal stories to exploit the hardship of these times in our history. Many of these items were either donated or loaned by the Veterans Museum in Balboa Park and the Japanese American Historical Society of San Diego. While researching for museums, early in February I came across the main website for these historical sites. It caught my eye because I knew that this exhibit would cast a different kind of perspective than other grand museums. There are a ton of histories on World War II, but there are very few on the home front experience. The La Jolla Historical Society presents a perspective from its society, and shares multiple personal oral stories from its own residents who lived through the war or their surviving relatives, which I found fascinating. It is catered specifically to the effects of World War II on La Jollians. The oral stories provided by this exhibit are not only about what these residents remember about World War II, but also an intake of what life was like beyond that. I viewed this as a much different approach, but was very excited to begin my experience because I knew it would be something new. On April 7th, 2012, I took the opportunity to travel down to La Jolla and visit the museum. The museum is open Thursday-Sunday, Noon to four PM and does not have a fee at all. I was also fortunate to be able to attend on a day where there was a given lecture at five PM, giving me enough time to grab an early dinner before returning again. The lecture, Science & Technology on the Home front, was covered by an oceanographer and U.S Army veteran Walter Munk. He discussed the scientific innovations sparked by the needs of the war effort precipitating a boom in the fields of marine sciences and aeronautics. Entering the museum, I was introduced into a grand room that was divided up by glass cylinders, and it also offered entrances to many other rooms. Initially where you begin the journey, the right wall played an introduction role. It began with the year of 1894, displaying numerous photographs creating an idea of how life was like in La Jolla at the time. â€Å"Everyone knew everyone† quoted by Maurice Bonny was stated at the top of the wall. Photographs included vacation sports such as the La Jolla Caves, as well as the role of the newly invented Trains and Trolleys played and daily lifestyle activities such as golfing and beachside activities. Continuing along, stood in front of me a large wall with a devastating photograph of the explosives on December 7th, 1941. Underneath was the original copy of the U.S Navy Communication Service from that given day, along with an article written the following day by John MaxConnel. This portion of the exhibit also feautured my first chosen artifact, a scrapbook. The oral history of a World War II veteran, Don Shutte, was done by a La Jolla High School student named Ana Ofresky, especially for this exhibit. Don Schutte donated a scrapbook of artifacts of things throughout his experience. It contained images, personal sketches and official documents, including the telegram the Department of War sent to his parents notifying them of his status as missing in action and a POW identification card he was given by the German Army upon his capture and imprisonment during the Battle of Bulge, on December 16, 1944. The final page of the scrapbook contains a letter he wrote to himself on Dec. 2, 1945, stating: â€Å"Hello there, great to be a civilian, isn’t it?† I found this a significant artifact because it told a story of just one man involved in the war in a very unique way. The documents inside this scrapbook were all original and of items I had never se en before. On the opposite side of the room was a large wall which featured certain camps that La Jolla was hosting at the time. These camps included Camp Callan, Camp Mathews and a military base in Bird Rock. Camp Calvin B. Mathews, also known as Marine Corps. Rifle Range was a military base from 1917 to 1964. It was used as a marksmanship training facility for Marine recruits being trained at Marine Corps Recruit. It was issued a rifle base but not until 1923. The base was then constructed to what is now UCSD. Camp Callen was a United States Army anti-aircraft artillery replacement training center that was operational during the time of war but was shut down right after World War II had ended. Lastly, there was another Naval Anti- Aircraft Training Center at Bird Rock, or Pacific Beach. This was a site where sailors would take a six-day course on anti-aircraft artillery. It was opened from 1942 to 1945 and trained about 300,000 sailors to shoot down aircrafts. In a separate and very small room, was a Japanese American side and point of view during the war. It was set up to look like what s room at the internment camps looked like. â€Å"Most Japanese were interned in 10 camps in remote areas of seven western states. No claim of humane intent could change the reality-these were concentration camps. (pg. 736). The room only included a bed and a suitcase which included bedding, a book and one outfit. On the largest wall was a map that displayed the location of all of the internment camps in the U.S and a copy of a poster of instructions for the Japanese living in these rooms. â€Å"Local newspapers there expressed confidence in the loyalty of Japanese Americans, who in any case were crucial to Hawaii’s economy(pg.736)† The room also displayed many newspaper articles, including one from the Los Angeles Examiner on March 23, 1942 announcing relocation of Japanese Americans from Los Angeles to internment camps. It was good to see an example of what kind of media was out during the time. Also in the room was the story of Hiomi Nakamura, a La Jollian born Japanese American who was first transported to a permanent relocation internment camp site, and later drafted to play a role in the was at a laboratory. Also, in this room I found my second artifact, small carvings. In all of the internment camps, people began making what they needed with whatever materials they could find. Scrap lumber became furniture, found metal became knives and for fun, scrap wood was carved into small, painted birds. These carvings were scrap wood paint metal which women also used as jewelry. To the right of this room continues on to an even smaller room. This part of the exhibit was the â€Å"blackout† room, covered with thick black sheets much like those were used by residents at the time to keep light inside their houses. People were so afraid the Japanese would attack that they had to turn out all of their lights at night. Blackouts were enacted to prevent enemy aircraft from reaching their targets by sight. They also helped prevent ships from being viewed in silhouette against the shore, and vulnerable to attack by enemy submarines. Traffic lights and car lights were covered in a way that would deflect their beams to the ground. This is where another one of my artifacts was inspired, a black sheet. These sheets were a source of protection and I feel it exploits a sense of nationalism as well. The community as a whole worked together in order to make sure all the light in their society was turned off. Nationalism is brought up many times in our textbook startin g with the growth of corporate businesses, to the acts of citizens during all three wars. Finally, came the last and second largest room. In this room I found my two remaining artifacts. This part of the exhibit displayed both men and women’s role during the war. It included stories from women who were living at home, while their men were at war. It provided the perspective of what it was like to be a women or even young mother in La Jolla in the 1940’s. Alongside of the roles played living on the home front, it also displayed the new roles women took inside the war itself. â€Å"World War II brought an end to the military as an exclusive male enclave that women entered only as nurses (pg.730).† At first the government discouraged women who wanted to perform some kind of military service. It soon became clear that the war was going to demand more than the government had expected. Women began to do technical jobs normally performed by men. One of the artifacts that I chose from this room was a nurse’s robe from the Red Cross. This robe was not just your typical plain robe but was covered in patches of each army man they had helped. I was barely able to even see any white apart of the original robe. I chose this artifact because it truly portrayed the crucial role women also played in the war. Our textbook gives us a brief overview from the changes of roles women played during the time of war, but the number of patches on this robe opened my eyes to how much more of an important factor these nurses played taking on a great amount of soldiers. The number of men these women helped were astounding, definitely portraying how import a women’s role was. On the other side of the room was a glassed display of a US Army Air force uniform from 1943-1945. It was considered to be the â€Å"Eisenhower jacket,† based on General Eisenhower. In the display were also a M1903 Springfield Rifle and a M1 Grand Rifle alongside what seemed to be a map. The other artifact that I chose from this room was a silk scar f. Now this long silk scarf had nothing to do with fashion, but proved to be a crucial navigation tool during the war. Allied pilots were issued with these scarves that had detailed maps of enemy territory printed on them. The silk scarves also denoted railroads, canals, roads, frontier, churches and lighthouses. Air Power Shrinks the Globe on page 743 of our textbook discusses the growth of airplanes over the period of time of war. â€Å"The Wellington flew 255 miles an hour and cruised as high as 12,000 feet, with a range of 2,200 miles, whereas the new B-29s could travel more than 350 miles an hour, at altitudes up to 30,000 feet, with a range of up to 5,000 miles. (Pg. 743)† At the time, this was a massive step in the evolution of aircrafts and aircrafts at war, but if we compare this to the type of technology we have in our airplanes it cannot compare. Many of us cannot find our ways around our own city without using our mobile devices to navigate us. These pilots were u sing maps printed on scarves to help direct them around! It is incredible. I believe that the site gave an exceptional insight of how life was like prior, during and after World War 11. Each room explained its story well by the display of artifacts, photographs and touching oral stories it presented. The facility was well outlined timeline which exposed a sequence of events. The exhibit related perfectly to the content of this class with all the information and artifacts it presented. Many of the things presented corresponded with what the book had to say about World War II, along with a lot of new material as well. Overall, I was very pleased to have been able to take a day off and visit the La Jolla Historical Society. I was able to learn a great deal of new material which contributed to a better understanding of what times were like during the war, not only as a nation but to the residents of La Jolla.