Crusades A paper Essay Example

Crusades A paper Essay Pope Urban II had called the Christians to join him in a Holy War to reclaim the Holy Lands as an act of Christianity, but there were many activities that took place that werent characteristics of Christianity. The Crusades were a smokescreen for Popes The Crusades were the idea of Pope Urban II, a wise Frenchman.On November 18, 1095 AD, Pope Urban II opened the Council of Clermont.Nine days later,the Pope made a very important speech just outside the French city of Clermont-Ferrand.In his speech, he asked the people to help the Christianseffort to restore peace to the East. The Crusades had originally been to help the Churches in the East, but the now it was to reclaim the Holy Land, especially Jerusalem from the Muslims. Pope Urban II stayed in France until September 1096 in hopes of providing leadership for the First Crusaders.Urban had originally hoped for the crusading army to be composed of mostly knights and other warriors, but his speech had already began spreading through out the west, and many people of different social classes started joining the crusading army. (Foss, Michael. pg.23) Because of this Urban lost all control of the army, which led to the slaughter of Jews in northern France.These poor people also caused strain on the armies supplies and discipline. They were never trainedand they were poor, so they couldnt bring anything and were poorly disciplined(Foss, Michael. pg.24).The entire crusading army had planned on reaching the city of Constantinople, but because of their lack of supplies and training the vast majority of them were slaughtered before they got there.The few troops that did reach Constantinople split up into two groups.One group tried to capture Nicaea, a key city that blocked the road of their supply routes.This group was unsuccessful.The other group was attacked near the city of Civetot in October

A HISTORIOGRAPHY OF essays

A HISTORIOGRAPHY OF essays The tales of the Arthurian legend are some of the most popular from medieval times, and the reason for this is primarily due to their fabulous nature. In them are the exploits of heroes and the machinations of villains, the workings of sorcerers and the existence of magical objects. They embody the noble themes of chivalry and sacrifice, as well as those of revenge and evil. Action, violence, and sex are all included, and as shall be seen, there are many religious connotations as well. There are probably few people who are not familiar with the Quest for the Holy Grail, even if it is from exposure to the movie by Monty Python. The tales as most people know them, however, are the end result of centuries of change, both by the wandering minstrels and the serious authors of the medieval period. There exist numerous versions of each tale, and these versions are often contradictory. Roger Sherman Loomis was a noted medieval scholar, and a large part of the body of his work is an attempt to trace these tales to their origin. In going back to the roots of these tales, it is possible to see how and where variations took place. In Arthurian research, there are two main schools of thought. The first asserts that these tales have as their basis actual figures who lived in the towns and castles described in the tales and took part in the actions described, though obviously with some embellishment. The second school posits that these tales represent the evolution of even more ancient legends, the towns and castles (which are often factual) being inserted into the tales to lend them credibility. Loomis is a member of the latter. This historiography examines several of the works of Roger Sherman Loomis, which span the years from 1926 to 1964. In doing so, the nature of the origination of these tales will become evident, at least according to Loomis. First, however, some biographical information is in order. It may strike the read...

The Downfall of the Tokugawa Shogunate Thesis Example | Topics and Well Written Essays - 6500 words

The Downfall of the Tokugawa Shogunate - Thesis Example Shogun had decided to close Japan to the West. However, forced by various situations, Tokugawa Shogun was pushed to terminate the directive and open Japan to the West. This was a definite sign that Shogun was irresolute.2 However, besides that there were numerous other reasons behind the collapse of the Tokugawa Shogun. The Shogun’s power and influence was weakening. The power of Shogun over a large number of Daimyo had already declined by 1862. Commodore Perry of the United States pushed Shogun to allow Western powers into Japan.3 The Emperor requested the presence of the Shogun to Kyoto in 1863 and compelled him to agree to an imperial directive to expel the Western powers from Japan. After a year, the Shogun was again sent for Kyoto, where he was forced to consent that sooner or later the Emperor would integrate the daimyo with their realm.4 The daimyos of Echzaw, Choshu, and Satsuma were also admitted as Imperial counselors. In 1866, the Emperor ordered the Shogun to chast ise Choshu but the Shogun himself was overpowered by Choshu. From then on internal problems emerged which led to internal conflicts and uprisings and finally on the 9th of November 1867 Shogun decided to leave his post.5 This was the end of the Tokugawa Shogunate and the launching of Meiji Restoration and Japan’s modernization. Throughout their regime Tokugawa Shoguns attempted to build and strengthen their own influence and authority. They exerted their greatest effort to keep the power in their hands. Unfortunately, they failed to do so. There were foreign intrusion and internal problems and conflicts which led to the gradual weakening of the Shoguns’ power. This brought about the eventual downfall. As argued by B.R. Chatterji, â€Å"Probably no contemporary European society was more civilized and polished. But it was not a living, growing organism. It had to change and its rules did not desire change.†6 (Chaurasla 16) The

The Relationship Between Firm Performance and Corporate Term Paper

The Relationship Between Firm Performance and Corporate Diversification - Term Paper Example It is the hope of this author that such an identification and understanding be helpful in further defining diversity and exposing the way in which further productivity can be had; thereby leading an organization to experience a benefit. Overview of Issues and Definitions: Although there are currently many definitions of what diversity ultimately means, for purposes of this brief analysis, it will be defined as the extent and level to which the organization/entity in question is able to effectively represent the realities of the environment within which it operates. Ultimately, such a definition implies that diversity in an of itself should be a means by which the organization seeks to reflect the racial, ethnic, and religious realities of both the market that it seeks to compete within and the population that it draws from stop in such a way, such a broad definition allows for this level of diversity not only impact upon the way in which healthcare provision is conducted within a par ticular region but also have far-reaching applications with regards to how individuals interact with and represent those populations with which they seek to provide healthcare solutions for. Diversity cannot and should not be understood as merely trying to fill slots within a corporate structure. Instead, qualified individuals that can both represent the needs of the firm/entity as well as promote further diversity are the ones that should be hired. Under no circumstances should a business entity, or any other entity for that matter, ever engage in seeking to hire specific race, gender, or ethnicity. Ultimately, such process, although oftentimes engaged in the desire to promote diversity is the polar opposite of what equality should mean for all applicants. Ultimately, a final â€Å"no go† that should be referenced is the fact that the firm should be perennially aware of the fact that its diversity is very much a part of its culture. In such a way, the extent and level of imp ortance or lack of importance that diversity espouses is ultimately reflected within the culture of the firm at each and every level. Literature Review: In seeking to trace an understanding of diversity, the first article that will be mentioned within this brief literature review is entitled â€Å"Shifting the Diversity Climate† (Ringold & Feinstein, 2011). As such, Ringold and Feinsten point to the ways in which firms have recently made a marked shift towards seeking to promote greater degrees of diversity in the hopes that it could boost their success. Realizing that it is not possible for a firm to be profitable and exist and thrive in a market that is itself increasingly diverse, As such, the authors argue that firms have come to realize the means of capturing such a market was at least tangentially dependent upon the level of diversity they could represent (Hewlitt et al., 2013). A similar approach is made with respect to Anand and Winters’ (2008) analysis that so ught to integrate a further level of appreciation for the way in firms led the shift towards appreciating

Militia in the War of 1812 Essay Example | Topics and Well Written Essays - 750 words

Militia in the War of 1812 - Essay Example In addition, many on the western front believed that Britain was involved with Native Americans in the attacks upon settlers Confrontation seemed inevitable, and coincident with a declaration of war was the fact that most of the political power resided in the South and the West; The same people who were anxious to go to war with Britain were also the ones whom the president needed to support him in what was, after all, the year of the presidential election. War was almost certain under these conditions. That does not mean, however, that the American states were prepared for war. Many authors agree that the constitution was fearful of creating a large standing army, and for this reason relied upon the citizens to form militias in times of crisis: " The actual standing army was tiny, with the Office of the Chief of Military History calculating that army at about 11,744 men. As a consequence of this small number, the defense of the united States was very dependant upon militia armies raised by the states. As many of the militias held by individual states were disorganized and chaotic, "Many states had to recreate their militia from scratch once war was declared in June 1812". Therefore, one of the reasons why different states had different militia was partly dependant upon the state of this army before 1812: where the militia was in good repair, the state could mobilize these units effectively; where they had fallen into disrepair, the 1812 militia was usually ill-trained and ill-equipped. How these militia were created and maintained was very much dependant upon the individual states. Many of them were opposed to these raised armies being taken away from their state of origin, as a proclamation by the Governor of Vermont in 1813 demonstrates: It appears, that the third brigadeof militia of this state, has Been ordered from our frontiers to the defence of a neighbouring Statewhereby an extensive section of our own frontier is left, In a measure, unprotected, and thegood citizens thereof are put In great jeopardy (Chittenden, 1813) The federal governments were unwilling to put large numbers of their men at the disposal of the National government, and especially, they did not want to see their troops moved out of their province in order to defend another state. There were other reasons why federal states might be unwilling to put up large militias. While many of the Western states wanted the war, states such as New England actually sided with England, and "Massachusetts Governor Caleb Strong even attempted secret negotiations with England with a planfor New England to secede from the Union" (Lutins, 2007). So the second reason for differences in the militia is the differences in support (or lack thereof) for the war. Both of these reasons were also interacting with the great problem which the United States had with federal governments, which is the reluctance of the States to grant power

Effectiveness of Aromatherapy for Depression and Stress

Effectiveness of Aromatherapy for Depression and Stress CHAPTER FIVE: DISCUSSION Introduction In chapter five, major finding of the study was discussed, testing of hypothesis followed by examination of the data addressing the research question. In addition, the strengths and weakness of the study was explored. Next the implication of the study is presented followed by recommendations for future research and limitations faced as the study being conducted. 5.1 Overview of the study The study was designed to examine the effectiveness of aromatherapy inhalation for 7 days in reducing depression, anxiety and stress during clinical practice among first year UiTM Nursing students. Numerous research studies have highlighted the relationship between effect of depression, anxiety and stress on nursing student during clinical practice. At the beginning of clinical practice period, the researcher introduced the study objective and informed consent process to the first year nursing student of the Universiti Teknologi Mara (UiTM) Puncak Alam. Students who were interested in participating signing an informed consent form. A total of 42 students signed the informed consent and had an opportunity to ask question during initial meeting. Participants completed the DASS questionnaire (pretest) and were selected into two groups from convenient sampling. As a result, 20 participants in experimental group and 22 in the control group for purposes of data analysis. 5.2 Baseline characteristic of participants The sample population of this study was composed of first year nursing student from diploma program in UiTM Puncak Alam from both genders who free from taking any relaxation medication. The study groups were homogenous with respect this characteristics, so influenced of these aspect can be generalized for all the nursing students who were evaluated (p = 0.175, p = 0.716). Summary of the result Objective number 1 To determine the baseline level of anxiety score in experimental and control group. The baseline mean score for depression, anxiety and stress in the control group was 16.14Â ±2.765, 13.32Â ±6.658 and 20.36Â ±2.341 respectively and the baseline mean score for depression, anxiety and stress in the experimental group was 15.25Â ±2.359, 13.20Â ±5.917 and 21.65Â ±2.183. An independent t-test at the 95% confidence interval and .05 level of significance was computed to compare the average depression, anxiety and stress score between both groups, and it was concluded that the sampling process effectively produced equivalent groups with respect to depression, anxiety and stress score at baseline, t =-1.112, p = 0.27, t = -0.61, p = 0.952, t = 1.836, p = 0.074. This indicated that the levels of DAS in the two groups were the same at the beginning. 5.3 Baseline DAS score in both group In this study, for baseline score, both groups was had a moderate level of depression, anxiety and stress (DAS). Possible explanation for the higher prevalence of baseline DAS score among this study population could be due to preparation for practice require more than developing skills in the on campus lab. It entails developing an ability to provide safe and effective care to other human beings in various clinical settings. This components of developing expertise as a student nurse can be very stressful to nursing students and create anxiety. In health professional education, the clinical perspective is identified as fundamental field for students to learn about practice in the ‘actual’ world (Egan Jaye, 2009). Prior to the education of health professionals, in particular nurses, has switched from an apprentice-based training model where the regular practice of task and activities are highlighted, to university-based preparation that educated student to understand situation and pursue and wisely use evidence in practice. (Henderson, Cooke, Creedy Walker, 2012) The clinical practicum is a significant and essential element of any undergraduate nursing degree. Experiences during clinical placement are effective in shaping student attitudes to learning, practice and professional development (Henderson, Cooke, Creedy Walker, 2012). High levels of anxiety can affect student’s learning, performance (Sharif Armitage, 2004; Moscaritolo, 2009) and in some cases retention within a nursing program (Moscaritolo, 2009). According to Melincavage (2011), students likely to experience anxiety when in any new learning experience and while evolve from novice to expert. According to Burnad et al. (2008) and Pulido-Martos et al. (2012) they found that witnessing the death of patient, relationship between student and mentor and/or staff, providing care, lack of knowledge and skills, practical and assignment are common clinical stressors among nursing student. Furthermore, nursing student at both novice and experienced level believed that clinical stressor more stressful that academic and external one (related to daily life) and generate more psychosocial responses such as anxiety, cognitive symptoms and depression (Blomberg, 2014). However, previously recognized clinical stress factor are lack of knowledge and professional ability, lack of understanding with history and medical terms, heavy workload, being in an unfamiliar situation, mistakes with patients or handling of technical instruments (Basso Mussoetal.,2008; Chanetal.,2009; Jimenezetal.,2010). This factor might be more frequent in hospital settings. This could clarify why student more likely t o experience stress during clinical placement in hospital (Blomberg, 2014). A study conducted by Goff (2011) found that nursing students has been long perceived by nursing department and students to experience higher levels of stress than other college student. Nursing student believed that they have little leisure time because they needed to study, with assignments and clinical task (Reeve, Shumaker, Yearwood, Riley Crowell, 2013). Shriver and Scott-Stiles (2000) found another leading factor to high level of stress is that clinical task demanded nursing student to spend substantial time away from campus and also require them to be responsible for the well being of patients In the other word, these activities take off student from normal social development of their friends (Reeve, Shumaker, Yearwood, Riley Crowell, 2013). According to Melincavage (2011), students likely to experience anxiety when in any new learning experience and while evolve from novice to expert. Objective number 2 To compare mean of post depression, anxiety and stress score level between intervention and control group. The H1o was: There is no difference in level of depression, anxiety and stress score between intervention and control group. An independent t-test at the .05 significance level was computed to compare mean of post depression, anxiety and stress score level between intervention and control group. There was a statistically significant difference in the mean of post depression, anxiety and stress score, t = -2.072, p = 0.045, t = -2.625, p = 0.012, t = -3.232, p = 0.002 respectively. The null hypothesis was rejected. It was concluded that there is a significant difference in level of depression, anxiety and stress score between those students who did not received aromatherapy and those student who received aromatherapy after the intervention. Both group showed a decreasing in mean score of DAS after the intervention. However, aromatherapy group significantly lower than control group. In the other word aromatherapy was effectively reduced level of DAS in the experimental group after seven day of inhalation. However, although being exposed to water, mean score of control group also show a reduction in posttest compare to pretest. But, it was not significant as aromatherapy group. Objective no 3 To examine the mean of depression, anxiety and stress score in intervention and control group before and after introducing the intervention. A paired t-test at the 95% confidence interval and .05 significance level was computed to examine mean of depression, anxiety and stress score in experimental and control group before and after introducing the intervention. There was significant different in the mean score of DAS between pretest and posttest among student who received aromatherapy, t = 9.51, p = 0.00, t = 5.39, p = 0.00, t = 11.11, p = 0.00 respectively. The group of student who do not received aromatherapy also significant difference in the mean score of DAS between pretest and posttest t = 4.09, p = 0.001, t = 2.23, p = 0.037, t = 4.87, p = 0.000 respectively. However, mean score of depression and anxiety in the aromatherapy group significantly lower than the control group. 5.4 Reduction of DAS score In our study, intervention group who received aromatherapy inhalation for 7 days showed significance reduction of DAS score with p value 0.045, 0.012, 0.002. The null hypothesis of the study was rejected because there was a beneficial effects and statistically significant effect from aromatherapy in reducing depression, anxiety and stress score in the sample of nursing students. We accept alternative H1 and H2 since there is difference in level of DAS between intervention and control group and intervention group has showed a reduction in level of DAS after introducing the aromatherapy. Result from this study also supports previous research on effectiveness of aromatherapy (Johnson, 2013). This finding is similar to a study conducted among 110 nurses in the hospital. A small bottle containing 3% lavender oil was pinned on their clothes to examine the effectiveness of lavender oil to reduce stress related job among nurses. The study found that there is reduction of the number of stress symptoms for 3 to 4 days in the experimental group after aromatherapy was carried out (Chen, Fang Fang, 2013). Another consistent finding from a study by Yuen, Mei and Wing (2014) found that there was significant improvement in the reduction of stress level (p = 0.001) and the reduction of anxiety level (p = 0.044) when compared pre and post aromatherapy inhalation among nursing student in Hong Kong facing final examination. The result from this study similar to previous study conducted to determine the impact of aromatherapy on the anxiety level of patients experiencing coronary angiography. The study concluded that anxiety level decreased significantly in the intervention group compared with the control group after aromatherapy (P However, in this study, participant in control group showed a reduction in the level of DAS after the intervention. This result showed that nursing students seek for other intervention or coping method to overcome the depression, anxiety and stress during clinical practice. A study carried on baccalaureate nursing students in Jordan in their initial period of clinical practice found that needed support and guidance from clinical instructors helped to reduce stress and promote a positive clinical experience. Furthermore, nursing student applied the most common used of coping strategy in relieving stress such as a problem solving behavior followed by staying enthusiastic and conversion of attention from the stressful event to other things was of coping strategies ( Shaban, Khater Akhu-Zaheya, 2012). Other than that, another study carried out by Por, Barriball, Fitzpatrick and Roberts (2011) found another factor that relieving stress was emotional intelligence. Emotional intelligence was absolutely related to well-being (p 5.5 Recommendation The results of this pretest, posttest design study revealed that the effect of aromatherapy oil on depression, anxiety and stress among first year nursing students during clinical practice was statistically significant. Based on previous discussions in this chapter and the rationale for this study, future research is recommended in nursing education with large sample and close room to allow the aroma ventilated in the room. Other as this study has shown the effectiveness of aromatherapy in reducing depression, anxiety and stress among nursing student, this evidence based will be suggested to UiTM Nursing Department to apply this method to nursing student especially during attending clinical practice. Other than that, aromatherapy also can use for nursing student before attending exam especially objective structured clinical examination (OSCE). 5.6 Implication of the study The implication of the study are that, it can increase awareness to the nursing department about problem of nursing student during clinical practice and the negative effect toward nursing curricular. It also exposed and encourages the lecturer or staff in the nursing department on the utilization of the aromatherapy among nursing student. The finding of this study can provide a nursing student with stress coping method using aromatherapy. With the use of aromatherapy, student can focus on learning and perform procedure in the clinical area effectively and increasing the quality of patient care. Furthermore, aromatherapy is a safe, cost-effective, time appreciative intervention that can be implemented in nursing education. 5.7 Limitation The following limitations were identified during the administration and analysis of the current study to assess the effect of aromatherapy on depression, anxiety and stress among first year nursing students during clinical practice. The purpose of this section is to provide a critical assessment of the study’s limitations. The primary researcher did not have control over where the duration of inhalation during the intervention due to participants freely to stay in any room instead of their own room. As a result, the duration of inhalation may have contributed to the significance of pre and posttest in the control group. Participant in the control group may stay in the room of participant in experimental group. Thus, the participant was indirectly inhaled the aromatherapy oil. It would be beneficial to place the both group in different block of residential college. Summary In conclusion, the overall study’s findings were statistically and clinically significant in demonstrating that aromatherapy is able to reduce level of depression, anxiety and stress during clinical practice among first year nursing student. Theses results are similar to those study demonstrated by Johnson (2013) Chen, Fang Fang (2013) andYuen, Mei Wing (2014) with the aim to measure the effectiveness of aromatherapy in reducing depression stress and anxiety among nursing student and nursing staff. An extension of this study over a longer time period with a larger sample size and using Randomized Control Trial (RCT) design may provide better results in future studies. Conclusion This quasi-experimental study set out to examine the effectiveness of aromatherapy in reducing depression, anxiety and stress during clinical practice among first year nursing student. The result showed that such students perceived moderate level of depression, anxiety and stress prior to attending clinical placement in hospital. The purpose of reducing depression, anxiety and stress among nursing student is part of strategy to promote effective learning environment especially during attachment in hospital. Depression, anxiety and stress can hinder student’s self confidence to perform nursing care to patient. Other than that, it gives a bad impression toward nursing department as their student unable to show a competency during performs a procedure in the hospital. Since clinical practice is vital element in nursing education, students are believes to apply the basic nursing skills in the clinical areas that enable the application of theoretical knowledge to develop. However, if the students unable to relieve their depression, anxiety and stress, these objectives are unable to be achieve and give a loss to student and nursing department. Therefore, there is a need for nursing department to encourage student to utilize the evidence based-practice especially during attending clinical practice with recomm ended solution which is aromatherapy inhalation. The research gap has been addressed and the findings showed consistent with previous studies. Research question of this study has been answered and the study null hypothesis was rejected based on the data analysis. The overall finding showed that aromatherapy has a positive effect in reducing depression, anxiety and stress among nursing student. The finding identified pointed to rejection of study null hypothesis because the use of lavender aromatherapy significantly reduce the level of depression, anxiety and stress in nursing student compared to use of water. Hence, aromatherapy was proven as an effective coping strategy in this study in addition to others in the literature. This result supported previous studies on same setting and population (Johnson, 2013). It is critical for nursing student to overcome depression, anxiety and stress and aromatherapy can facilitate to relieve these problems. Although sample size in this study was small, there exists quantitative evidence that aromatherapy has a role to play in nursing curricular especially among students attending clinical area. The design and results of this study will hopefully inspired nursing researcher to explore the phenomenon of depression, anxiety and stress during clinical practice and create innovative practices to minimize it in the future. Nursing faculty must continue to create advanced method to facilitate success for student who experience depression, anxiety and stress The increasing diversity of nursing students in age, gender, and ethnicity will continue to grow in future years, and nursing faculty will require more expertise that addresses students holistically (Jeffreys, 2012).

Son of the Revolution

Liana was born into a family where his father was a devote communist reporter and his mother who was accused of being part of a non-communist rightist group called the Hundred Flowers. The Hundred Flowers wanted to purify the communism that currently existed in China by finding faults in the existing communist regime. Lings mother did not criticize at first because her she had her job because of the Communist party and loved the party as a result. Mao Sedona, chairman of China, wanted to win the support of intellectuals so her leaders insisted he come up with three â€Å"out of duty', she came up with three which drastically changed her life.From then, the Hundred Flowers Movement changed to the Anti- Rightist Movement in an effort to extract people who did not believe in the communist way. Because their actions were against communism and a revolution was trying to be avoided, they sent anyone associated with the Hundred Flowers to a re-education camp to bring them back in favor of the communist party. Politics played such a large part in the Chinese society that people were tricked into criticizing the party and punished. Lings mother was separated from Liana and his family and sent to another part of China for her different political beliefs.Not only was Liana separated from his mother for her non-communist ways, he was bullied and shunned in school because everyone thought he was non-communist like his mother. Human relationships are also affected with the actions of his father. Due her beliefs, she lost her rank in the police as well as a dramatic cut in her salary. Lings father had to divorce his wife because he wanted to save the rest of his family by being punished with her by association. It is apparent that politics had such an impact on citizens that the relationship between Lining's father and mother could be so disgraceful that it led to a divorce.It broke â€Å"ties among his family, essentially ruining his mother's life and holding back the rest of the family in contributing to the Revolution†l. During the revolution when China closed all schools and Liana was unable to continue his education in college. But after the revolution, China reopened schools and Hen took his opportunity to continue his education. But upon his return to school, â€Å"he is shocked at the inability of students to rationalize freely. The school seemed to be almost exactly the same as when Liana had attended school so many years earlier.Lings visit showed the power that the education system has on youth, and how easily shaped those individuals can be from such a young age†2. Liana describes the behavior of university students and how the war between political parties affected their ability to express themselves in fear of punishment. It is evident that throughout Liana Hangs upbringing, politics was involved in his life in a way that would tear his family apart as well as open his eyes about the insanity that unionism brought to him. Hi s upbringing had made him believe that the world was out to get him.He portrays his childhood in a way that depicts himself as the bad guy in society. â€Å"l had been the victim of political movements since the age of three, first through my mother, then through my father, and now through an absurd coincidence in my own affairs. Society hated me. It turned me into an outcast and a thief†3 Liana feels that due to the chain of unfortunate events that society hates him. He grew up in an era where there were many political parties that actively sought out to make their ideology a reality.Due to the many conflicting ideas, Lings human relationships fell victim to the punishments that were not technically his own. The transformation that Liana Hen experienced from his childhood to his adulthood shows that politics affect human relationships. Through his series of events, it can be seen in his memoir The Son of the Revolution how his human relationships were affected such as the ca se with his mother who was banished and exiled from his family due to conflicting political beliefs.It can also be seen how politics affects human legislations by the actions of his devote communist father who divorced his wife in order to save his family from the punishments that would be implemented upon his wife. Apart from the consequences of his family political affiliation, Liana noted the affects of a particular political reign it had on growing kids in the education system. The imprint the many political movements had on Liana caused him to realize how destroyed his life is and convinced him that the world was against him. Politics is such a powerful concept that it is constantly affecting our lives and the lives of our neighbors.

Courage in the Civil War (Referencing for Cause and Comrades by James M. Mcpherson

Kathie Kaidan 4/14/10 HST 202 Paper #2 There is much controversy and uncertainty about the reasons of why the Civil War started, and why it went on for so long. The Civil War is unusual not only in American History, but in world history as well because of the intensity and carnage of it. Men were taking up arms against their neighbors, fathers, sons, brothers, and friends to meet on the field of battle with only one mission: to kill one another. James McPherson wondered this, so he researched over 25,000 uncensored letters to friends and family, and almost 250 private diaries from soldiers fighting for the Confederacy and soldiers fighting for the Union. He then took what he learned and wrote the book For Cause and Comrades, and found certain ideals that, he believes, are key reasons as to why these men fought each other over this conflict. McPherson argues that the initial impulse of the soldiers to fight the war was the simple â€Å"military rage† that follows after the declaration of any war. In most cases â€Å"military rage† is short lived, and mostly just talk, and then people back down when asked to rise up and fight. But in the Civil War, men were tearing down doors in order to enlist, and they continued to do so after the initial excitement had died down. McPherson also follows French Revolution Historian John Lynn in dividing soldiers motivation to fight into three sections throughout the war. â€Å"I have borrowed part of my conceptual framework from John A. Lynn, an historian of the armies of the French Revolution. Lynn posited three categories: initial motivation; sustaining motivation; and combat motivation. The first consists of the reasons why men enlisted; the second concerns the factors that kept them in the army and kept the army in existence over time; and the third focuses on what nerved them to face extreme danger in battle. These categories are separate but interrelated† (McPherson, 12). One important aspect was that men fought because of the desire to have this sense of manliness and doing things to prove it. Two versions of manhood competed in the Victorian era: the hard-drinking, gambling, whoring two-fisted man among men, and the sober, responsible, dutiful son or husband. Some soldiers found that the army transformed them from one kind of man to the other, better kind† (McPherson, 26). Courage played a huge role in determining one’s level of manliness. The more courage you showed, the manlier you were. And with every man trying to prove himself better than the others, it played a key role in why Civil War soldiers continued to fight for as long as they did. The war started out with the soldiers having a sense of false courage. Most of them hadn’t seen battle yet, and they were often unsure if they war would end before they had the chance to make their mark. But this behavior of being â€Å"pumped up† and excited for battle was just pre-battle adrenalin. They were not truly being courageous until after they had experienced the horror of the bloodshed, and decided to continue to endure it all over again. When it had been experienced, the emotional impact of it was overwhelming. Many wrote in their letters to loved ones saying â€Å"I hope I will never be in another†¦no man can tell me anything about war I have got a plenty† (McPherson, 33), and â€Å"I am satisfied with fighting. I wish the War was over†(McPherson, 33). McPherson compared these feelings to those men who fought in World War II, mostly the 101st Airborne Division who took part in the D-Day Invasion. â€Å"Before their drop behind German lines on D-Day, men in the elite 101st Airborne Division were ‘gung-ho’. When the survivors returned to England to prepare for their next mission, ‘the boys aren’t as enthusiastic or anxious to get it over with as they were before Normandy. Nobody wants to fight anymore. ’†(McPherson, 35) This is when the courage began to show. Even after seeing the â€Å"elephant†, a metaphor used by McPherson in place of battle, the men remained determined to fight. They came to realize that courage meant to stand up against and conquer their fear, not just feeling fear itself. It was at its worse before the battle had even begun. Once it began only their courage and adrenaline could keep them going. They also began of noticing ways to relieve their tension. One way was yelling at the top of their lungs, and this it to be thought as the origin of the famous Rebel Yell. The men didn’t understand the changing in their body chemistry, so they were dumbfounded when they could overcome illness, disabilities, and sometimes-even wounds in order to fight. After the battle had ended, most men were overcome with exhaustion. When they finally could rest, thoughts and nightmares of the battle would fill their heads. They experienced breakdowns, little sleep, appetite loss, and hot flashes quickly followed by the chills. But, nonetheless, they pursued on. The last thing they wanted was to give up or be taken over by their dreams. To them, retreating or going home was a loss of courage. â€Å"Civil War soldiers had never heard of the terms ‘shell shock’ or ‘battle fatigue’ or ‘combat stress reaction’ or ‘psychiatric casualties’. But many of them experienced the symptoms these terms attempt to describe. A word that was familiar to them, however, was ‘courage’. And they understood that combat stress reaction was a loss of courage, a loss of the will to go on fighting†(McPherson, 163). It soon was known that courage wasn’t only shown and proven on the field of battle, but to have the determination and desire to endure all else that comes along with warfare: scarcity of food, changes in weather, not having proper shelter, little sleep, having to march for hours every day, and not knowing if you were going to see your friends and family ever again. These were the things that took up most of the soldiers’ lives; fighting in battle was only a small percentage. McPherson quoted a major in the 11th Georgia on his definition of what courage was in 1863; â€Å"†¦not as merely bravery in battle, but also the nerve to endure rain, and snow, and sleet, and the privations of Winter, and the scorching sun of Summer†¦to undergo extreme fatigue, to subdue the pains of hunger†¦ to do battle with sickness and despondency and gloom as with the Country’s enemies. And above all to hold one’s self patiently and cheerfully ready to meet the shocks of battle† (McPherson, 163-164). Although many other factors were involved as to why the men stuck it out, I believe courage is the root to them all. It takes courage to defend your family and land, which is what made your honorable. It takes courage to believe in God, and know that he is watching over you, and guiding you. It takes courage to stand up for your country and fight for what you believe in. It’s amazing how these men continued to fight, and continued to be courageous when they had so many things going against them. It’s better understood as to why they volunteered in the first place, but it is amazing how so many stayed until they died or the war was declared over. Courage is a strong factor for anyone, but the way it is displayed through these men is miraculous.

Research Paper Proposals Child Development

Research Paper Proposals Child Development Research Paper Proposals: Child Development One of the hardest tasks in writing a research paper is coming up with ideas. Child Development runs the gamut from birth to adolescence, so there are many topic options. Here are a few suggestions: Parenting Styles and Child Development There are countless parenting techniques and styles, some dating to the turn of last century and others are relatively new. Some include Attachment Parenting, Free Range Parenting, and Helicopter Parenting. Early Childhood Abuse and Teen Development Issues This topic looks at teenage development issues that may arise due to childhood verbal and physical abuse. Intervention Programs for Disabled Children Head Start and other programs offer early intervention strategies and have been proven to show a reduction in later learning issues. Childhood Behaviour Modification/Reinforcement Behaviour modification is proven to help children with autism or with emotional and/or behavioral issues; which programs and reinforcement schedules have the most success? Parental Involvement Research in early childhood parental involvement helps positive intellectual development. LGBT Families Do LGBT families face different challenges from households with parents of different sexes? What do studies show about the development of children raised by LGBT parents? Attachment Parenting Attachment Parenting is one of the newest parenting styles and can increase a childs self confidence and independence. Effects of Bullying on Childhood Achievement Does bullying teach children to become more resilient or are they more likely to give up on their goals and efforts? Direct Trial Training in Autistic Children Direct Trial Training or Analysis is a widely used behavior modification technique used for teaching daily skills. Importance of Play It has been said that â€Å"a childs play is his work.† What are the effects of play-based learning for children and their development? For additional child development essay ideas or help with other academic needs, contact at sales@masterwriter.ca. You can also

Siege of Fort Ticonderoga in the American Revolution

Siege of Fort Ticonderoga in the American Revolution Siege of Fort Ticonderoga (1777) - Conflict Dates: The Siege of Fort Ticonderoga was fought July 2-6, 1777, during the American Revolution (1775-1783). Armies Commanders: Americans Major General Arthur St. Clairapprox. 3,000 men British Major General John Burgoyneapprox. 7,800 men Siege of Fort Ticonderoga (1777) - Background: In the spring of 1777, Major General John Burgoyne devised  a plan for achieving victory over  the Americans. Concluding  that New England was the seat of the rebellion, he suggested separating  the region from the other colonies by advancing down the Hudson River corridor while a second column, led by Colonel Barry St. Leger, moved east from Lake Ontario. Rendezvousing at Albany, the combined force  would drive down the Hudson, while  General William Howes army marched north from New York. Though the plan was approved by London, Howes role was never clearly defined and his seniority prevented Burgoyne from issuing him orders. Siege of Fort Ticonderoga (1777) - British Preparations: Prior to this, British forces under Sir Guy Carleton had attempted to capture Fort Ticonderoga.   Sailing south   on Lake Champlain in the fall of 1776, Carletons fleet was delayed by an American squadron led by Brigadier General Benedict Arnold at the Battle of Valcour Island.   Though Arnold was defeated, the lateness of the season prevented the British from exploiting their victory.   Arriving in Quebec the following spring, Burgoyne began assembling his army and making preparations for moving south.   Building a  force of around 7,000 regulars and 800 Native  Americans, he gave  command of his advance force to Brigadier General Simon Fraser while leadership of the right and left wings of the army went to Major General William  Phillips and Baron Riedesel.   After reviewing his command at Fort Saint-Jean in  mid-June, Burgoyne took to the lake to begin his campaign.   Occupying Crown Point on June  30, his army was effectively screened by Frasers men and the Native Americans. Siege of Fort Ticonderoga (1777) -American Response: Following their capture of Fort Ticonderoga in May 1775, American forces had spent two years improving its defenses.   These included extensive  earthworks across the lake on the Mount Independence peninsula as well as redoubts and  forts on the site of the old French defenses to the  west.   Additionally,  American  forces built a fort atop nearby Mount Hope.   To the southwest, the height of Sugar Loaf (Mount Defiance), which dominated both Fort Ticonderoga and Mount  Independence, was left undefended as it was not believed that artillery could be pulled to the summit.   This point had been challenged by Arnold and Brigadier General Anthony Wayne during earlier stints in the area, but no action was taken.   Through the early part of 1777, American  leadership in the region  had been in flux as Major Generals Philip Schuyler and Horatio Gates  lobbied for command of the Northern Department.   As this debate continued, oversight  at Fort Ticonderoga fell to Major General Arthur St. Clair.   A veteran of the failed invasion of Canada as well as the victories at Trenton and Princeton, St. Clair possessed around 2,500-3,000 men.   Meeting with Schuyler on June 20, the two men concluded that this force was not sufficient to hold  the Ticonderoga defenses against a determined British attack.   As such, they devised two lines of retreat with one  passing south through Skenesboro and the other heading east toward Hubbardton.  Ã‚   Departing, Schuyler told his subordinate to defend the post for as long as possible before retreating.  Ã‚     Ã‚   Siege of Fort Ticonderoga (1777) - Burgoyne Arrives: Moving south on July 2, Burgoyne advanced Fraser and Phillips down the west shore of the lake while Riedesels  Hessians pressed along the east bank with the goal of attacking Mount Independence and cutting the road to Hubbardton.   Sensing danger, St. Clair  withdrew the garrison from  Mount Hope later that morning due to concerns that it  would be isolated and overwhelmed.   Later in the day, British and Native American forces began skirmishing with the Americans in the old  French lines.   In the course of the fighting, a British soldier was captured and St. Clair was  able to learn more about the size of Burgoynes army.   Recognizing the importance of Sugar Loaf,  British engineers ascended the  heights and covertly began clearing space for an artillery emplacement (Map). Siege of Fort Ticonderoga (1777) - A Difficult Choice: The next morning, Frasers men occupied  Mount Hope while other British forces began dragging guns up Sugar Loaf.  Ã‚  Continuing to work in secret, Burgoyne  hoped to have Riedesel in place on the  Hubbardton Road before the Americans discovered the guns on the heights.   On the evening of July 4, Native American campfires on Sugar Loaf alerted St. Clair to the impending  danger.   With the American defenses exposed to the British guns, he called  a council of war  early on July 5.   Meeting with his commanders, St. Clair made the decision to  abandon the fort and retreat after dark.   As Fort Ticonderoga was a politically important post, he recognized that the withdrawal would badly  damage his reputation but he felt that saving his army  took precedence.   Siege of Fort Ticonderoga (1777) - St. ClairRetreats: Gathering a fleet of over 200 boats, St. Clair directed that as many supplies as possible be embarked and sent south to Skenesboro.  Ã‚  While the boats  were escorted south by Colonel Pierse Longs New Hampshire Regiment, St. Clair and the remaining men crossed to Mount Independence before marching down the Hubbardton Road.   Probing the American lines the next morning, Burgoynes troops found them deserted.   Pushing forward, they occupied Fort Ticonderoga and the surrounding works without firing a shot.   Shortly thereafter, Fraser received permission to mount a pursuit of the retreating Americans with Riedesel in support. Siege of Fort Ticonderoga (1777) - Aftermath: In the Siege of Fort Ticonderoga, St. Clair suffered seven killed and eleven wounded while Burgoyne incurred five killed.   Frasers pursuit resulted in the Battle of Hubbardton on July 7.   Though a British victory, it saw the American rearguard inflict higher casualties as well as accomplish  their mission of covering St. Clairs retreat.   Turning  west, St. Clairs men later rendezvoused with Schuyler at Fort Edward.   As  he predicted,  St. Clairs abandonment of Fort Ticonderoga led to his removal  from  command and contributed to Schuyler being replaced by Gates.  Ã‚  Firmly arguing that his actions had been honorable and were justified, he demanded a court of inquiry which was held in September 1778.   Though exonerated, St. Clair did not receive another field command during the war.   Advancing south after his success at Fort Ticonderoga, Burgoyne was hampered by  difficult  terrain and American efforts to slow his march.   As the campaign season wore on, his plans began  to unravel following a defeat at Bennington and St. Legers failure at the Siege of Fort  Stanwix.   Increasingly  isolated, Burgoyne was forced to surrender his army after being beaten at the Battle of Saratoga that fall.   The American victory proved a turning point in the war and led to the Treaty of Alliance with France. Selected Sources: British Battles: Siege of Fort TiconderogaFort TiconderogaHistory Central: Battle of Fort Ticonderoga

Response to 3 students posting with 2 references each Coursework

Response to 3 students posting with 2 references each - Coursework Example by Onwuegbuzie & Leech (2005) who supported the assertion that mixed method research is a matter of natural research process that calls for a more extensive utilization of both qualitative and quantitative methods, in unison. I therefore believe that mixed method research attests to the valid need to integrate the strengths in both methods to come up with more conclusive, reliable and valid research findings. It is highly commendable that you have supported your arguments with as many as four (4) references on expounding the discussion on Mixed Method Research. As you cited the research works of Onwuegbuzie & Collins (2007) have likewise noted from the works of Tashakkori and Teddlies (2003) book, SAGE Handbook of Mixed Methods in Social & Behavioral Research, that there are indeed more than 35 mixed methods research designs, which is just amazing and potentially complex. This just goes to show that there are vast research designs that could be utilized to the advantage of researchers, as long as they have the knowledge, awareness, and proper competencies to apply these tools to their advantage. The assertions from Pole’s (2007) discourse was noteworthy in terms of indicating that â€Å"qualitative researchers viewing the world as interconnected, while quantitative researchers rationalizes the world’s views are scientifically based† (p. 36). One thereby agrees that although there is a valid point in the distinctive differences between the interconnected view of the qualitative research method and the more structured, definitive and scientifically based quantitative method; these disparities form the respective strengths and competitive advantages of each method. However, when taken together and integrated in a particular study, merits from both methods are crucial to validate the findings and make the results more conclusive and reliable. The fact that mixed research method is actually not confined to a number of research designs, as argued by Tashakkori

Global Governance Essay Example | Topics and Well Written Essays - 2000 words

Global Governance - Essay Example As the paper declares the interests and benefits of common people are mainly focused in global governance. From the ancient times, the empires of various regions played vital role in the movement of global governance. U.S has given huge efforts in establishing human rights. The empire of America organized and implemented the concept of sovereignty. Earlier, the empire used to have huge power in their hand and in most of the cases they misused that power by oppressing people. The movements of global governance tried to end that oppression. The conqueror or empire was considered as government. But in the present times, people play significant roles in selecting the government. This process is considered as an important result of global governance. This discussion stresses that the concept of globalization was developed in 19th century and it became highly popular in different nations during 1980s. Effective policies and regulations were developed for benefiting common people. At the time of empire rule, countries used to focus only on their growth and developments which in many instances hampered other countries. The strong and powerful nations like U.K, U.S etc used to control several other countries. During the empire rule, people of many countries suffered from strong oppression. They did not have the right to go against the words of the empire. Gradually with the development of the government, the condition of common people started improving.