The Glass Menagerie, a Play by Tennessee Williams

The Glass Menagerie  play is a melancholy family drama written by Tennessee Williams. It was first performed on Broadway in 1945, meeting with astounding box-office success and a Drama Critics Circle Award. The Characters In the introduction of The Glass Menagerie, the playwright describes the personalities of the drama’s main characters. Amanda Wingfield: Mother of two adult children, Tom and Laura. â€Å"A little woman of great vitality clinging frantically to another time and place...†Ã¢â‚¬Å"Her life is paranoia†¦Ã¢â‚¬ Ã¢â‚¬Å"Her foolishness makes her unwittingly cruel†¦Ã¢â‚¬ Ã¢â‚¬Å"There is tenderness in her slight person†¦Ã¢â‚¬  Laura Wingfield: Six years out of high school. Incredibly shy and introverted. She fixates on her collection of glass figurines. She has â€Å"failed to establish contact with reality†¦Ã¢â‚¬ Ã¢â‚¬Å"A childhood illness has left her crippled, one leg slightly shorter than the other†¦Ã¢â‚¬ Ã¢â‚¬Å"She is like a piece of her own glass collection, too exquisitely fragile†¦Ã¢â‚¬  Tom Wingfield: The poetic, frustrated son who works at a mindless warehouse job, supporting his family after his father left home for good. He also serves as the play’s narrator. â€Å"His nature is not remorseless†¦Ã¢â‚¬ Ã¢â‚¬Å"To escape from a trap (his overbearing mother and crippled sister) he has to act without pity.† Jim O’Connor: The gentleman caller who has dinner with the Wingfields during the second part of the play. He is described as a â€Å"nice, ordinary young man.† Setting The entire play takes place in the Wingfield’s meager apartment, located next to an alley in St. Louis. When Tom begins narrating he draws the audience back to the 1930s. Plot Summary Mrs. Wingfield’s husband abandoned the family â€Å"a long time ago.† He sent a postcard from Mazatlan, Mexico that simply read: â€Å"Hello – and Good-bye!† With the absence of the father, their home has become emotionally and financially stagnant. Amanda clearly loves her children. However, she constantly reprimands her son about his personality, his fledgling job, and even his eating habits. Tom: I haven’t enjoyed one bite of this dinner because of your constant directions on how to eat it. It’s you that makes me rush through meals with your hawk-like attention to every bite I take. Even though Tom’s sister is painfully shy, Amanda expects Laura to be more outgoing. The mother, in contrast, is very sociable and reminisces about her days as a southern belle who once received seventeen gentlemen callers in a single day. Laura has no hopes or ambitions for her future. She quit her typing class because she was too shy to take the speed exam. Laura’s only apparent interest seems to be her old music records and her â€Å"glass menagerie,† a collection of animal figurines. Meanwhile, Tom is itching to leave the household and seek adventure in the wide-open world, instead of being held prisoner by his dependent family and a dead-end job. He often stays out late at night, claiming to go to the movies. (Whether or not he watches the movies or engages in some sort of covert activity is debatable). Amanda wants Tom to find a suitor for Laura. Tom scoffs at the idea at first, but by evening he informs his mother that a gentleman caller will be visiting the following night. Jim O’Connor, the potential suitor, went to high school with both Tom and Laura. During that time, Laura had a crush on the handsome young man. Before Jim visits, Amanda dresses in a beautiful gown, reminding herself of her once-glorious youth. When Jim arrives, Laura is petrified to see him again. She can barely answer the door. When she finally does, Jim shows no trace of remembrance. Out on the fire escape, Jim and Tom discuss their futures. Jim is taking a course on public speaking to become an executive. Tom reveals that he will soon be joining the merchant marines, thereby abandoning his mother and sister. In fact, he purposefully failed to pay the electricity bill in order to join the seaman’s union. During dinner, Laura – faint with shyness and anxiety – spends most of the time on the sofa, away from the others. Amanda, however, is having a wonderful time. The lights suddenly go out, but Tom never confesses the reason! By candlelight, Jim gently approaches the timid Laura. Gradually, she begins to open up to him. He is delighted to learn that they went to school together. He even remembers the nickname he gave to her: â€Å"Blue Roses.† Jim: Now I remember – you always came in late. Laura: Yes, it was so hard for me, getting upstairs. I had that brace on my leg – it clumped so loud! Jim: I never heard any clumping. Laura (wincing at the recollection): To me it sounded like thunder! Jim: Well, well, well. I never even noticed. Jim encourages her to be more self-confident. He even dances with her. Unfortunately, he bumps a table, knocking over a glass unicorn figurine. The horn breaks, making the figurine just like the rest of the horses. Surprisingly, Laura is able to laugh about the situation. She clearly likes Jim. Finally, he declares: Somebody needs to build your confidence up and make you proud instead of shy and turning away and—blushing—Somebody ought to—ought to—kiss you, Laura! They kiss. For a moment, the audience might be lured into thinking that everything will work out happily. For a moment, we can imagine: Jim and Laura falling in love.Amanda’s dreams for Laura’s security coming true.Tom finally escaping the â€Å"trap† of family obligations. Yet, a moment after the kiss, Jim backs away and decides, â€Å"I shouldn’t have done that.† He then reveals that he is engaged to a nice girl named Betty. When he explains that he will not be back to visit again, Laura bravely smiles. She offers him the broken figurine as a souvenir. After Jim leaves, Amanda scolds her son for bringing an already-spoken-for gentleman caller. As they fight, Tom exclaims: Tom: The more you shout about my selfishness to me the quicker I’ll go, and I won’t go to the movies! Then, Tom assumes the role of the narrator as he did in the play’s beginning. He explains to the audience how he soon left his family behind, running away just as his father did. He spent years traveling abroad, yet something still haunted him. He escaped the Wingfield household, but his dear sister Laura was always on his mind. The Final Lines Oh, Laura, Laura, I tried to leave you behind me, but I am more faithful than I intended to be! I reach for a cigarette, I cross the street, I run into the movies or a bar, I buy a drink, I speak to the nearest stranger—anything that can blow your candles out! For nowadays the world is lit by lightning! Blow out your candles, Laura – and so good-bye†¦

How Does Society Define A Good Life Essay - 1228 Words

To have a good life, one must aspire to obtain one. Many people aspire to lead a good life but they nearly never truly obtain one. Life has obstacles, which makes it difficult for a person to lead a good life. Living a good life would be, being able to sustain oneself as well as one’s family members with little to no struggle. Equally important, a person should be happy while leading this so called, â€Å"Good Life.† â€Å"The unexamined life is not worth living.† (Plato.) Knowing what makes you happy and recognizing these aspects will result in obtaining a good life. How does society define a good life? It all is opinion, culture, and class based. If a person lives below the poverty line they would aspire to live above it, doesn’t matter how much above it. If they are stable and could sustain themselves and a family, they’d more than likely be content with their life. No person would aspire to be evicted and have their children live a difficult lif e. Additionally, being evicted is not what a good life entails, a person would consider acquiring money would result in a good life. People who are suffering yet still make are able to make ends meet are the ones who are trying to live a good life. Society is centralized around wealth and craving more than they need. Many people work hard for what they have and are still struggling, while others work hard but are living well above their means. Is it possible for a person who is wealthy, to live a â€Å"good life†? Or is a â€Å"good life†Show MoreRelatedGood And Evil : Lao Tzu Essay1735 Words   |  7 PagesGood and evil exist within every society and every person and with these concepts come the teaching of how to be truly good. 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The Bargaining Power Is Very Crucial In the Negotiation Process

Question: What Is The Bargaining Power Is Very How Crucial In The Negotiation Process? Answer: Introducation: The board was concerned about how they were going to set an agreement with the union on the teachers needs. With the change in the leadership of the board of members, the members wanted to create financial transparency. The interests came from the need to find a solution to cutting expenditures in the budget. Every member of the board was more concerned about saving the school from closure as well as considering the needs of the parents association. In a negotiation process, every party has an interest that makes them have a reason why they want a certain position to the issue in question. However, there is an existence of negotiation interests. This interest helps each party to view their reasons for taking a particular position on the issues. In the negotiation process, reasons behind the partys interests may change the perspectives of the other party. This is likely to arrive at an agreement. (Mannix, 2011). The board's interests, and the interest of the estimated Party: Union inf luenced real decisions in the proposed budget. Interests are significant aspects that relate to human need and could completely influence decisions. The needs aroused by interests represent what the other party could overlook. This happens because all needs are as important to any party. Goals-Priorities The board of members arrived at the goals of the negotiation process through analyzing the process at hand and the issues surfacing the school and the Union. Due to poor financial levels of the school, the main goal of the board was to ensure the transparency of financial information. In the school previously, the head of the board of directors did not portray accountability in finances in the school to the rest of the members. Thus the goal of the board was first to counteract this. In every negotiation process, every party needs to have goals to bring to the table .one of the negotiation strategy is to set goals before the process itself (Salacuse, 2013). These goals help in defining the aim and direction of the negotiation process. Objectives-Priorities In deciding objectives, participants should first analyze the target. In this case, for instance, the board members made goals they hoped to achieve in the negotiation process, starting from the most important ones. Objectives are derived from the issues that need to be settled. These problems give an idea to the parties on what the matters at hand that needs to be resolved. In every negotiation process, there must be set objectives. Objectives help in achieving the goals set. A goal is fully realized if all the objectives or most of them are obtained in the negotiation process. To have a win win situation in negotiation, goals must be met. Bargaining Mix The bargaining power is very crucial in the negotiation process. The bargaining mix involves the issues the parties plan to negotiate. In Newton school dispute, certain issues were included in the negotiation process by the board. The issues in the bargaining mix were decided based on what was causing the disagreement between the Union and the Board. In negotiating the teachers contract, the board felt the need to raise certain issues that could bring understanding between the two parties. The matters in the bargaining power satisfied the interests which the board had. The board hoped to prevent the school from perishing and closure (Lu, 2011). In every negotiation process, the interests of the other parties influence the planning points. Three factors determine the planning points: Open In Newton School Dispute, the most important planning point was the salary. The board felt that the issue of salaries was very delicate. With the current situation in the school, the board felt that it could not increase salaries for the teachers. However, the board gives the union a position to decide if they would forego other things to achieve the salary increment. In this case, the board is willing to make adjustments on their side, if the union has a substantiate reasoning behind their stand. Targe In the case of Newtown negotiation process, the board target was o the benefits to teachers. To achieve the set goals, the board set out to cut the benefits to teachers to save on the school's expenditures. This is led on to the consideration of visibility. Resistance point. In every negotiation process, there must be a resistance point. In the case of this dispute, the companys strategy to use an external consultant to carry out the evaluation of employees performance (Kraay, 2007). The other party was one if those who raised the refusal of using an external consultant. On refusing this, the board was ready to listen to their reasoning and be able to come to a mutual understanding. Concessions In the negotiation process in Newtown School dispute, the board on some concessions based on the good of the school. The board chooses to carry out some strategies despite them not being favorable to the Union but the primary target was on benefiting the school especially on managing the current budget to fit all the needs in question. For instance, the board felt that it could not afford to increase the salaries yet the budget was facing constraints. Concessions are made, especially when the strategy adopted is not in line with the other partys agreement, but it is necessary at the time. Budget issues. The sole reason for this negotiation process is the aspect of the budget. Money is imperative in every negotiation process. It plays a significant role in the issue because it holds the weight of all the other matters. It is the central point of every issue in the negotiation process (Luecke, 2010). BATNA In the case of failure in all the objectives put aside by the board, it can come up with the best alternative way of making a deal in the negotiation process, even if it this alternative does not satisfy the interests of the members. In this instance, the objectives set aside are applicable in arriving at a win-win situation with the teachers union (Lum, 2010). Leveraging the scenario In every negotiation process, both parties come up with their strategies for finding a solution to the problem. Thus, the board will have to hear out the points brought on the table by the Union, before going ahead with their measures. Both parties need to give supporting reasons as to why they think their interests and points are the most suitable ones for the solution. There is need to analyze all the points brought to the table and make an agreement on the dispute that favors both sides. Arriving at a win-win situation involves having an agreed understanding of all the issues at hand for the parties. This agreement should also be favorable in solving the dispute. Leveraging the scenarios simply involves a lot of analysis in both parties points regarding the dispute and weighing options on what is best in arriving at a decision. References Kraay, H. N. (2007). Negotiating identities in modern Latin America. Calgary: University of Calgary Press. Lu, S. (2011). Strategic Communication and Bargaining. Luecke, R. (2010). Best practice workplace negotiations. New York: American Management Association. Lum, G. (2010). Negotiation Fieldbook ( 2nd Edition). New York, USA: McGraw-Hill Professional Publishing. Mannix, E. A. (2011). Negotiation and groups. Bingley, U.K: Emerald. Salacuse, J. (2013, January 01). Negotiation Goals. Transactions and Relationships.

Discrimination against Black and Whites Essay Example For Students

Discrimination against Black and Whites Essay This story, Black Boy is a great book that describes how the author, Richard Wright, suffered in the South of the United States during the time when there was still a lot of discrimination throughout the country. Since the author explained many of his horrible experiences in the past, this book cannot be written in a thin book. This thick book is full of his great experiences that wanted to be read by many people in the world in order to let everybody know the disasters of racism. This racism affected Richard Write a lot and he had to adapt to the environment that he was in, although he didn’t know how he should act in front of white people in the beginning of the story. There are not many examples in the beginning of the story since Richard was a little boy, and he still didn’t know about racism. He did know that something was different between black and whites, but he wasn’t able to understand it since he was too young. He even talks to himself in Pg. 49 that â€Å"I had heard that colored people were killed and beaten, but so far it all had seemed remote. There was, of course, a vague uneasiness about it all, but I would be able to handle that when I came to it. It would be simple. If anybody tried to kill me, then I would kill them first. † After this, he realized the harshness of racism around his society when Uncle Hoskins got shot by a white man when he was at the saloon. And the reason is just because a black man was earning a lot of money and the white man became jealous. Also after this scene, there is an another example in Pg. 172 where he met his classmate, Ned Greenley who had lost his brother since the whites shot him for a specific reason. Ned said, â€Å"Th-they said he was fooling with a white prostitute there in the hotel. † Richard was shocked since he could be in those kinds of situations at any time. Richards starts to think of really going to North soon as possible now. In Chapter nine, there is a scene that is really harsh where Richard sees it, but could do nothing. This scene is at the clothing store for black people where Richard worked. The black employees were treated like slaves in the store; the white owners would push, kick, or slap the blacks. Although Richard saw this scene many times, he never got used to it. Another big thing is the time when Richard sees a black woman getting raped by two white men. This is a part from the book that describes how evil this time of period was. On Pg. 179, it says, â€Å"White people passed and looked on without expression. A white policeman watched from the corner, twirling his night stick; but he made no move. I watched out of the corner of my eyes, but I never slackened the strokes of my chamois upon the brass. After a moment or two I heard shrill screams coming from the rear room of the store; later the woman stumbled out, bleeding, crying, holding her stomach, her clothing torn. When she reached the sidewalk, the policeman met her, grabbed her, accused her of being drunk, called a patrol wagon and carted her away. † When I read this scene, it really hurt my heart. I couldn’t believe that the police didn’t do anything at all and although the policeman knew that the black woman was raped, he accused her of being drunken. .u25a8839c662b31baf1dd7b24edf77315 , .u25a8839c662b31baf1dd7b24edf77315 .postImageUrl , .u25a8839c662b31baf1dd7b24edf77315 .centered-text-area { min-height: 80px; position: relative; } .u25a8839c662b31baf1dd7b24edf77315 , .u25a8839c662b31baf1dd7b24edf77315:hover , .u25a8839c662b31baf1dd7b24edf77315:visited , .u25a8839c662b31baf1dd7b24edf77315:active { border:0!important; } .u25a8839c662b31baf1dd7b24edf77315 .clearfix:after { content: ""; display: table; clear: both; } .u25a8839c662b31baf1dd7b24edf77315 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u25a8839c662b31baf1dd7b24edf77315:active , .u25a8839c662b31baf1dd7b24edf77315:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u25a8839c662b31baf1dd7b24edf77315 .centered-text-area { width: 100%; position: relative ; } .u25a8839c662b31baf1dd7b24edf77315 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u25a8839c662b31baf1dd7b24edf77315 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u25a8839c662b31baf1dd7b24edf77315 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u25a8839c662b31baf1dd7b24edf77315:hover .ctaButton { background-color: #34495E!important; } .u25a8839c662b31baf1dd7b24edf77315 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u25a8839c662b31baf1dd7b24edf77315 .u25a8839c662b31baf1dd7b24edf77315-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u25a8839c662b31baf1dd7b24edf77315:after { content: ""; display: block; clear: both; } READ: How Does Gatsby Represent The American Dream EssayRichard could have thought of saving the woman, but if he did something to the whites, he could be killed. Therefore, Richard wasn’t able to do anything. All he could do was to feel sorry for the lady. This doesn’t mean that Richard didn’t worry about the woman, it was the way how he had to act in the South. After Richard realizes the social cycle between the whites and the blacks at his work place, he sacrifices his morals to save more money. He begins to bootleg liquor to sell to white prostitutes in the hotel that he worked at. After that, he involves in a ring for scamming tickets. Then, he quickly amasses enough money to move out to the North. Although Richard was working earnest, he quits it because it was very hard to collect money if he had worked earnestly. Since Richard Write had an experience that he does not want to experience anymore, he was able to write this book, which would tell all the readers that discrimination or racism is not a good thing to do. He explained how he had to act as a black man; if he didn’t act like a black man, he might have not gotten the chance of writing this book. Richard Write had explained how blacks should act as a black, and although many horrible things were occurring around him, he wasn’t able to change it since he was just a black man. I feel that Richard really wanted to resist against the white men but if he did, he knew that he was going to be dead. Although in the beginning of the story, he said that, â€Å"If anybody tried to kill me, then I would kill them first†, as a result he wasn’t able to disobey the whites because he was scared of death. Since he was able to adapt to the society that he was in, he was able to earn money and was able to go to the North to have a better life.

Foals The First Year Essays - Foal, Horse Breeding, Livestock

Foals: The First Year Foals: The First Year RUSTY MILLER STATEMENT DESCRIBING CAREER GOALS AND RESEARCH INTERESTS MASTERS IN ANIMAL SCIENCE AUGUST 1, 2000 RESEARCH INTERESTS AND BACKGROUND INFORMATION Introduction: The following is a report on my research information on foal's nutritional need through there first year of life. This report will also show a research project that I would like to do for my Masters degree I. Nutrition A. Nutritional Requirement 1. Details of general nutrition 2. Requirements B. Other items required for good nutrition 1. Water 2. Energy, Maintenance, & Growth II. Creep Feeding A. Reason for creep feeding foals 1. Why creep feed 2. When to creep feed B. Nutritional advantage for creep feeding 1. The foal's nutrition needs 2. Foal feeding guidelines 3. The end results III. Research and personal information A. Research project using a group of new born foals 1. Setting up the research project 2. Details of what I'm hoping to prove B. Personal information 1. Background information 2. Detail of work history and professional background Conclusion: Rusty Miller Research project for Masters in Animal Science August 1, 2000 FOALS: THE FIRST YEAR . Feeding should be based on both practical experience and scientific research. Horses are kept for a much longer time than most farm animals and feeding programs must support the development of sound feet and legs to sustain along and athletic life. Nutritional Requirement Although horses obviously utilize hay and other roughage more efficiently then of other non-ruminants such as poultry or pigs. The anatomy of the equine G I tract limits this ability as compared with ruminant. The site of fermentation in horses is the cecum and large intestine, where large number of microorganisms digest hemicelluloses and cellulose utilize protein and non-protein nitrogen and synthesize certain vitamins. Some of the products of fermentation such as volatile fatty acids and use microbial protein synthesized from nitrogen entering the cecum and calm under foes only limited proteolysis and the supply of essential amino acids from an unbalanced dietary nitrogen source is not satisfactorily balanced by microbial ammo acids for optimal growth. Horses therefore depend more on the quality of the diet than do ruminants. Water Water requirements depend largely on environment amount of work being performed nature of the food and physiological states of the horse. Daily consumption by an adult horse typically is 5 to 12 gals. Clean, fresh water should be provided ad lib for all horses. As physical activity increases water consumption increases. If a horse is hot following exercise, it should be allowed to cool before given unlimited access to water. Energy Energy requirement may be classified into these needed for maintenance, growth, pregnancy, lactation, and work. The need for energy differs considerably among individuals some horses and ?easy keepers?, while others require prodigious amounts of feed. Thus, these formulas provide only a sound basis for estimating energy needs not the energy needs of any individual horses. Maintenance To maintain body weight and support normal activity, the daily digestible energy requirement of the non working horse weighing 440 - 1322 lb is 1.4 + (0.03 x body wt. in kg) for horses weighing *600kg, daily requirement are 1.82 + (0.0383 x body wt) Growth The DE requirements for growth (to be added to that for maintenance) are estimated from the following equation in which x equal's age in months and Average Daily Growth equals average daily fain in kg. DE growth (meal/ day = (4.81 + 1.17 x 0.023 x Average Daily Growth Pregnancy Maintenance energy intakes are adequate until the last 90 days of gestation, when most of the fetal tissue growth occurs. During gestation months 9 to 11, D E requirement are estimated by multiplying maintenance requirement by 1-11, 1-13, and 1-20, respectively. Voluntary intake of roughage decreases as the fetus gets larger and it may be necessary to increase the energy density of the diet by using some concentrate. Lactation The It has been estimated that 792 Keal of DE/Kg of milk produced per day should be added to maintenance needs to support lactation. Maintenance needs to support lactation. This level of energy intake has produced increased body weight gain in lactating mares, indicating that it may exceed the minimum requirement for lactation. Some data on average milk production of mares are listed below. Condition of the mare determines desirability of increasing gain. Average Milk Production Months after Foaling Mares Production 0 - 1 13.9 1 - 2 14.7 2 - 3 16.9 3 - 4

The Bakufu Ruled Japan for Nearly 700 Years

The Bakufu Ruled Japan for Nearly 700 Years The bakufu was  the military government of Japan between 1192 and 1868, headed by the shogun. Prior to 1192,  the bakufu- also known as shogonate- was responsible only for warfare and policing and was firmly subordinate to the imperial court. Over the centuries, however, the bakufus powers expanded, and it became, effectively, the ruler of Japan for nearly 700 years. Kamakura Period Saurai protecting royal carriage durring the Burning of the Sanjo Palace. Corbis / VCG  / Getty Images Beginning with the Kamakura bakufu in 1192, shoguns ruled Japan while emperors  were mere figureheads.The key figure in the period, which lasted until 1333, was  Minamoto Yoritomo, who ruled from 1192 to 1199 from his family seat at Kamakura, about 30 miles south of Tokyo. During this time, Japanese warlords claimed power from the hereditary monarchy and their scholar-courtiers, giving the samurai warriors- and their lords- ultimate control of the country. Society, too, changed radically, and a new  feudal system  emerged. The Ashikaga Shogonate After years of civil strife, precipitated by the invasion of the Mongols in the late 1200s,  Ashikaga Takauji  overthrew the Kamakura bakufu and  established his own shogunate in Kyoto in 1336.  The Ashikaga bakufu-   or shogonate- ruled  Japan until 1573. Ahsikaga Takauji. æâ€" ¥Ã¦Å" ¬Ã¨ ªÅ¾: ä ¸ Ã¦ËœÅ½ / Public domain /   Wikimedia Commons   However, it was not a strong central governing force, and in fact, the Ashikaga bakufu witnessed the rise of powerful daimyo  all around the country. These regional lords reigned over their domains with very little interference from the  bakufu in Kyoto. Tokugawa Shoguns Toward the end of the Ashikaga bakufu,  and for years thereafter, Japan suffered through nearly 100 years of civil war, fueled mainly by the increasing power of the daimyo. Indeed, the civil war was sparked by the ruling bakufus struggle to bring the warring  daimyo back under central control. Tokugawa Ieyasu. KanÃ…  TanyÃ… « / Public domain / Wikimedia Common In 1603, however, Tokugawa Ieyasu completed this task and established the Tokugawa shogunate- or bakufu- which would rule in the emperors name for 265 years. Life in Tokugawa Japan was peaceful but heavily controlled by the shogunal government, but after a century of chaotic warfare, the peace was a much-needed respite. Fall of the Bakufu When U.S.Commodore Matthew Perry  steamed into Edo Bay (Tokyo Bay) in 1853 and demanded that  Tokugawa Japan  allow foreign powers access to trade, he unwittingly sparked a chain of events that led to Japans rise as a modern imperial power and the fall of the bakufu. Japans political elites realized that the U.S. and other countries were ahead of Japan in terms of military technology and felt threatened by western imperialism. After all, powerful  Qing China  had been brought to its knees by Britain just 14 years earlier in the  First Opium War  and would soon lose the Second Opium War as well. Meiji Restoration Rather than suffer a similar fate, some of Japans elites sought to close the doors even tighter against foreign influence, but the more foresighted began to plan a modernization drive. They felt that it was important to have a strong emperor at the center of Japans political organization to project Japanese power and fend off Western imperialism. As a result, in 1868, the Meiji Restoration extinguished the bakufus authority and returned political power to the emperor. And, nearly 700 years of Japanese rule by the bakufu  came to a sudden end.

Reading Responses to a Poem Assignment Example | Topics and Well Written Essays - 500 words

Reading Responses to a Poem - Assignment Example The following paper is a response to "La Belle Dame Sans Merci" by John Keats. It explains the elements in the poem that are interesting or engaging. There are four major elements that can be discovered in this poem. They make it interesting and captivating. These include a theme of love, imagery, points of view and tone. Use of imageries is very strong in the poem. The diction has a deep literal meaning that the whole poem paints a mental picture. In stanza 4, the poet writes, â€Å"I met a lady in the meads, Full beautiful- a faery’s child,† which creates a mental picture of the extent of beauty of the lady (Enotes, 2011). This is mainly because of the use of a â€Å"faery’s child† which implies that the lady was very beautiful. This image portrayed is vital to an extent that the speaker is tricked into a trap by the lady. The tenth stanza has also an imagery which makes the poem interesting. This comes about as the ghosts of the lady’s past lovers caution the speaker of being duped, this last image is important since it connects the whole poem to the being state of the knight being alone. A theme of love used in this poem makes it quite captivating too (Melani, 2010). This is because love is a universal topic which the poet wisely chose since it connects with almost all of poem readers. In â€Å"La Belle Dame Sans Merci†, Keats elegantly portrays love as being imperfect at times. This is because of the misfortunes that the knight encounters after he falls in love with a lady who is alleged to be performing tricks to her lovers’ disadvantage. Tone is conveniently used in this poem. The dreamlike tone in the poem brings out a surreal environment. The poet then shift to a loving tone with his attitude in the 5th stanza. This is when he gives the lady some flowers and goes for a walk with her. The tenth stanza changes the tone

General science Research Paper Example | Topics and Well Written Essays - 1250 words

General science - Research Paper Example Any stakeholder must meet environmental requirements. These include having competent personnel who are informed about quality work and health and safety regulations. This way, the construction and general engineering work environment will be safe during and after the work. Among the work regulations, there must be a provision that deals with defective work treatment during different times. These include defects during building season, at time of completion, at defects liability season and at rectification time. In a standard construction contract, there are instructions that provide for regular inspection of the building works; the testing of materials used general supervision of the construction work. Inspection of work and building material examination is catered for by contractor. This however excludes any inspection of work and testing materials that is not within the contract (Lepatner et al., 2008). Construction hazards and their causes In construction works, there are various dangers at different stages of the work. These dangers include accidents, collapse of the structures, outbreak of fires, and inhalation of dangerous gases among others. In a bid to ensure that the construction team is less prone to accidents, it is necessary to recruit qualified personnel to ensure knowledgeable persons are enrolled. Incompetent employees are more prone to accidents while working in construction sites, as there are high chances of being indulged in insecure practices. Basically, all employees should have knowledge on the basic safety procedures. Poor quality construction is a factor that may cause falling of buildings (Lepatner et al., 2008). Buildings collapse because of defects that arise in the building during the time of construction due to factors such as, the construction work being carried out in a bad practice as per that particular construction project. The contractor and his team may not be careful in ensuring good quality materials are delivered to the si te. Contractor’s inability to deal with minor defects in advance may result to the collapse of a building. Construction work of a faulty design, will definitely lead to construction of a defective building. When the strength members fail to bear load, the building collapses. In many cases the contractor is always liable for any damages that occur due to defective structures. Factors affecting compensation procedure formulation In occurrence of an accident, there is a need to compensate the victims. This has made people to come up with procedures to be followed during the compensation of the victims. Addition the cause of the accidents has to investigate to establish whether it is was out of negligence. Project management team should formulate procedures to be followed in the case of an unexpected occurrence during or after the completion the work. Depending on the stage at which a defect occurs, different procedures should be laid down already to guide on the making of the cl aims (Construction Research Congress, Ariaratnam, Rojas, Construction Institute & University of Washington, 2009). After making the claim and notifications to the relevant people, there should be a guideline on the dispute resolution procedures to be followed. It is crucial for project manager or contractor to think of consequences of defects at project beginning. At the design stage, the design team should have in mind that there is a need to

Research Proposal Essay Example | Topics and Well Written Essays - 2000 words - 5

Research Proposal - Essay Example This is a process which evolves from theoretical to conceptual in observation. The necessity of technology as a staple in our everyday lives led to the emergence of newer strategies to connect businesses and consumers. Such is the current popularity of e-commerce in conducting marketing. Upon careful consideration it is apparent that this is not merely a trend but will continue to be an indispensable marketing tool. Electronic-commerce also known as electronic marketing gives new meaning to the way business is done. Not only is marketing limited to the conventional marketing tools, it now paves the way to search for convergence with clients. The study calls for a deeper analysis of the marketing tools employed by Melbourne Zoo. First, the general attitudes of the visitors need to be identified to be able to know what are the current programs and features of the zoo that entertains them the most. This will be helpful as this could be the bannered attraction for Melbourne Zoo. This would also identify if they are doing enough in terms of satisfying the clientele. Once this is answered, the study aims to concentrate on the integration of e-commerce in the development of its marketing strategies. This is a way to modernize the brand image of the zoo as well as the utilization of current available technology to maximize the potential of the enterprise in its further success through the internet. The researcher feels this to be an important concentration of the study as it is one of the gaps easily identified through research of Melbourne Zoo. Melbourne Zoo currently has as its primary website http://www.zoo.org.au/ which is a comprehensive site that is directed towards the promotion of the zoo. At the same time it posts news and other relevant information. The main problem for this as the researcher sees it is that the website is dedicated to three zoos, collectively known as the Victoria Zoos. First,

The Post Crimean War Period History Essay

The Post Crimean War Period History Essay During the post Crimean war period, the British army was a hodgepodge of antiquated and even cruel traditions and regulations. The army was far flung, scattered throughout the territories, colonies, and dominions that made up the empire with a small and insignificant army stationed at home. Hide bound officers and arch conservative types were determined to maintain their privileges and their institutions that had been handed down by their hero the Duke of Wellington, who in the wake of his victory over Napoleon in 1815 had remade the army to suit his own purposes. He was a martinet and a hard unyielding sort of commander who, as he was from the aristocracy had a dim view of the lower orders and wanted them to be kept on a tight leash. His institutions became etched in stone, so that even a minor deviation caused great anguish to his supporters. However, certain opponents to the rigid and unyielding dictates of the Duke, came to power and began a series of reforms that changed the nat ure of the British army for good. Cardwell Reforms The initial reforms of the British Army instituted by Sir Jonathon Peel in 1858, in direct response to the ineptitude and incompetence demonstrated during the Crimean War. He established a Royal Commission to examine the army and make recommendations for its improvement. By 1868 when Edward Cardwell, a former soldier himself, took over the War Office he was appalled that the mis-administration of the Crimean War Effort and subsequent Indian mutiny, and took steps to try to implement the commission recommendations. He was determined that using the entire useable British army to fight in the first instance an army of only 25,000 in the Crimean War and a smaller force during the Indian mutiny was a priority that needed to be addressed. There was no home front army and this disturbed many in the government as well as the citizenry. However, as early as 1862, the Royal Commission reported there  [i]  were a number of obstacles that stood in the way of full implementation of the recommendations. Although it was no longer operating, The East India Company had long maintained its own private armies and its executors wanted to continue with maintaining a private military establishment. There were also some very conservative and intransigent senior officers who opposed almost any reform based on principle and their own outdated beliefs on how the army should be run. These politically connected -conservatives were led by the Commander in Chief, Prince George, Duke of Cambridge, who was Queen Victorias cousin, and: almost the last of the typically Hanoverian characters thrown up by the English ruling dynasty, and derived his ideas on drill and discipline from Butcher Cumberland and the Prussian school of Frederick the Great. [1] By 1870, an additional 20,000 troops and two million pounds were allocated by Parliament. A brilliant and fear enticing pamphlet campaign helped bring about the needed reforms. Colonel (eventually General) Sir George Chesney, head of the Indian Civil Engineering College, called it the Battle of Dorking. He raised the spectre that Britain faced a possible German invasion and that despite the additional troops and money credited by Parliament, it was not enough. This spurred on Edward Cardwell, who was a protà ©gà © of William Ewart Gladstone and had been the Secretary of State for War since 1868, to update the British military and to reform it as well. This dual purpose was to be a nearly insurmountable battle, but to leave things, as the status quo was not an option. There were critical needs to create the army into a modern force and the complicated lessons of the Crimea were being dismissed, forgotten, or disregarded. As British historian R.C.K. Ensor wrote: If [no] criticism had made headway; it was that England had no notion of the art of war. British officers were expected to be gentlemen and sportsmen; but outside the barrack-yard they wereentirely wanting in military knowledge. The lack of it was deemed no drawback, since Marlboroughs and Wellingtons officers got along without it. Only the rise of the Prussian militaryavailed to shake this complacency. [2] Cardwells Initial Reforms: 1868 Abolishing Flogging in Peace Time Cardwells first act caused an uproar by nearly every senior officer in the Army. It was their considered opinion that flogging was absolutely necessary. They cited the Duke of wellington who was thought to have observed that you needed to be able to flog the men for minor infractions or that discipline would decay. The army officers used this to validate their opinions since the Duke was considered one of the foremost officers the British army had ever produced. Cardwell on the other hand felt that in order to attract good quality recruits by ensuring the private soldiers life was dignified and more of a career option than penal servitude. While Cardwell was unable to get rid of flogging during war time because it was felt that this extraordinary powers of punishment might be required in the field by officers it finally was abolished in 1880 for all times peace and war. 1869 Troop Withdrawal from Self Governing Colonies Cardwell brought his troops home in 1869 from those self-governing colonies. He felt that they were able to raise local forces and not be dependent upon the British army for their security. After all they were self-governing. Again he met with Wellingtonian followers opposition, as the Duke was the one who implemented scattering troops over all the colonies self governing or otherwise. Wellington had done this to keep a standing army in the field and ovoid the usual opposition to the very fact of a professional standing army (led by the Whigs). Doing this had been an economic nightmare and there was also an inability to train strategic and tactical operations above battalion level. Cardwell prevailed and by 1871, 26,000 British troops had been withdrawn from overseas territories and returned to Great Britain. 1870 Abolishing Bounty Money and Setting Guidelines. Cardwell abolished bounty money paid for recruits and thereby stopped a lot of press ganging into the army as well as the navy. He also set out specific guidelines for discharging bad characters from the military, thereby making the service a more respectable and safer place to be employed. Army Enlistment Act The year 1870 was also a milestone for Cardwells reforms as well as for the military itself. He introduced legislation into Parliament the Army Enlistment (Short Service) Act 1870,[3] that reached the floor of the House of Commons in late spring, 1870. Up until Cardwells reforms life in the British army was akin to servitude. From the end of the Napoleonic wars in 1815 to 1847, the hitch in the army was for 21 years. That means when a lad signed up for the service he had to endure 21 years of flogging, verbal abuse and of course in some cases, a lifetime commitment. Again that paragon of fighting men, the Duke of Wellington, on the heels of his defeat of Napoleon at Waterloo implemented this concept of lifetime servitude to the Crown. The Time of Service in the Army Act 1847, allowed for enlistments of ten years,(later increased to twelve) but this was still felt as too long. There was also a nasty caveat to this term of enlistment. Soldiers could be discharged after ten years but they would not be eligible for a pension for the time that they served. The only way to vest in a pension was to re-up their enlistments for an additional 10-12 years. If they chose the latter they would be rewarded with two months furlough, another enlistment bounty, and a pension on completion of their term. This stacked the deck in the Armys favor, as most of these men had no other than soldiering. Many discharged soldiers chose to re-enlist immediately and of those voluntary discharges, one in five signed on again within six months of their discharge as they were unable to face life with no trade, no pension and no future options. For the Army it was a win-win situation. While this existing system had created an army of experienced veteran soldiers, there was no back-up or reserves that could be recalled to serve in case of a national emergency. Cardwell observed the Franco-Prussian war and was convinced of the necessity of having an army reserve of well trained men in good health and vigour. Again due to the Wellington system of far flung enlistments most British soldiers served more than half their enlistments abroad. While many of the places were in tropical climates such as India there were also the attendant fevers and diseases that accompanied this service so that when the soldiers came home, their health was seldom good. This was not a robust reserve force but a tired and often depleted force of exhausted unhealthy soldiers. It was with this in mind that encouraged Cardwell to bring before Parliament the idea of short service. The Act of 1870 permitted a soldier to choose to spend time in the reserves rather than the regulars and be paid fourpence a day for his service. In return for this daily fourpence, he would engage in a short period of training each year and an obligation to serve when called up. While men enlisted for a maximum term of twelve years, the most enlistments were those who opted for six and the reserve duty. The minimum length of service varied, but on discharge a soldier would now remain with the reserves for the remainder of the twelve-year term. Therefore when necessary, a well trained reserve force was ready and able to stand for Queen and country Of course there were howls of opposition, however Parliament passed the act, despite the objections of conservatives and the Armys senior officers who saw their powerbase and forces being freed from what was indentured servitude. Even Queen Victoria most reluctantly,[4] signed the act into law. Cardwell though was vindicated since the new system worked, by increasing enlistments and thereby producing an immediate increase in the armys strength. Localisation scheme Another major reform that Cardwell instituted was the Comprehensive Regulation of the Forces Act 1871. Once a soldier had enlisted for General Service, and he was apt to be drafted into any regiment regardless of stated preferences. This was another reason that joining the army was considered harsh and recruitment difficult. It was not as if this were a secret. In 1829 by Lord Palmerston found that: there is a great disinclination on the part of the lower orders to enlist for general service; they like to know that they are to be in a certain regiment, connected, perhaps, with their own county, and their own friends, and with officers who have established a connection with that district. There is a preference frequently on the part of the people for one regiment as opposed to another, and I should think there would be found a great disinclination in men to enlist for general service, and to be liable to be drafted and sent to any corps or station.[5] Nevertheless, the Army had insisted for years that it could be administered only based on General Service. This was partially due to the inherent class system that regarded the lower orders as servants and exploitable Lord Cardwell had a different view. He envisioned that instead of a general service enlistment that could send men anywhere he saw a localisation scenario. Cardwell divided the country into 66 Brigade Districts (later named Regimental Districts). He based the divisions on traditional county boundaries and population density. He determined that line infantry regiments would now consist of two battalions, sharing a depot and associated recruiting area. One battalion would serve overseas, while the other was stationed at home for training. The militia (reserves) of that area then became the third battalion to be called up when needed. While the senior twenty-five regiments of the line already had two battalions, the other regiments had only one battalion. The plan combined these regiments to create to produce two-battalion regiments, through a very complex process that involved debate over regimental traditions and seniority that was not finally completed until many years later during the Childers Reforms. Nevertheless, Cardwells measures quickly produced more cohesive units that were ready to protect and defend. Cardwells Other Reforms Lord Cardwell wasnt quite done in reforming the military under his command. He was a former soldier and the way he went about reforming the army reflected many years thought and intelligent repositioning of what the army meant and how best to build a strong and vital fighting service. Cardwell introduced a number of minor yet far reaching reforms through Orders in Council or other Statutory Instruments. In 1871 an Order abolished some little-used disciplinary practices such as branding for infractions; Cardwell also eliminated the sale of commissions as well as some subordinate junior ranks of cavalry Cornet and infantry Ensign. These ranks were replaced with Second Lieutenant. (The style Cornet is still used for Second Lieutenants in the Blues and Royals and the Queens Royal Hussars, and the term Ensign is still used by the Foot Guards regiments, for instance during the ceremony of Trooping the Colour. However, these are exceptions and not the rule and certainly not the actual title as held by the individual in his or her troop.) Units were placed on the same establishment (number of soldiers in each unit) whether serving at home or overseas. Prior to the Reforms units serving overseas had previously had a larger establishment, because of anticipated losses to disease or climate that would be awkward and difficult to replace. This however left the units at home under strength since these units were traditionally stripped of soldiers in order to bring overseas units up to strength. Once the reforms were implemented, these home units could now be used to form an effective expeditionary force while the overseas units would be recruited to full strength without depleting the home unit. Cardwell also got rid of the infighting in the War Office by abolishing the separate administration of the Reserves and Volunteers and unifying other parts of the administration of the services. The defence policy of Canada, Australia and New Zealand followed his dictates of the self-governing colonies (or in this case dominions) to replace small garrisons of the British army by locally-raised units. Cardwells reforms began the long path to turning British forces into an effective Imperial force that is recognizable today. When a change of government put Cardwell out of office in 1874, his reforms stayed in place. This was despite desperate attempts from the Army and its hidebound officer class to abolish them and return to the bad old days of Wellingtons draconic post-1815 mandates. Childers Reforms Secretary of State for War Hugh Childers, in 1881, continued following Cardwells reforms by restructuring the infantry regiments of the British army. He was reluctantly the secretary but despite some fierce opposition from regular army regiments, continued to implement ways to improve the army and create a viable fighting force Childers main contribution to reform was to rename and restructure all the Regimental districts that had been established by Cardwell. He did this through General Order 41/1881, issued on 1 May 1881, amended by G.O. 70/1881 dated 1 July, where he created a system of multi-battalion regiments. England, Wales, and Scotland regiments were to have two regular or line battalions and two militia battalions. Irish regiments were to consist of two line and three militia battalions. Childers renamed and renumbered regiments of foot and county militia into these other regiments. He also allocated that the different corps of county rifle volunteers were now volunteer battalions. Each of these regiments was linked by headquarters location and territorial name to its local Regimental District. The reforms came into effect on 1 July. In 1881 Childers formally merged the Cardwell Brigade districts into new regimental identities, and incorporated the volunteer movement into the system as well. The county regiment was solidified, with anywhere between four and a dozen battalions that shared a regiments traditions. This kept the regiments accumulated glory by transferring it into county districts. The regimental seniority numbers were abolished and battalions came to be known by their number within the regiment and the regimental district name. While many regiments were still unofficially referred to by their numbers per their own officers and men as a tradition and a point of pride many were not. Some regiments such as The Buffs, The Cameron Highlanders, and The Black Watch, lobbied to keep their distinct names as part of their battalion titles and did so. Sometimes in those early days, it was not possible for the strict definition of the order to be applied. For example, the Cameron Highlanders only had one regular battalion, and other regiments had sometimes more than the required militia regiments or even fewer, depending on their district and location. Some of the regiments like the Rifle Brigade and Kings Royal Rifle Corps had no local regimental districts as they were royal regiments and as such the their militia and volunteer battalions were selected not on a territorial basis, but due to their rifle traditions. However, this Childers structure lasted until 1948, when a rearrangement of every regiment of line infantry cut regular battalions to one, with only the three original Guards Division regiments retaining two regular battalions. Change and reform are always slow, but significant. Standardisation of uniforms and colours Childers Orders also included an effort to ensure that the uniform facings were standardised: English and Welsh regiments white facings; Irish regiments green facings, Scottish regiments yellow facings; and royal regiments dark blue facings. Each officers uniform had lace in distinctive national patterns: rose pattern England and Wales; thistle Scotland; and shamrock Ireland. Regular battalions lace was gold, while militia battalions bore silver. While there were efforts made to incorporate regimental insignia and remove tribal uniform distinctions there was a national outcry against this and regimental tribalism and tradition remained a force within the Army. This was brought to a head in 1890, when The Buffs succeeded in being allowed to resume the wearing of buff facings. Over the next several years other regiments replaced white facings with their own traditional colours. King George V allowed blue facings for royal regiments to lapse as he instituted three regiments as royal for his Silver Jubilee and permitted [then] to retain their present facings.[6] In 1939 The Royal Inniskilling Fusiliers, who had worn blue facings since 1881, were issued buff regimental colours by request and gracious permission.[7] Again in 1946 three infantry regiments were designated as royal for services in the Second World War. Of these, only the Royal Lincolnshire Regiment replaced its (white) facings with blue.[8] Traditions are often difficult to change, even with a royal designation to back it up especially when the King undermines the General Order of Council. Even More Changes to Standardization The Second Boer War brought a number of changes to the British army. For the three years between 1897 and 1900, the regular army was increased in size in response to a number of conflicts in which it was deployed. By this time The Cameron Highlanders (who had always been short a battalion) raised a second battalion. Third and Fourth battalions were added to the: Northumberland Fusiliers, Warwickshire Regiment, Royal Fusiliers, Kings (Liverpool Regiment), Lancashire Fusiliers, Worcestershire Regiment, Middlesex Regiment and the Manchester Regiment. The recruiting areas of each of these regiments included parts of large areas of urban sprawl for the time period. The Territorial and Reserve Forces Act 1907 reformed the reserve forces in 1908. This act reformed the different militia battalions disbanding some and transferring the rest to a Special Reserve. Volunteer battalions were now part of the new Territorial Force, and designated as numbered battalions of the regiments no longer volunteers, but reservists as well. Then came the First World War. The territorial battalions were duplicated and many war-time service battalions formed to meet the need of the fighting forces on the continent . By the beginning of the 1920s with the conclusion of the war, the special reserve battalions were placed in limbo and a number of Irish regiments, especially those that were part of the southern part of the country disbanded when Irish Free State came into existence. The rest of the regiments then reduced themselves to two regular battalions. It got much less complicated than the earlier permutations. The Second World War expanded the regiments again however, there was nothing like the expansion that took place during WWI In 1947, the British Army regiments underwent another permutation of the regimental structure. After India declared independence regiments lost their second battalion. Although some were reformed during the Korean War this was the exception to the new rule. Childers reforms that began in 1881 finally ended with a completely new series of the reforms defined by the Defence White Paper of 1957. Many pairs of regiments were combined, regimental depots closed and recruiting and training organised in multi-regiment brigades were just some of the new order of reform that was introduced to the British army. Haldane Reforms While the Childers reforms of the 1880s still held sway with the structure of the regiments, Lord Richard Haldane, implemented a series of reforms of the British Army made from 1906 to 1912, These were the first major reforms since the Childers of the early 1880s, and were derived as a result of the lessons manifested by the Second Boer War. In December 1905, Richard Haldane was appointed Secretary of State for War although he really wanted to be the Lord Chancellor. Prime Minister Campbell-Bannerman offered the War Office to two other men before Haldane offered to take it. Despite such an inauspicious beginning, he would become, in the words of Douglas Haig, the greatest Secretary of State for War England has ever had.[9] Haldane took the post with no preconceived ideas as to the role of the Army, but quickly settled on the idea that efficiency was essential as a precursor to making financial economies.[10] Haldane began his institution of reforming the army because of a secret pact between the foreign office and France that would have to be implemented quickly if Germany and France went to war over Tangiers. While this did not happen, it set Haldane on the road to creating the British Expeditionary Force that was to prove decisive in WWI 8 years later. The primary reform was the institution of the British Expeditionary Force. This force was to be specifically prepared and trained for deployment in the event of a major war. While there had been other forces before that were ostensibly to accomplish this they had been unprepared for overseas service. The newly BEF would remain as a permanent peacetime force and also have full complement of supporting troops at the ready. Haldane also restructured the reserve forces, thereby expanding on the reforms of Cardwell and Childers so that the overseas forces could be efficiently reinforced and supplied with new recruits. He did not neglect home defence either. The Volunteer Force, Militia, and the Yeomanry were reorganised into a new Territorial Force. These reforms grouped in the Territorial and Reserve Forces Act 1907 as we discussed earlier. The Army at home was reorganised into six divisions by a Special Army Order dated 1 January 1907, with one heavy four-brigade Cavalry Division and two mounted brigades for reconnaissance, along with some Army troops. By February 1907, Haldane announced the coming years spending estimates and proved that he was able to save money 2-3 million pounds despite creating this new fighting force. Those disbanded units and some other reform measures such as administration consolidation etc had managed to reduce overall spending and provide an increased efficiency in the army as well. [11] Haldane also determined that encouraging the development of military skills required an Officer Training Corps to be established in public schools and universities were a priority. As with any army, an ongoing supply of skilled Army officers needs to be prepared in case of war. A commission was established and made two recommendations. The primary recommendation was to reorganise the existing school Cadet Corps and university Rifle Corps, which had formed as an unplanned, unorganized structure and change it into a uniform force, that was administered and supported by the War Office with all the requisite discipline and training that was needed to create an outstanding officer pool.[12] In 1908, Army Order 160 established that there were to be contingents of the Senior Division at universities, and contingents of the Junior Division at public schools to create the core groups. Later that year Army Order 178 set forth standard regulations and indicated that this new type of military training was to provide officer candidates for commissions when needed.[13] By the end of 1910 these officer training sessions were really popular since the Senior Division boasted , 19 contingents and there were 152 Junior Division cadets. Within a year this popularity caused 55 and 155 Senior and Junior Divisions respectively to produce a total of 23,700 cadets as of 1st January 1912. The training had graduated 630 officers, and 830 former cadets who had already accepted their commissions in the auxiliary forces.[14] Haldanes reforms for a standing officer corps was working, despite the fact that buying commissions had long been abolished. While there was resurgence in the officer corps with new members joining regularly, Haldane also instituted a new Imperial General Staff. The General staff was required to redevelop military strategy into a common set of guidelines and strategic aims among the various military forces of the British Empire. As indicated under Cardwell, the emphasis military policy shifted from a single centralised Army and Navy scattered throughout the empire to allowing the self-governing Dominions to provide forces for their own defence. This also encouraged them to take responsibility for strategic interests and bases in their own geographic areas and areas of internal interest. 15] Although the Dominion forces were responsible for their own defence, at a meeting of the Dominion leaders in 1907, the military suggested that all forces throughout the empire follow a standard model for training and strategic aims. The Dominion leaders not only approved this concept, but also recommended that to implement it more fully that the general staff be recruited from the entire Empire. This way the Imperial General Staff was a common bond between the Dominion forces and the British Army and could develop a uniform defence. The other advantage was to ensure that consistency between the forces ruled although it was stipulated that the Imperial General Staff was a guiding body to the local government and General Staff, and not and would not have any binding authority over the national forces.[16] Dominion and British army approved this new system and confirmed r the new structure, and the principle of standardisation, as well as emphasizing that it was not to limit the autonom y of the self-governing Dominions. Meanwhile, Haldane had the Regular Army reformed by the development of a new operational and training doctrine, laid down in Douglas Haigs new Field Service Pocket Book. In 1907, the new Field Service Pocket Book was produced, amended and finally became the standard for all operations in 1909 as Field Service Regulations, Part I Operations in 1909. This standardised training for all branches of the service, and was the synthesis of the generally agreed tactical and strategic principles that had emerged from the South African War and the new BEF focus on the regular army. (17) With WW1 beginning in August of 1914, the bulk of the changes put to the test. Quickly and effectively the British Expeditionary Force was off to the Continent. At home, the Territorial Force and Reserves were mobilised as to provide a second line. It went according to plan. These reforms changed the way that the British army was operated and organized. Gone were the days of the private armies such as the British East India Company or the 21 year servitude that made the army feel like prison instead of an honorable occupation. In their place was a good sized well trained standing army that could be sent into combat situations overseas without depleting the protection of home. Well trained officers and soldiers now provided the backbone of the army, and were ready to defend at home and abroad.

Finder and Maker Reversed in The Moviegoer Essay -- Moviegoer Essays P

Finder and Maker Reversed in The Moviegoer  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Walker Percy's novel The Moviegoer chronicles a week in the life of stockbroker Binx Bolling, and his eventual marriage with his step-cousin Kate Cutrer. More than that, it sketches Binx's peculiar philosophy, and Kate's equally strange orientation, and their eventual transposition. Binx begins as an enjoyer of reality, a searcher, or finder of relief from tedium, and Kate as a frantic searcher who becomes a maker of crises to relieve her post-modern ennui. But by the end of the novel, their beginning positions are almost reversed, muddled together to form a more healthy relationship. Both Binx and Kate are self-aware characters in a world of actors, the only ones to realize the inherent falseness, the cliches, in all things. The very characters sound like movie stars' pseudonyms: Binx Bolling, Lyle Lovell, Walter Wade, with their assonance sound all too much like Robert Redford, James Earl Jones, the too-memorable monikers of film stars. Aunt Emily's manservant Mercer is "threading his way between servility and presumption" (p. 17), now one way then the other, with a dignified appearance but "behind the mustache, his face... is not at all devoted but is as sulky as a Pullman porter's." (ibid.) Even Mercer's exaggerated breathing while serving dishes (pp. 156-157) is the act of a stereotypical servant made ridiculous. Binx's biological mother displays "a fondness carefully guarded against the personal, the heartfelt, a fondness deliberately rendered trite." (p. 139) The radio program "I Believe" (p. 95) is a collection of hoary platitudes, and Binx's "pleasant tin gling sensation in the groin" afterwards (p. 96) reveals it as nothing but moral masturbation. Binx's Theosop... ...tion to detail is still there -- "Why is he so yellow?" "He's got hepatitis." (p. 209) But Kate seems healthier, whether through treatment with Merle or association with Binx. And her self-destructive practice of crisis creation seems quelled -- instead, Binx has become her director, her "cinematographer." The care with which they plot out her errand -- what streetcar to ride, where to sit, where to wear her cape jasmine -- is like the close composition of a camera shot, all so that Binx, through his imagination, can keep Kate 'in focus' and sane. He is no longer the passive observer, but the active arranger; she no longer the out-of-control crisis-creator, but an obedient actress looking for direction. Binx has moved on to the true movie-lover's dream: he has become a director. Works Cited Percy, Walker. The Moviegoer. New York: Alfred A. Knopf, Inc., 1961.

Miranda V. Arizona

Court Brief Miranda v. Arizona Citation: Miranda? v. State of Arizona; Westover v. United States; Vignera v. State of New York; State of California v. Stewart, Supreme Court of the United States, 1966. Issue: Whether the government is required to notify the arrested defendants of their Fifth Amendment constitutional rights against self-incrimination before they interrogate the defendants. Relief Sought: Miranda was violated the 5th Amendments right to remain silent and his 6th Amendment right to legal counsel.Arizona ignored both the Escobedo rule that states all evidence obtained from an illegally obtained confession is inadmissible in court and the? Gideon? rule that states that all felony defendants have the right to an attorney while prosecuting Miranda. His confession was illegally obtained and should be thrown out. His conviction was false, and he deserved a new trial. Facts: In March 1963 Ernesto Miranda, 23, was arrested in his home, taken to the police station for being accu sed in a sexual assult case.Once identified by the victim he was taken into an interrogation room where he was to give his confession but Miranda was not told of his rights to counsel prior to questioning. He did though, sign a typed disclaimer that stated he had â€Å"full knowledge of my legal rights, understanding any statement I make may be used against me,† and that he had knowingly waived those rights. Two weeks later at a preliminary hearing, Miranda again was denied counsel. At his trial he did have a lawyer, whose objections to the use of Miranda's signed confession as evidence were overruled.Finding (Holding) of the Court: ? This case held that government authorities need to inform individuals of their Fifth Amendment constitutional rights prior to an interrogation following an arrest. Reasoning: The Court held that prosecutors could not use statements from secure interrogation of defendants unless they demonstrated the use of routine defenses. The Court noted that â€Å"the modern practice of in-custody interrogation is psychologically rather than physically oriented† and that â€Å"the blood of the accused is not the only hallmark of an unconstitutional inquisition. The Court specifically outlined the importance of police warnings to suspects, including warnings of the right to remain silent and the right to have an attorney present during interrogations. Dissenting Opinions: Justice Tom Clark argued that the Due Process Clauses of the Fifth and Fourteenth Amendments of the Constitution would apply to interrogations. There is not enough evidence to demonstrate a need to apply a new rule as the majority finds here. The second dissent written by Justice John Harlan also argues that the Due Process Clauses should apply. J.Harlan further argues that the Fifth Amendment rule against self-incrimination was never intended to forbid any and all pressures against self-incrimination. Justice Byron White argued that there is no historical suppo rt for broadening the Fifth Amendment of the Constitution to include the rights that the majority extends in their decision. The majority is making new law with their holding. Legal Terms: self- incrimination-the? act? of? incriminating? oneself? or? exposing? oneself? to? prosecution, especially? by? giving? evidence? or? testimony Interrogation- to? ask? questions? of? (a? erson),? sometimes? to? seek? answersor? information? that? the? person? questioned? considers? personalor? secret. Implications: Miranda v. Arizona established the importance of informing defendants of their legal rights before they are arrested in order to ensure due process.? The? Miranda vs. Arizona? case was significant because it established that many Americans did/do not know their rights granted to them by the Bill of Rights, especially those pertaining to police investigation and trial, and that when arrested people have the right to be informed of these very significant rights.?The Court decided a conf ession is? involuntary? unless the person is clearly informed of his or her right to remain silent, to have an attorney present during questioning, and have an attorney provided free if he can’t afford one. Miranda didn't have a lawyer present when questioned and wasn't aware this was an option; therefore, his confession was excluded from evidence and the conviction was overturned.?

Defining Causes of Amer. Revolu. essays

Defining Causes of Amer. Revolu. essays One of the defining points of history was the American Revolution. Endlessly covered in classrooms across the nation, it was a period that affected so many in such a small amount of time. Yet, what were the true causes of the American Revolution? The most basic of reasons are, of course, related to a nations economy. Many wars, even today, are sparked because one country feels it does not have equal trade relations with another and is getting the so-called short-end of the stick. This occurred over two hundred years ago, between England and the colonies, igniting the flame of freedom in the colonists. When the colonies were founded, the only goal England had was to increase the amount of gold in its Treasury. To do this, they needed a balance of trade in their favor. To accomplish this task, merchants used mercantilism in their system of trading with the colonies. Mercantilism is based on the belief that if a country possesses more land, than an increased profit can be made. However, England being an island, there was a set amount of land that could be had. In effect, Englands citizens and its government had to look elsewhere. The gaze turned westward across the Atlantic Ocean, to the New World. After conquering the eastern seaboard, England set about exploiting the natural resources in the colonies. For a time, the colonies shipped raw materials to English factories, who produced goods from these materials, then sold the products to the colonists for an increased price. However, this did not last, as England became increasingly greedy and went about conquering lands in the Far East, such as India, and other islands, such as Australia. England removed much of its influence from the colonies, leaving them with a period of salutary neglect, enabling the colonies to establish trading with many other countries. During this period of prosperity, England came to the realization that it...

Free Essays on A Place I Can Truley Call Home

When I moved to Flagstaff in August of 2003, I was very excited to be submerged into a wholesome college town. I couldn’t wait for the all the parties; the freedom that engulfs you when there are no parents to watch over your shoulder, and the school schedules that allows you to sleep in past ten. I guess you could say that I was excited to go to college rather than move to Flagstaff, Arizona. Coming from out of state made this adjustment a little harder than I would have ever expected. I loved my home in Northern California, so adjusting to a new home I felt was going to be very different. Being able to come to a different state, making a whole new set of friends stuck in my mind and I felt that it was time to pick up and move on from my home town Dublin, California. There are many memories that I will leave behind but a whole new world to endue here in Flagstaff, Arizona. So when I was asked to write a narrative essay on the â€Å"heart† of Flagstaff and what it means to me, I was somewhat intimidated by this town that I called home. Like any other college student, I quickly blew this assignment off and focused on other aspects of my life like what outfit I was going to wear Friday night and if I was going to make it home in time to watch Friends. With my homework assignments in the back of my mind, I accepted an invite to go sledding with some friends on the mountain. This majestic peak could easily be seen from anywhere in Flagstaff but had never been noticed by my adolescent eyes. With snowboots, gloves and sleds in hand, we made our way up the mountain. When we reached our destination we were amused to find that we were the only people over the age of six. But we did not let this diffidence restrict us from having fun. One by one we launched our bodies down the white runway, as if we were jets taking off into the blue sky. To me, this childish act brought back happy memories of winters when I was a kid pl... Free Essays on A Place I Can Truley Call Home Free Essays on A Place I Can Truley Call Home When I moved to Flagstaff in August of 2003, I was very excited to be submerged into a wholesome college town. I couldn’t wait for the all the parties; the freedom that engulfs you when there are no parents to watch over your shoulder, and the school schedules that allows you to sleep in past ten. I guess you could say that I was excited to go to college rather than move to Flagstaff, Arizona. Coming from out of state made this adjustment a little harder than I would have ever expected. I loved my home in Northern California, so adjusting to a new home I felt was going to be very different. Being able to come to a different state, making a whole new set of friends stuck in my mind and I felt that it was time to pick up and move on from my home town Dublin, California. There are many memories that I will leave behind but a whole new world to endue here in Flagstaff, Arizona. So when I was asked to write a narrative essay on the â€Å"heart† of Flagstaff and what it means to me, I was somewhat intimidated by this town that I called home. Like any other college student, I quickly blew this assignment off and focused on other aspects of my life like what outfit I was going to wear Friday night and if I was going to make it home in time to watch Friends. With my homework assignments in the back of my mind, I accepted an invite to go sledding with some friends on the mountain. This majestic peak could easily be seen from anywhere in Flagstaff but had never been noticed by my adolescent eyes. With snowboots, gloves and sleds in hand, we made our way up the mountain. When we reached our destination we were amused to find that we were the only people over the age of six. But we did not let this diffidence restrict us from having fun. One by one we launched our bodies down the white runway, as if we were jets taking off into the blue sky. To me, this childish act brought back happy memories of winters when I was a kid pl...

Defining concept of design thinking Essay Example | Topics and Well Written Essays - 1750 words

Defining concept of design thinking - Essay Example Design thinking is usually incorporated often into the innovation process as well as organisation. Design thinking is the art of coming up with creative and practical solutions to on-going or current problems with an aim and hope of a better future result. As such, design thinking can simply be taken to be a type of thinking that is solely focused on finding a solution (solution focussed thinking). Instead of just focusing on how to solve a specific current problem, design thinking majorly aims at finding the best future solution. As such, the concept commences with a goal. By taking into consideration both the future and present conditions and the problem parameters, design thinking makes it possible for alternative solutions to be explored and evaluated simultaneously. Therefore, unlike design thinking, the scientific methods only commence with definitions of the problem parameters on the way of finding a solution to the problem. It does not explore alternatives or possess the futu re dimension in its process. Thus design thinking looks at both ambiguous and known aspects of the problem to figure out the open available alternatives and hidden parameters which will lead to the achievement of the goal. Since the process of design thinking is commonly iterative, there exists a lot of starting points. For example, initial problem redefinition or other intermediate solutions. Design thinking is a multidisciplinary process covering fields such as engineering, law, psychology, marketing and economics among others. For example, in engineering, education is geared towards the creation of engineers who can think and create designs (Pourdehnead, et.al, 2011). However, design thinking is a complex subject and one of the approaches used in teaching engineers design is the project-based learning approach (Dym, et.al, 2005). Engineering design

Stakeholders Assignment Example | Topics and Well Written Essays - 500 words

Stakeholders - Assignment Example ent (which until his demise was being held by its founder Steve Jobs) has to run the company meticulously in order to maintain such profits and satisfy their stakeholders. Recently however, the company has been having ethical issues with their clients, the latest being that their iPhones’ iOS is pulling out addresses from the owner’s address book without their permission. This is a breach of privacy and security that are supposed to be enjoyed by the owner of the iPhone. A breach of privacy is one of the worse ethical codes to happen. The company has also been receiving criticisms due to their labor contracts where they even have child labor in their numerous company factories. It also has environmental malpractices as well as business ones. These are not only ethical but also legal issues that can bring the company down if nothing is done to combat them. The different stakeholders in the company will be affected differently by all these legal and ethical misconducts of the organization. The shareholders of the company will lose money once the company starts dropping in market share. Some will even sell their shares and this will start sinking the company. Apple has over 70% of its shares being held by institution and mutual fund owners (Gustin 2012), hence when they decide to sell their shares, the company will go under. Once the company starts losing its revenue and profits, the other stakeholders to be affected are the employees in the company including even the company workers. There will be massive layoffs in a bid to avoid incurring more loses and try to save a little to help the company recover to its glorious position. The company’s investors who are also among the stakeholders will also start pulling out to go invest in another company that is not marred by ethical and legal misconduct and may soon start paying damages in court when lawsuits start being filed as a result of the misconduct. Once the investors pull out, that is the beginning of

Bisphenol A (BPA) Essay Example | Topics and Well Written Essays - 250 words

Bisphenol A (BPA) - Essay Example It is known in recent years of the mid-20th century to have been widely utilized in the manufacture of bottles made of hard plastic as well as metallic containers for packaging food and beverage. BPA is primarily used in synthesizing polycarbonate high-performance plastics, epoxy resins, and coatings which are further required for a variety of yields and other applications. As being a potential contaminant which bears significant impact upon reproduction and growth in aquatic life due to leaching of BPA from landfills which consist of mixed wastes of disposing of plastic and metal objects. As such, organisms like fish, reptiles, amphibians, and several aquatic invertebrates have been reported to suffer from endocrine-based consequences upon exposure to moderately toxic BPA levels. Other relevant findings also demonstrate environmental hazards posed by BPA on terrestrial wildlife and leguminous plants through its interfering action on certain processes required for biological developm ent. BPA is found to cause disruption of endocrine and neurological functions, obesity, brain tumors, thyroid problems, and cancer in human beings among others. I suppose that, as a concerned citizen, I can help minimize the impact of BPA on my environment and on my own health by completely refraining from or reducing at least the use of polycarbonate products. I would take the time and effort to join some anti-BPA campaigns whenever I can and communicate to the public the most to support the endeavor of seeking alternatives to BPA.

Children literacy Essay Example for Free

Children literacy Essay The purpose of this story is to improve children literacy. This story helps children to learn different animal names and different things. User can listen and read to story as well. Audience: The audience of this story are children age 4 7 and this story will help them to learn names of different things and animals and will improve their grammar. I found that by reading the story and it also has been mentioned on the website. The purpose of final product is to provide entertainment so I will need to include this feature however I will make sure that the text on my animation is appropriate and simple so that the audience can understand it easily. Techniques used: This animation has used a number of techniques to make it professional and attractive which eventually makes it successful. The animation has used buttons to navigate from scene to other by clicking the story bear or next. Users can start the story again if by clicking back to the start. This buttons are very useful as it allows the user to skip the scene or start the story again if they have missed any scene. I will also make that I use buttons on my animation so that user have some flexibility and can navigate easily. These features will make my animation professional and suitable for my audience. At the start of the animation there are two options to watch the story with sound or without sound. This is the technique used by most professional websites, it helps user to understand the story more easily and make the animation suitable for its purpose. This animation asks user to click on different things, when user click on an object the next scene can be watch. This means this animation has used different objects on different scenes as a button. I will use this technique on my animation as it will allow user to interact with the animation which will keep the user interested in the animation. This technique also makes the animation very professional which is a positive aspect about this animation. The object to click on An effect has been added to some objects so when a user is going to click on it and pointer is on it. The appearance of the object will change; a white border will surround this object. This technique will help users to show that this is the right object to click on to watch next scene. This technique is shown on the above screen shot. In this animation the objects has been used as buttons to make it interactive I will use this technique in my animation. I will also use objects or characters as buttons, which will allow users to watch next scene. I will use buttons on my animation and add effect so that the appearance of these buttons can be change when the pointer is on it. This technique will make my animation more eye-catching and aesthetic. The zoom in and out technique has been used several times in this animation. This technique helps user to see the close of the objects which will help them to understand the story. This is a very useful technique as it clearly shows what is happening in the story. I will use this technique where it is important. This will help me to meet the professional standard. This animation has used clouds and question mark to show that the characters are thinking. The face expression also shows that the characters are thinking because of the eye movement and hands position. Below the screen shots shows the two different characters of the story thinking. This animation is very professional because it shows the face expressions. The face of the Micky becomes red when he is angry. Below the screen shots are showing two different emotions. This is a high quality technique as this makes the story interesting and realistic. I will use this technique in my animation; I will show the facial expression of my characters to make my animation attractive to its audience and professional. This animation used a lot of motion tweens to show the movements. The legs of the characters move forward to show the walking effects, hands move to show that they are talking and thinking. At the start of the story the leaves are falling down. The birds beak is moving to show the talking effect, the eye balls of almost all characters are moving and the story bear is moving his one foot while thinking. This is a positive aspect on this animation as it makes the animation more interesting and realistic. I will definitely use motion tweens in my animation to show the characters walking and playing and to show the movements of objects. This will help me to create a realistic and appealing final product. Navigation and interaction: This animation is users friendly as its navigation is very effective. To watch the next scene users have to click next or story bear button, this button will also helps user to skip scene. There is another button start the story again which allow user to watch the story again. This gives the user some flexibility. This animation interacts with the users a lot as user have to click the button to watch the next scene and it also asks user to click on different objects. This animation allow user to get involve in the story which will keep their interest till the end. Strengths: Techniques: There are number of good points about this story. These strengths make the animation suitable for its purpose and audience. First of all the animation has used range of techniques. Such as motion tweens, zoom in, face expressions and user interaction. These techniques made the story interesting and professional. This animation also uses clouds to show what the characters are thinking. I will be using some of these techniques to ensure that my product is to the best possible standard. Another good point about this animation is that the scenes flow in a sequence which makes it suitable for its audience, as it is very easy for its audience to understand what is going in the story. I will make sure that the sequence of scenes of my animation is easy to understand and appropriate for my target audience so that they can enjoy the story. Characters and objects: This animation has got six different characters and used a lot of objects. The number of characters are appropriate as they not too much which makes the animation crowdy and audience would not be able to understand whats happening in the story or there not very few characters which makes the story boring. I will also make sure that the number of characters in my animation is appropriate so that my animation is not boring or crowded. This will make my animation suitable for its audience. Sound and text: The story has an option which allow user to listen to the story as well as reading. This is a good point of this animation because it makes the animation suitable for the purpose it has made for by improving their listening skills. The text of this animation is appropriate for its audience and help to keep the users interest till the end. I will include sound and text on my animation so that the users can understand the story easily by listening or reading it. This will give users some flexibility. I will also include some other sounds for example sound of a ball kick to make my animation vibrant and professional.