In 1889 in Austria Adolf Hitler was born. Over the course...

In 1889 in Austria Adolf Hitler was born. Over the course of his life, he would go on to become the most infamous dictator of all time and cause the death of over eleven million people. Hitler was originally born in Austria, although felt great pride for the German people and decided to join the German military during World War I. During the war, hitler was hit with mustard gas and was temporarily blinded. During this time Hitler heard of Germanys surrender through radio, eventually regaining his full sight back. Germany was the worlds scapegoat after the war and was burdened with paying for all of the damages and became a laughing stock. Hitler swore to bring Germany from the ashes by planning a rebelion. As good as this looked on†¦show more content†¦This persecution let up during the 1936 Olympics in Berlin, but then continued straight after. Hitler believed that his perfect arian ideal needed to be shared with the rest of the world, so in 1939 Germany, Italy, and Japan began to invade starting World War II(WWII). The countries that would come to be known as the Axis powers took France, Bulgaria, Hungary, and many more countries, while being faught by (mainly) the Soviet Union, Brittain, and on December 7, 1941, America. December 7, 1941 was, A day that will live in infamy. Said president FRD as the Japaneese bombed a naval base in Hawaiin called Pearl Harbor. This attack sent us flying into the war both figuratively and literally. One of the most memorable parts of the United States war effort was the construction of the Tuskegee Program. At this point in United States history, in many states the Jim Crow Laws were in place. Much like the Nuremburg Laws, the Jim Crow Laws restricted blacks from using many public utilities such as water fountains. The Tuskegee Institute was tasked with teaching black piolets how to fly as an expirement. At this time blacks were thought of as mentally and physically inferior to whites and the Tuskegee project was supposed to fail. The Tuskegee Airmen or Red Tails as they came to be called exceded expectations and did as good, if not better than the white piolets as they never lost a bomber. Back in Germany, the NuremburgShow MoreRelatedAdolf Hitler Essay935 Words   |  4 PagesAdolf Hitler Adolf Hitler changed the course of history. His childhood strongly shaped his personality. There were many deciding factors that determined the kind of person Hitler finally became. Adolfs father was Alois, an illegitimate child, his mother was Marie Schickulgruber. Alois took his fathers name Hitler before Adolf was born. Alois was already a successful border guard when he was 18, and later became an Austrian customs official. 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Communication task Free Essays

British sign language which is a specific sis language that is used in Britain, the use of megaton, which is a simplified verse n of the British sign language that is used for children or those with disabilities or the use of signs, symbols, pictures, writing and finger spelling which gives a person that I s unable to talk or hear an effective way to communicate with friends, family and career believe that interpersonal interactions are just as important as any other method of communication this is because the way interpersonal interactions are used ca determine many things within a conversation e. . If you have poor body langue age like crossed legs and playing with a pen it suggests that you are not paying attention n and you are not interested in what the other person is saying. We will write a custom essay sample on Communication task or any similar topic only for you Order Now Will now explain the e role of effective communication and interpersonal interactions within two scenarios. Scenario 1 Alfa will not leave his room after accusing other residents in a residential home for stealing his money before the career found this money in Alfa pocket. The care r would have to communicate with Alfa to help the situation as a one to one context to encourage Alfa to feel comfortable as he may not feel comfortable talking about the situate ion when other residents or careers are present because he may feel embarrassed. As Alfa is a welsh speaker a career that has the ability to speak welsh should b allocated to talk to Alfa to prevent any language barriers that may arise. This WI II be a formal conversation between professional and a person using the service. The career will have to use oral communication as it is the most effective WA y to gain an immediate response and to be able to show your emotion such as using b DOD language. Body language is an important nonverbal interpersonal interaction because it can show another person our emotions e. G. If you are moving around and lo king away lot it can suggest you are not interested in what they are saying and also it c an be altered to gain another trust and to ensure they feel comfortable. The career would have to speak in a respectful manner towards Alfa and adder sees his collect to be able to communicate effectively e. G. It is disrespectful to speak to your elders with slang unless you know them very well because it may offend them or they may simply not understand a youths slang such as ‘alright lad’ they don’t ACTA ally mean that they are talking to a male its a nickname for a friend or someone they an Alfa has a hearing problem so he wears a hearing aid which is a technological al aid to communication however even with the hearing aid the career should use a Simi plea lexis and speak clearly so that he can understand, the career should also be facing A If so that the career’s voice is projected towards him more efficiently. The career would have to use nonverbal interpersonal interactions by shows Eng a positive posture which consists of not crossing your arms and legs. By showing g this positive posture the career is showing Alfa that they are interested in his though TTS and feelings of the situation. The career would also use reflective listening by asking g Alfa questions to empower him. Facial expressions are read when a face to face conversation is taking place so the career should ensure that they have a gyms atheistic and caring facial expression to encourage Alfa to talk about the way he feels, the e career should ensure that they do not have an angry or happy facial expression became use this might suggest to Alfa that the career is annoyed with him or finds the situation f noun which may encourage Alfa to feel uncomfortable and anxious. Following the meeting the career should use written communication to log t e situation down into a book such as an incident book, so that if needed to the information on is there permanently so it can be reviewed. The career could also use technological communication by Emailing or testing the main career to inform them of the sis tuition that has occurred because tech analogical communication is the most effective way if you need to inform someone of something and do not need an immediate response Scenario 2 Rosier is a young women who is terminally ill, she informs the career that she re ally wants to leave hospital to go home. The career would have to communicate with Rossi e and Rookie’s family within a group context, this will be because as Rosier deteriorate s her family would be held responsible to care for her as well as a district nurse. The career would have to use technological communication to contact a doctor or that can inform Rosier and her family of all the effects that can occur if Rosier is to g o home. Rosier would have to communicate with a professional to find out whether she can go home and if so what precautions should be taken. Different professionals would have to work together to try meet the needs f Rosier which is multidimensional working, this can include Rookie’s career, a doctor an d a counselor working together to see if it is suitable for Rosier to go home. The career should empower Rosier by encouraging her to tell the career why s he wants to go home, the career could use silence while Rosier is talking because the pop e r Of silence is significant however at the same time the career should be using facial expressions and body movement to show that they are listening. The career c loud place her hand on Rookie’s shoulder to communicate through touch, this shows that he career is understanding and is trying to comfort Rosier. 2 As Rosier has a different dialect to the career because she is from different r colon Rosier pronounces words differently and also uses different words and phrase s e. G. Rosier is originally from London and has the cockney accent, the cockney ace changes a lot of words e. . The English word hair they change to Barnett, the c are would have to listen attentively to ensure that she does not misunderstand what Or sis IS saying. Rookie’s counselor suggests that she could use arts and crafts to release her negative motions as arts and crafts are known as therapeutic activities which are often n used with children and adults that have mental health Illnesses to boost their moo d. As Rookie’s condition deteriorates she may become unable to communicate effectively through oral communication so the career should teach her different signs and symbols to use to communicate, signs and symbols are very helpful for people that ca not communicate orally or people that simply do not want to because of a condition on such as selective mutatis, they can use these signs and symbols so that the people AR undo them can understand what they want to say or need. There are many different aspects to being able to communicate effectively and most of them are used in our everyday lives e. G. Communication forms such as text messaging are used all the time to connect with our friends and family. After explaining the role of effective communication and interpersonal interaction in a health and social care context it shows just how important effective communication is to be able e to be understood. Effective communication is important because without it patients wouldn’t e able to receive the care that they need because of poor or no communication interpersonal interactions are also important so that the emotion behind ha t a person is saying is not misunderstood. 3 PA Discuss theories of communication will be discussing two theories of communication one as a that applies to a o en to one context and the other as a group context. Jean’s theory assists in giving effective communication to patients, this once auroras the patient to trust the caregiver. Jean’s theory (1986) consists of a technique called ‘SOLES and each letter h s a different step in order to communicate effectively. Jean’s theory can only be used in a one to one context however it can be formal or informal. The ‘S’ is for sitting at a comfortable distance and angle, the ‘O’ is for open p suture, the ‘L’ is for leaning,looking and listening the ‘E’ is for effective eye contact and the ‘ R’ is for remaining relatively relaxed. A situation that is suitable for this theory would be a General Practitioner TA King to their patient, this is suitable because it is a situation where the context is one to on e and it is formal. A GAP would use the ‘SOLES’ technique from the moment their patient walks through the door, they should be sitting at the right angle which is head on to the patient and they should be sitting at a comfortable distance not too close and not too far away because e the patient may feel that they are not important if they are sat far away however they ma y feel intimidated if the GAP sits too close to them. They should sit with an open posture with their arms and legs uncrossed to prevent the patient from feeling that the GAP is uninterested. They shouldn’t put anything I n between themselves and the patient e. . A table, a cup Of coffee/ tea because this may give the impression that they are putting a physical barrier in between a professional and a user of the service which can cause the patient to feel they do not want to have a connect ion with the GAP leading to the patient not telling the GAP what their problem is. When a GAP is talking to their patient they should lean forward every now an d then, they should look as if they are genuinely interested and listen attentively all these s tepees empower the patient which should encourage the patient that they can take control Oft e conversation supporting their confidence. A GAP should use effective eye contact when communicating to a patient to ensure the patient knows the GAP is listening to them which should be done by looking at the but not staring, however if the patient has a condition such as anxiety this may make them feel uncomfortable and anxious. The GAP should remain relaxed and talk with a calm and almost sympathetic voice throughout the session so that the patient does not become panicked however re if the patient becomes aggressive the GAP should talk in an assertive voice and try to diffuse he situation encouraging patient to calm down. Jean’s theory would also be effective when a counselor is talking to their p tenant however it wouldn’t be effective at a work meeting because this is within a group and Egg Nan’s theory is for a one to one context. Barnyard’s theory is used within groups and could be formal or informal. It works by noticing the dynamics within a group and preventing or encouraging them. Barnyard’s theory could be used at a daycare centre because this is a group. In the group some children have been attending for a long time and some may be new, so the children that eve been there longer have had chance to bond and get to know each other whereas the newer children may no t want to be there and may try to be destructive toward ads the discussions or just too shy to bond with others. How to cite Communication task, Papers

Death Cab for Cutie - Transatlantisim free essay sample

Death Cab for Cutie: Transatlantisim Theres never a really definitive way to describe Indie Rock sensation Death Cab for Cute. Their style seems to sprout right from the Beatles Across the Universe and I am The Walrus, taking the flowing, hallucinatory feel and molding it, making it their own. This is what they do in their sixth album, Tranatlanticism- easy listening thats hard to pronounce. You dont have to do much while tuning in, just relax and listen to the lyrics and songs that begin to fold into one another. Some are upbeat, some are appropriately melancholy- loud, soft, angry, sad, hurt and healed- it takes you through a kaleidoscopic range of tempers. The lyrics, some seemingly nonsensical and others perfectly clear, are done in a smooth, almost careless tone. The singer meanders through each song with cool detachment, tone and melody clashing just enough to be artistic. We will write a custom essay sample on Death Cab for Cutie Transatlantisim or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They paint a picture with their words- captivating the listeners under their spell until the very end of the song. So if youre looking for an album thats a touch of something different, something cliched, and something beautiful, take a look at Transatanticism- it might just be what youre looking for.

North and South by Elizabeth Gaskell Essay Example

North and South by Elizabeth Gaskell Paper Throughout North and South, Elizabeth Gaskell portrays the relationships between various characters on either sides of the evident class dichotomy that exists all through the novel. Gaskell uses various individuals to portray different opinions and perspectives of this divide. Thereby presenting similarities and differences through common ground and differing views on the many issues on display within the novel itself. Elizabeth uses the individuals to transmute one anothers perceptions or indeed misconceptions of each other in ways that shall be explained. One can initially point to Margaret as an individual who is used to negotiate the class divide throughout the opening chapters of North and South. The title itself and the change of title from Margaret Hale to North and South shows the importance of the heroine, Margaret in breaking the divide between North and South. In Chapter One Margaret begins as a member of Shaw household, an upper middle-class family then progresses to the Hales, her true parents who are lower in social status and wealth. This shows the nature of Margarets character early on and how she shall in time progress further and negotiate between classes in greater depth. This continues immediately with her new life in Milton, upon where she sees a mill worker savagely beaten for little conceivable reason. This highlights Gaskells aim in using Elizabeth to create a degree of sympathy for the demonised militant working-classes of the industrial era. This can be seen to an even greater extent with the relationship struck up by Margaret with Higgins and her resultant friendship with Bessy. We will write a custom essay sample on North and South by Elizabeth Gaskell specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on North and South by Elizabeth Gaskell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on North and South by Elizabeth Gaskell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Indeed, this is a relationship stuck up by Margaret; showing her empathetic roots and wish to cross the evident class divide. We see that Margaret asks Bessy May I go with you and truly cares about what kind of life have you [Bessy] led? This all occurs during the opening chapters, creating a perception of Margaret as a character who wishes to find common ground between classes through relationships forged; thus crossing class boundaries. Mr Thornton is another individual whos relationships with others and those of other classes are telling and in many ways cross the divide more inherently than Margaret. The reason for this lies within Mr Thorntons working-class background and his rather meteoric rise to wealth, thus climbing the ladder of social status. Whilst he may be seen by many as a typical mill owner, treating his workers with a fist of iron, the importance of his character is evident. He has shown that money can allow one to transcend all notions of class as Mr Thornton now entertains the Mayor and important officials from London. Indeed later in the book Bessy was surprised that the educated and sophisticated Hales had been invited to the Thorntons household as she states to Margaret, beggin yo pardon, yo not got much money. However this may be an attitude more prevalent in the north of England and Milton, where money seemed to be valued above all. Thus highlighting the inherent split explained by the title itself, between North and South. This contrast can also be seen in the way in which servants are treated in the North and South. Indeed, the Hales have a perceived southern perspective and treat Dixon with respect and allow her freedom to choose her own staff and run the household. This relationship was greatly frowned upon by Mrs Thornton who observed your servant isnt busy enough Mrs Hale. This highlights the difference between classes and the way in which these differences are approached by different people. Whilst the Hales whose reputation was established through right of birth, the Thorntons worked for their money and rose from humble beginnings to a newly created class of the neauvou-riche. This phenomenon was far more prevalent in the industrial town and mills of the North rather than the more established industries of the south where class was a much more fixed and deep seated issue. However it appears that Mrs Thorntons humble beginnings have led her to be more disdainful of those socially below her than the Hales. She snapped at her maid and gave a scornful look. Mr Hale too can be seen to treat the mill workers in a similar fashion, I need to work them hard, they deserve to more. It is consequently clear that whilst the class divide is acknowledged and largely adhered to by both the Hales and the Thorntons (with the exception of Margaret), the Thorntons appear much more rigid in their beliefs. In conclusion it is apparent that Gaskell negotiates the relationships between classes and individuals in the opening chapters of the novel by addressing the key dichotomy and the different attitudes to it. The opening chapters can be seen to show a plethora of contrasting beliefs and actions, serving to highlight the evident class dichotomy. It is also evident that Margaret as a character is being used to find similarities and develop positive relationships between classes as she does with the Higgins. Quite contrary to this is the attitude of Mr Thornton and his mother for the opening chapters and this relationship shows the difference between attitudes of the North and South. Indeed, one may argue that whilst the Thorntons have wealth and social status, they do not have class, thus they can never truly fit into the aristocratic society they evidently crave.

Conquest of New Spain (-Bernal Diaz) essays

Conquest of New Spain (-Bernal Diaz) essays The intentions of the Spanish were to both acquire wealth in the form of gold, as well as convert the Aztec people to the Christian faith during their conquest of Mexico. However, the Spaniards became engulfed in their own greed, and in the end gold became their main obsession. Being the highly religious people that the Spaniards were, converting the Indians into Christians in order to save their souls was important to them, thinking the Indians polytheistic religion was inferior to their own. After victory in the wars that usually ensued while trying to forcefully convert the natives, the Spaniards became accustomed to receiving many gifts as peace offerings from the Caciques of the tribes. This was a major factor in lighting a fire under the Spaniards ever-increasing greed for more gold. Based on these facts and events, along with others that I will discuss, the lust for gold was clearly of more importance to the Conquistadors than was the converting of the Indians to Christianity. To begin, the only reason Diego Velazquez originally sends Cortes expedition to New Spain is because previous trips, such as the one by Francisco Hernandez, had returned a great deal of gold to him. This message of a land full of riches then spread, and soon ...those settlers and soldiers who possessed no Indians were eager and greedy to go (p. 27). Everyone including the already wealthy citizens who held high positions in the community, to the poorest peasant who could barely support himself wanted very badly to, in some way, be a part of the expedition of Cortes. The Spaniards met and dealt with many different Indian groups along their voyage, but the events that occurred with each were very similar. This being said, their first encounter, which happened to be with the Tabascans, can be compared and adapted to meetings that took place with almost any of the tribes that Bernal Diaz describes. ...

Advantages Of Social Media

Advantages Of Social Media Connections. You are friends with people who have other friends, and so on. By using a social networking site, you can do what you can and get connected with these people to form a web of connections that can give you leverage if you play your cards right. Breadth of Knowledge -connectedness that students can experience through social media use. It is now easier than ever to know (or find out) something about almost anything in the world through connected media. Additionally, students can be connected to a broader base of opinions and world views through instantaneous global connections. Technological Literacy – All social media relies on advanced information and communication technologies that seamlessly work to build and support technological literacy.. Worldwide Connectivity, No matter if you are searching for that former college roommate, your first grade teacher, or an international friend, there is no easier or faster way to make a connection than via the social network . Although Facebook, Twitter, LinkedIn and MySpace are probably the most well known social networking communities, there are new websites popping up regularly that are dedicated to allowing people to connect and to interact via the Internet. These connections can help one with a variety of things such as: Finding romance, Seeking a new job, Locating assistance, Getting and giving product and service referrals, Receiving support from like-minded individuals, Making or receiving advice on career or personal issues. In many ways, social communities are the virtual equivalent of meeting at the general store or at church socials to exchange news and get updated on friends and families.. Commonality of Interest, When you opt to participate in a social network community, you can pick and choose those individuals whose likes and dislikes are similar to yours and build your network around those commonalities.You can meet with your friends anytime you have an Internet connection and whenever you find them online. Real-Time Information Sharing, Many social networking sites incorporate an instant messaging feature, which means you can exchange information in real-time via a chat. This is a great feature for teachers to use to facilitate classroom discussions.In addition, the Internet is the ultimate online textbook. Students no longer need to take out six library books at a time. Much of what they need to know they can find online. Free Advertising, Whether you are non-profit organization who needs to get the word out about your upcoming fundraiser or a business owner marketing a new product or service, there’s no better way to get your message in front of millions of people 24/7. The best part is it that you can spread the word through social networking profiles for free. Increased News Cycle Speed, Social networking has revolutionized the speed of the news cycle. Many news organizations now partner with social networking sites like Twitter, YouTube, and Facebook in order to both collect and share information. One can get a sense of what is going on in the world just by watching trending topics from many of these sites. This has led to the development of a near instantaneous news cycle as millions of social networking updates rapidly spread news and information.

Personal Motto Essay Example | Topics and Well Written Essays - 750 words

Personal Motto - Essay Example Although drawing inspiration from a fantasy film may be somewhat strange, my personal motto has been heavily influenced by the film â€Å"Sucker Punch†. Although the film’s message and even plot line are somewhat substandard and not overly engaging, there was a line that was delivered within the film that has greatly influenced my personal motto and made a very large impact upon the way in which I integrate with life and view my own personal stance towards issues both great and small. As such, the line is as follows: â€Å"If you don’t stand for something – you will for anything†. Due to the relative simplicity of this quote, it cannot be fully attributed to the writers of the film and ultimately traces its origins as far back as Alexander Hamilton who said the following: â€Å"Those who do not stand for anything, fall for everything† (Wolf 155). As a function of the underlying truth that this denotes, it is not surprising that this type of t hought process has been explicated at various points throughout history. As a personal motto, this has helped me to realize the importance of choosing a firm and definitive stance on key issues as well as seeking to self-analyze with regards to many situations that I might otherwise take for granted. Although many mottos are designed as a means of cheering one up with regards to the otherwise mundane or seemingly hopeless nature of life at times, this particular motto is able to engage in me a sense of moral determinacy and ethical strength in situations that others might merely accept at face value. It is important to note within the context of this particular motto that this is not used to define and divide each and every situation that this author integrates with on a strictly black and white basis of ethics or morality; rather, it is used as a rubric for determining which instances demand a firm stance on the issues and an analysis of all of the factors involved and which do not. By seeking to differentiate key components of ideas based upon their ind ividual merit, it is possible for the individual to seek to better integrate with the underlying truth or fallacy that a given concept or approach denotes. In such a way, one can separate fact from fiction and attempt to engage an issue that is partly right or partly wrong rather than merely rejecting it out of hand or accepting it wholesale. With regards to which of the chapter of the text most definitively relate to the motto that has been chosen, it is the belief of this author that the chapters which most closely integrate with the motto include the following: self-awareness as well as goals and obstacles. By analyzing beliefs within the framework of this particular motto, it is possible for me to come away with a much clearer view of what is important and on what aspects of belief and principle it is possible to engage with. Similarly, with respect to goals and obstacles, such a motto allows for the author to view a situation from the core of its meaning and separate a situatio n based upon the obstacles to understanding, morality, ethics, and practice that it represents. As a function of such an interpretation framework, it is possible to then formulate one’s goals in a much more expeditious manner and engage life with a more complete understanding of situations than one could if they merely accepted them at face value or within the framework of how others have accepted them within the past or present. Although it is not the belief of this author that the motto which has been enumerated upon is the be all and end all of ways to interpret reality, it has been highly beneficial with regards to being able to delve deeper into key situations and observe the component parts of an argument or way of life that would otherwise not be considered. At the risk of intellectual arrogance, such an approach is also beneficial from the perspective of an individual who is natural skeptical by nature and seeks to understand the level to which information is

Genral planning (related to the city that you choosed) Essay

Genral planning (related to the city that you choosed) - Essay Example This paper focuses on land use planning as an important element in the general planning of the city of Los Angeles. With a population of nearly 3.8 million people as per the 2010 census, Los Angeles city is currently the most populous city in California. The city is known all over the world as a center of entertainment, culture, trade and technology. As home to the Hollywood entertainment industry, Los Angeles is also home to many of the world’s celebrities. The general plan of Los Angeles was primarily designed to be a strategy of the future growth of the city using the population forecasts as the basis of planning. Consequently all the elements of a city’s general planning are intended to accommodate the future populations in a way that enhances environmental conservation. Just like many other cities around the world, demographic and spatial changes such as transport congestion are proving to be the major challenges facing sustainable land use in the city of Los Angeles and its environment (Davis, 23). As a result, land use planning in Los Angeles has been largely based on the principles of sustainability in an attempt to mitigate both the present and future challenges regarding the dynamics of urban land use. Additionally land use planning in the city of Los Angeles is also designed to promote the growth and development of both the residential neighborhoods and commercial districts of the city with regard to the future growth in population. The general planning of the city of Los Angeles has designated specific locations to be used for particular new land uses. The land use in these locations is determined by the respective community plans. A number of land use categories in the city of Los Angeles are in the areas that were originally designated for industrial, commercial and residential uses. It is however worth noting that the

Erickson’s Psychosocial Theory Essay Example for Free

Erickson’s Psychosocial Theory Essay Erick Erickson is a well known theorist. He was a student of Freud and was greatly influenced by his work. Eriksons theory is known as one of the best theories of personality in psychology. While he accepted Freud’s theory of psychosexual development, he felt that it was incomplete. It did not recognize social and cultural influences It did not recognize development changes beyond adolescence It did not put enough emphasis on ego development This theory focused primarily on development of neurotic and maladaptive behavior and did not give enough consideration to healthy development. Erikson believed that personality developed in a series of eight stages. He argues that development occurs across a whole lifespan. He developed his theory based on the basis that cognitive and social development occurs at the same time. Erickson believed that during development people go through a series of psychosocial crises. These crises identify a conflict between two personality conflicts. Erickson developed detailed definitions of these psychosocial stages and the crises associated with each one. Each stage builds on the preceding one and prepares the individual for the next (Martin Fabes 2009). The 1st stage is trust versus mistrust (Main Question: â€Å"Is the world a trustworthy place?). This stage focuses on infants needs being met by parents. Infants depend on their guardians for food and comfort. Their understanding of society comes from their interactions with their guardian. If a child is exposed to consistent positive interactions, and dependable care, the infant will build trust. If the parents fail to provide and meet the basic needs the child will feel a sense of mistrust. Stage 2 is Autonomy vs. Shame Doubt (Toddlers 2 to 3 years). Main Question: Can I do things myself or must I always rely on others? As children gain control over their body and motor skills they begin to claim possessions and develop a sense of independency. However, parents still provide a key role of  security from which the child can venture out to assert their will. When parents’ are patient and encouraging it helps promote autonomy. Otherwise, they are likely to impose the child with a sense of doubt which decreases their willingness to try new tasks. Stage 3 is Initiative vs. Guilt (Preschool, 3 to 6 years).Main Question: Am I good or am I bad? At this stage, children want to begin and complete their own actions for a purpose. They are learning how well they can do things. They are also learning that, just because they are able to do things, does not mean it is a good idea to do it. Guilt is a new emotion at this time. Children are beginning to learn that some behaviors may make them feel unhappy about themselves. They are beginning to develop sense of right and wrong. Stage 4 is Industry vs. Inferiority (6-12). Main Question: Can I make it in this world? At this stage children begin to develop a sense of pride in their achievements. This is a crucial time for teachers because they play an increased role in the child’s development. When children are encouraged and reinforced for their initiative, they begin to feel industrious and their confidence is increased. If this initiative is not encouraged or controlled by parents or teacher, then the child will feel inferior and doubt their abilities. Stage 5 is Identity vs. Confusion (early teen). Main Question: Who am I? What can I? During this stage there is a transition from childhood to adulthood, which is very important. This is when the child becomes more independent, and begins to look at the future in terms of career, relationships, families, housing, etc. They explore and begin to form their own identity based on the outcome of their experiences. The sense of who they are can be hindered, which causes confusion about themselves and their place in the world. Stage 6 is Intimacy vs. Isolation. Main Question: Can I love? During this stage it is the period of early adulthood when people are exploring their personal relationships. Erikson believed it was important for people to develop close and committed relationships with others. Those who are successful at this stage will develop secure relationships. Erikson believed that a strong sense of personal identity was important to developing intimate relationships. Stage 7 is Generativity vs. Stagnation (middle adulthood). Main question: Can I make my life count? During establish this stage is when adults careers. They settle down within a relationship and begin to develop a family of their own. There is a sense of giving back to  society through raising children, working, and being involved in community activities and organizations. When adults fail to achieve these objectives, they lack self worth and feel unproductive. Stage 8 is Ego Integrity vs. Despair. Main question: Am I happy with the way that I have lived my life? This is the final stage of development in which adults grow older and become seniors. They tend to slow down in general. During this time they think about their accomplishments and are able to develop honesty about our achievements. This is when it is decided how productive one has been and if life goals have been accomplished (http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development). Critique: Erickson was one of the first psychologists to become aware of the influence of culture on behavior. His theory focused on three key points: Body Mind Culture Erickson acknowledged cultural differences and contributed significantly to the study of adolescence and how they formed their identities. He felt that we should look at life in its entirety. He believed that development expanded through adulthood and that there were crises that adults encountered. His theory conflicts Freud’s in the fact that his emphasis was on the role of the ego rather than the id. This makes Erickson’s theory more positively oriented than Freud. Erickson’s theory is geared toward a positive outcome. However, many theorists doubted Erickson’s academic integrity. There is also very little research that has been conducted on childhood and adult psychosocial crises. It has been noted that many of Erickson’s theoretical propositions are difficult to test. Some were even impossible (Martin Fabes, 2009). It has also been argued that Erickson’s theory is more applicable to boys rather than girls. â€Å"There is debate as to whether people only search for identity during the adolescent years or if one stage needs to happen before other stages can be completed† (http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development). Reflection: Out of all theorists that I have studied, Erickson is by far my favorite. After exploring Erickson’s stages of development, I agree that his theory does describe the changes in one’s life. I do feel that we face a  crises/conflict in each stage. Although I cannot remember my early stages of development, I have experienced them with my children and as a teacher I have witnessed these crises. At this time I have a child in each stage of development. I know my infant depends on me and I feel that if I do not meet his needs he will develop a sense of mistrust. I also have a child that worries about fitting in and constantly worries about relationships with friends. I feel that I am currently in the middle adulthood stage. I have settled down. I have a family, and I have started a career. Erickson stages of development are especially useful for teachers. Teachers as do parents, play a key role in helping or hindering children in their personality development. Erickson viewed development as a reflection of relationships with parents and family within the broader context of society (Brewer, 2006 p.21). Teachers that follow Erickson’s belief will develop programs that allow children the opportunity to build trust and bonds. School age children are dealing with the demands of learning new skills, fitting in with their classmates and accomplishing goals (Morrison, 2007p. 125). I believe that Erickson’s stages of development will be beneficial in assisting teachers with observing and responding to their students needs. Resources: Morrison, G. (2007). Early childhood education today (10th ed.). Upper Saddle River, N.J.: Pearson Merrill/Prentice Hall. Brewer, J. (2006). Introduction to Early Childhood Education: Preschool Through Primary Grades (6th ed.). Boston, New York: Pearson/Allyn Bacon, Martin, C., Fabes, R. (2009). Discovering child development (2nd ed.). Boston, NewYork: Houghton Mifflin Company. http://info.psu.edu.sa/psu/maths/Erikson%27s%20Theory%20of%20Psychosocial%20Development%20%282%29.pdf http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development

The Problems with Our Justice System :: Argumentative Persuasive Topics

The Problems with Our Justice System    The present system of justice in this country is too slow and far too lenient. Too often the punishment given to criminal offenders does not fit the crime committed. It is time to stop dragging out justice and sentencing and dragging our feet in dispensing quick and just due. All punishment should be administered in public. It is time to revert back to the "court square hanging" style of justice. This justice would lessen crime because it would prove to criminals that harsh justice would be administered.    Murder should be punished in a manner similar to the way it was committed. A man convicted of a cold-blooded shooting murder such as a drive-by shooting should go before a firing squad. Each man in that firing squad would fire one at a time so the convicted would not know when the angel of death would come for him. A man convicted of strangulation murder should be hung at high noon. A man convicted of a beating death should be slowly beaten until death comes. A Jeffery Dahmer style murderer should suffer dismemberment and decapitation.    Second time offenders of sex crimes such as rape should be castrated and emasculated slowly with a dull, rusty knife. The criminal should be revived every time he passes out from pain. This heinous crime deserves this much at the very least. After all, this person has violated another person and taken something away, a trust that can never be fully restored. The victims of these crimes never fully trust again.    Offenses such as robbery, drug dealing, vandalism and DUI should be dealt with according to the number of crimes committed. Robbers and thieves should lose fingers, joint by joint. Multiple offenders should lose their hands. Drug dealers should be put to death by overdose of the drugs they peddled. Vandals should be dealt with in the same manner as in Singapore, caning. Multiple offenders should be beaten to death. Multiple offenders of the DUI laws should be killed by alcohol poisoning except in the case of vehicular homicide in which the offender should be put to good use... as a crash test dummy.    In all crimes the accused should have his crime tattooed of the top of his right hand.

The Evils of a Broken Bone

Finally, the wait was over. Finally, after nine never-ending weeks, I could climb, swim, play, and once again partake in the numerous activities that fill the lives of six-year-old girls. The hard, bright orange constraint around my arm had been weighing down my life, and keeping me from being the carefree child that I knew should be. Finally, as I sat in the back seat of the car headed towards the doctor's office, looking out the window at the soft snow, I knew this weight would be removed once and for all. I wondered what it would feel like to move my arm again, and I smiled at the thought of such freedom. I hadn't been so free since that dreadful day nine weeks ago. Mrs. Thompson had just dismissed us for recess, and I sprinted through the doorway into the sunlight. The world was wonderfully bright with fall colors, and I ran out to the playground with the leaves crunching beneath my feet. I looked around the playground, trying to decide where I would play that day. Every piece of equipment was a colored a different vibrant shade. The blue monkey bars were closest to the school, with the yellow and orange wavy slides behind them. Then there were the green swings and the huge black tires sticking up from the ground. None of those things seemed very enjoyable to me, so after some consideration I walked over to the dome-shaped jungle gym to the left of the swings. It was huge, with shiny red bars criss-crossing like a spider's web. I was feeling extra adventurous that day, and my goal for those twenty minutes of recess was to reach the top of the dome by climbing from the inside, suspended upside-down from my arms and legs. I stepped through the dome, grabbed on to one of the bars with my hands, and swung my body upward so that my feet were supported against one of the lower bars. I slowly began climbing, reaching up to the next highest bar with my right hand, and moving my right foot up to where it had been. Then the left side of my body followed suit. I continued this process until, sooner than I had expected, I had reached the very top of the dome, facing the bright blue sky and the clouds above. I moved my feet through the top bars and wrapped my knees around them. I decided to let go with my hands, so that I was simply hanging upside down from my knees. I looked down at the woodchips below; by this time they were a mile away. I tried not to get intimidated, and was sure I must be invincible if I'd made it this far, so I began to swing back and forth from my knees. I was having a wonderful time of it, but suddenly something wasn't right. My mood changed from content to panicked when I swung too hard, my knees came loose from the bar, and I found myself plummeting face-first towards the ground. The woodchips below became more defined as they grew nearer and nearer, and I knew I would soon come into contact with them. I tried to break my fall with my arms, and when I hit the ground, I heard a loud crack as a sharp pain shot through my right arm. Tears welled up in my eyes as I looked at my arm. My wrist didn't look quite straight and I couldn't move it. Cradling my hurt arm with my healthy one, I walked over to the teacher who was nearby. I was determined to be a big girl, and, trying not to cry, I told her what had happened. She immediately helped me inside to the nurse's office. That fifty yards to the nurse seemed like a thousand miles, and each step I took was more painful than the last. I didn't understand what was happening. Why did it hurt my arm to put weight on my legs? As I reached the doorway to go inside, I sadly glanced over my shoulder to take one last look at my beloved playground. Suddenly it didn't look as inviting as it always had. The bright colors had faded into dull and dreary in my mind's eye. I had experienced countless joys on this playground; it was my friend that had always made sure I was happy and safe. At that moment I felt like my friend had betrayed me. I reached the nurse's office in the school, and soon my mom was there to rush me to the hospital. When we got there, the emergency room was jam-packed. The waiting room was full of people with various problems, and nurses and doctors were frantically running around. Some of the other patients in the waiting room included an elderly lady in a wheel chair, a middle-aged man taking sharp intakes of breath, and a young man with a bleeding ankle. Why did everyone in the world choose this day to get injured? I needed the doctors to focus on me. In all I waited for about an hour. That hour was one of the worst I've been through. I still hadn't had any pain reliever to speak of, and the pain in my arm was dull, agonizing, and unrelenting. At last, one of the nurses paid me some attention and gave me some thick, syrupy liquid pain reliever. She took me into a dark room and took an x-ray of my arm; it was confirmed that I had broken two bones in my forearm. The next thing that happened was excruciating. The doctor took me into a room without my parents, and explained that he needed to reset my arm since it was crooked. He flat out told me that this was going to hurt, and not just a little bit. I sat up on a table, and the doctor gave a hard yank on my wrist. I heard another crack! exactly like the one earlier that day, and agonizing pain again shot through my arm. The pain was unbearable, and this time I couldn't keep back the tears. I couldn't understand that the doctor was only trying to help me, and I was angry with him for prolonging my suffering instead of ending it. The worst was over†¦ at least as far as physical pain. I got my cast and was on the road to recovery, but the majority of the pain came after my arm stopped hurting. I was normally such a bright, happy, little girl; but with a broken arm I was constantly feeling sorry for myself. I kept asking God why I was the one who had to go through this. Why did I have to sit at home while my dad took my sister to the indoor pool? Why did I have to sit and watch while my friends played softball? I soon felt like my life and my freedom had been ripped away from me as soon as I heard that crack on the playground. This could never happen again. Nine weeks later, sitting in that waiting room, I thought to myself. My cast would be off in just a couple of minutes, and I would have my freedom back. But I couldn't abuse that freedom. I would always be more careful now; I would never again subject myself to the evils of a broken bone.

Little Red Riding Hood Essay

One of the funniest of all games played by Freudian literary critics is that of finding sex symbols in old fairy tales. It is a very easy game to play. Freud is said to have once remarked that a cigar sometimes is just a cigar, but psychoanalysts who write about fairy tales seem incapable of seeing them as just fantasies intended to entertain, instruct, and at times frighten young children. Bruno Bettelheim’s analysis of Little Red Riding Hood (LRRH), in his book The Uses of Enchantment: The Meaning and Importance of Fairy Tales (1976) is a prime example of Freudian symbol searching. But first, a brief history of this famous fable. The story began as a folk tale that European mothers and nurses told to young children. The fable, in its many variants, came to the attention of Charles Perrault (1628-1703), a French attorney turned poet, writer, and anthologist. He published one version in a 1697 collection of fairy tales-a book that became a French juvenile classic. Perrault opens his story â€Å"Le Petit Chaperon Rouge† (Little Red Cape) by telling about a pretty village girl who is called Little Red Riding Hood because she loves to wear a red cape and hood given to her by her grandmother. Her mother hands her some biscuits and butter to take to the sick grandmother in a nearby village. Walking through a wood, LRRH encounters a friendly wolf who asks where she is going. After she tells him, the wolf says he’ll go there too, but by a different route and they’ll see who gets there first. The wolf arrives ahead of the girl, devours the grandmother, then crawls into bed. When LRRH shows up he simulates the grandmother’s voice, telling her to put the biscuits and butter aside and climb in bed. LRRJ undresses and does as she is told. A famous dialog follows: â€Å"What great arms you have, grandma! The better to embrace you, my child. ‘What great legs you have! The better to run with, my child. What great ears! The better to hear with. What great eyes! The better to see with. What great teeth! The better to eat you with. † The wolf then gobbles up LRRH and the story ends! I have been told, though I strongly doubt it, that French children find this ending amusing, and are not in the least disturbed by it. Andrew Lang, who reprinted Perrault’s version in his Blue Fairy Book, severely criticizes Perrault for choosing a version with such a gruesome ending. When the German brothers Jacob and Wilhelm Grimm later published in 1812 their collection of more than 200 traditional fairy tales, many taken from Perrault, they gave the story a less grim ending. In their version (you’ll find it in the Modern Library’s Tales of Grimm and Andersen), LRRH’s mother gives her cake and a bottle of wine to take to the ailing grandmother. LRRH is not afraid of the wolf when she meets him in the forest. He persuades her to pick some flowers to rake to her grandmother. While she is doing this (disobeying her mother who told her not to dawdle) the wolf hastens to the grandmother’s house, finds the door unlocked, enters, and promptly eats the grandmother. When LRRH arrives she is surprised to find the door open. She thinks it is her grandmother in bed because the wolf has pulled a nightcap over his face, and sheets over his body. LRRH stands beside the bed while the familiar dialog occurs about the wolf’s body parts. The wolf then springs out of bed and eats LRRH. He now goes back to bed and falls asleep. A passing hunter hears the wolf’s loud snores. He goes inside to investigate and is about to shoot the wolf until he realizes it may have eaten the grandmother. So he pulls out a knife and cuts open the wolf’s belly. Both LRRH and the grandmother emerge as unharmed as Jonah when he was vomited out of the whale’s belly. LRRH brings some big stones into the house to put inside the wolf, who is still asleep. When he awakes and tries to get away, the heavy stones drag him down and he drops dead. The hunter skins the wolf and takes the skin home. The grandmother can hardly breathe, but she feels much better after eating the cake and drinking some wine. LRRH says to herself, â€Å"I will never again wander off into the forest as long as I live, when my mother forbids it. † The tale is short and simple. Its obvious moral is that children should obey their mothers when they walk through dangerous areas, and to beware of seemingly friendly strangers. I suppose it is the linking of LRRH’s beauty and innocence with her grisly experience that has led to her capturing the hearts of so many adults everywhere, especially in Germany, France, Sweden, and England. â€Å"Little Red Riding Hood was my first love,† declared Charles Dickens. I felt that if I could have married Little Red Riding Hood, I should have known perfect bliss. † Bruno Bettelheim devotes eighteen pages of his book on fairy tales to LRRH. [1] In his eyes the girl is not as innocent as she seems. She is at the nymphet stage when her premature â€Å"budding sexuality† is creating deep unconscious conflicts between her id (animal nature) and her superego (conscience), as well as between her allegiance to what Freud called the â€Å"pleasure principle† and the â€Å"reality principle. † Unconsciously, she wants to be seduced by her father. The wolf’s eating her represents that seduction. The red color of LRRH’s hood, according to Bettelheim, symbolizes her unconscious sexual desires. He sees the gift of the hood by the grandmother as representing a transfer of sexual attractiveness from an old sick woman to a young healthy girl. The grandmother is a symbol of the little girl’s mother. When the wolf ears the grandmother it represents the little girl’s wish to get rid of her mother so she can have her father all to herself. In Grimm’s version, Bettelheim sees the hunter as another father symbol. When he cuts open the wolf’s belly it indicates â€Å"the idea of pregnancy and birth,† thus coming â€Å"too close for comfort in suggesting a father in a sexual activity connected with his daughter. † Bettelheim, of course, is not the only Freudian to read dark sexual meanings into the story. Psychoanalyst Erich Fromm, in The Forgotten Language: An Introduction to the Understanding of Dreams, Fairy Tales, and Myths (1951) is also convinced that LRRH is experiencing unconscious sexual impulses and really wants to be seduced by the wolf. The red cape symbolizes her menstrual blood as she enters womanhood. When the mother warns her not to leave the path or she might fall and break the wine bottle, it represents the mother’s fear that her daughter might lose her virginity by breaking her maidenhead. â€Å"The male is portrayed as a ruthless and cunning animal,† Fromm writes. The sexual act becomes a â€Å"cannibalistic act in which the male devours the female. † Fromm sees this as an expression of a deep antagonism toward men by frigid females who do not enjoy sex. The male wolf is â€Å"made ridiculous† by showing â€Å"that he attempted to play the role of a pregnant woman, having living beings in his belly. The stones that LRRH puts in the wolf’s stomach are â€Å"symbols of sterility† that cause him to collapse and die. The stones â€Å"mock his usurpation of the pregnant woman’s role. â€Å" â€Å"The story,† Fromm concludes, â€Å"speaks of the male-female conflict; it is a story of triumph by man-hating women, ending with their victory, exactly the opposite of the Oedipus myth, which lets the male emerge victorious from this battle. † Jack Zipes, who teaches German at the University of Minnesota, is the author of The Brothers Grimm (1986), a two-volume edition of Grimm’s stories, a collection of French folk tales, and other books on folklore. One of his books is titled The Trials and Tribulations of Little Red Riding Hood (1983, updated in 1993). The book is a marvelous scholarly history of the LRRH fable and its many versions and interpretations. Zipes covers all the oral variations that preceded Perrault, as well as the many retellings by writers from the Grimm brothers to 1993. Some of the oral tales are even more morbid than Perrault’s version. In several versions the Wolf slices up the grandmother and pours her blood into a bottle. LRRH then eats and drinks what she thinks is meat and wine before the wolf eats her. In other versions LRRH escapes by telling the wolf she has to go outside to relieve herself. Thirty-eight variations of the tale are reprinted in Zipes’s anthology, along with a raft of illustrations from books and advertisements. At the back of the book he lists 147 published versions of the story, including retellings by Walter de la Mare and James Thurber, as well as comic parodies, poems, plays, recordings, musicals, and films. His bibliography of critical references runs to 153 items!

Researching Your Revolutionary War Soldier Ancestors

Researching Your Revolutionary War Soldier Ancestors The Revolutionary War lasted for eight long years, beginning with the battle between British troops and local Massachusetts militia at Lexington and Concord, Massachusetts, on 19 April 1775, and ending with the signing of the Treaty of Paris in 1783. If your family tree in America stretches back to this time period, it is likely you can claim descendancy from at least one ancestor who had some type of service related to the Revolutionary War effort. Did my Ancestor Serve in the American Revolution? Boys as young as 16 were allowed to serve, so any male ancestors who were between the ages of 16 and 50 between 1776 and 1783 are potential candidates. Those who didnt serve directly in a military capacity may have helped in other ways - by providing goods, supplies or non-military service to the cause. Women also participated in the American Revolution, some even accompanying their husbands to battle. If you have an ancestor you believe may have served in the American Revolution in a military capacity, then an easy way to start is by checking the following indexes to major Revolutionary War record groups: DAR Genealogical Research System - Compiled by the National Society Daughters of the American Revolution, this free collection of genealogical databases contains data for both men and women who provided service to the patriots cause between 1774 and 1783, including an ancestor database created from verified membership and supplemental applications. Because this index was created from lineages identified and verified by DAR, it does not include every individual who served. The index generally provides birth and death data for each individual, as well as information on spouse, rank, area of service, and the state where the patriot lived or served. For those who did not serve in a military capacity, the type of civil or patriotic service is indicated. Soldiers who received a revolutionary war pension will be noted with the abbreviation PNSR (CPNS if the soldiers children received the pension or WPNS if the soldiers widow received the pension).Index to Revolutionary War Service Records - This four volume set (Waynesboro, TN: National Historical Publishing Co., 1995) by Virgil White includes abstracts of military service records from National Archives group 93, including each soldiers name, unit and rank. A simliar index was created by Ancestry, Inc. in 1999 and is available online to subscribers - U.S. Revolutionary War Rolls, 1775-1783. Even better, you can search and view the actual Revolutionary War Service Records online at Fold3.com. American Genealogical-Biographical Index (AGBI) - This large index, sometimes referred to as the Rider Index after its original creator, Fremont Rider, includes the names of people who have appeared in more than 800 published volumes of family histories and other genealogical works. This includes several volumes of published Revolutionary War Records, such as Historical Register of Virginians in the Revolution, Soldiers, Sailors, 1775-1783 and Muster and Payrolls of the Revolutionary War, 1775-1783 from the collection of the New York Historical Society. Godfrey Memorial Library in Middletown, Connecticut, pubishes this index and will answer AGBI search requests for a small fee. The AGBI is also available as an online database at subscription site, Ancestry.com.Pierces Register - Originally produced as a government document in 1915 and later published by Genealogical Publishing Company in 1973, this work provides an index to Revolutionary War claim records, including the veterans name , certificate number, military unit and the amount of the claim. Abstract of Graves of Revolutionary Patriots - The U.S. government places tombstones on the graves of identified Revolutionary War soldiers, and this book by Patricia Law Hatcher (Dallas: Pioneer Heritage Press, 1987-88) provides an alphabetical list of these Revolutionary War soldiers, along with the name and location of the cemetery where they are buried or memorialized. Where Can I Find the Records? Records related to the American Revolution are available in many different locations, including repositories at the national, state, county and town-level. The National Archives in Washington D.C. is the largest repository, with compiled military service records, pension records and bounty land records. State archives or the states Office of the Adjutant General may include records for individuals who served with the state militia, rather than the continental army, as well as records for bounty land issued by the state. A fire in the War Department in November 1800 destroyed most of the earliest service and pension records. A fire in August 1814 in the Treasury Department destroyed more records. Over the years, many of these records have been reconstructed. Libraries with a genealogical or historical section will often have numerous published works on the American Revolution, including military unit histories and county histories. A good place to learn about available Revolutionary War records is James Neagles U.S. Military Records: A Guide to Federal and State Sources, Colonial America to the Present. Next Is He Really My Ancestor? Did My Ancestor Serve in the American Revolution Is This Really My Ancestor? The most difficult part of searching for an ancestors Revolutionary War service is to establish a link between your specific ancestor and the names which appear on various lists, rolls and registers. Names are not unique, so how can you be sure that the Robert Owens who served from North Carolina is actually your Robert Owens? Before delving into Revolutionary War records, take the time to learn everything you can about your Revolutionary War ancestor, including their state and county of residence, approximate age, names of relatives, wife and neighbors, or any other identifying information. A check of the 1790 U.S. census, or earlier state censuses such as the 1787 state census of Virginia, can also help determine if there are other men with the same name living in the same area. Revolutionary War Service Records Most original Revolutionary War military service records no longer survive. To replace these missing records, the U.S. government used substitute records including muster rolls, records books and ledgers, personal accounts, hospital records, pay lists, clothing returns, receipts for pay or bounty, and other records to create a compiled service record for each individual (Record Group 93, National Archives). A card was created for each soldier and placed in an envelope along with any original documents found that related to his service. These files are arranged by state, military unit, then alphabetically by the soldiers name. Compiled military service records seldom provide genealogical information about the solider or his family, but usually  include his military unit, muster (attendance) rolls, and his date and place of enlistment. Some military service records are more complete than others, and may include details such as age, physical description, occupation, marital status, or place of birth. Compiled military service records from the Revolutionary War can be ordered online through the National Archives, or by mail using NATF Form 86 (which you can download online). If your ancestor served in the state militia or volunteer regiment, records of his military service may be found at the state archives, state historical society or state adjutant generals office. Some of these state and local Revolutionary War collections are online, including Pennsylvania Revolutionary War Military Abstract Card File Indexes and the Kentucky Secretary of State Revolutionary War Warrants index. Do a search for â€Å"revolutionary war† your state in your favorite search engine to find available records and documents. Revolutionary War Service Records Online: Fold3.com, in cooperation with the National Archives, offers subscription-based online access to the Compiled Service Records of soldiers who served in the American Army during the Revolutionary War. Revolutionary War Pension Records Starting with the Revolutionary War, various acts of Congress authorized the granting of pensions for military service, disability, and to widows and surviving children. Revolutionary War pensions were granted based on service to the United States between 1776 and 1783. Pension application files are generally the most genealogically rich of any Revolutionary War records, often providing details such as date and place of birth and a list of minor children, along with supporting documents such as birth records, marriage certificates, pages from family Bibles, discharge papers and affidavits or depositions from neighbors, friends, fellow servicemen and family members. Unfortunately, a fire in the War Department in 1800 destroyed almost all pension applications made prior to that time. There are, however, a few surviving pension lists prior to 1800 in published Congressional reports. The National Archives has microfilmed surviving Revolutionary War pension records, and these are included in National Archives publications M804 and M805. M804 is the more complete of the two, and includes about 80,000 files of applications for Revolutionary War Pension and Bound Land Warrant Application files from 1800-1906. Publication M805 includes details from the same 80,000 files, but instead of the entire file it includes only the supposedly most significant genealogical documents. M805 is much more widely available due to its greatly decreased size , but if you find your ancestor listed, it is worth also checking the full file in M804. NARA Publications M804 and M805 can be found at the National Archives in Washington, D.C. and in most regional branches. The Family History Library in Salt Lake City also has the complete set. Many libraries with genealogical collections will have M804. A search of Revolutionary War Pension Records can also be made through the National Archives either through their online order service or through postal mail on NATF Form 85. There is a fee associated with this service, and turn-around time can be weeks to months. Revolutionary War Pension Records Online: Online, HeritageQuest offers an index as well as digitized copies of the original, hand-written records taken from NARA microfilm M805. Check with your local or state library to see if they offer remote access to the HeritageQuest database.   Alternatively, subscribers to Fold3.com can access digitized copies of the full Revolutionary War pension records found in NARA microfilm M804. Fold3 also has digitized an index and records of Final Payment Vouchers for Military Pensions, 1818-1864, final and last pension payments to over 65,000 veterans or their widows of the Revolutionary War and some later wars. A Century of Lawmaking for a New Nation - This special collection in the free online American Memory exhibit of the Library of Congress includes some very interesting Revolutionary War pension petitions and other sources for information on Revolutionary-era individuals. Follow the links to American State Papers and the U.S. Serial Set.US GenWeb Revolutionary War Pensions ProjectBrowse volunteer-submitted transcripts, extracts and abstracts of pension files from the Revolutionary War. Loyalists (Royalists, Tories) A discussion of American Revolution research wouldnt be complete without referencing the other side of the war. You may have ancestors who were Loyalists, or Tories - colonists who remained loyal subjects of the British crown and actively worked to promote the interest of Great Britain during the American Revolution. After the war ended, many of these Loyalists were driven from their homes by local officials or neighbors, moving on to resettle in Canada, England, Jamaica and other British-held regions. Learn more in How to Research Loyalist Ancestors. Source Neagles, James C. U.S. Military Records: A Guide to Federal State Sources, Colonial America to the Present. Hardcover, First Edition edition, Ancestry Publishing, March 1, 1994.

Employment Relations Essay Example | Topics and Well Written Essays - 2250 words - 2

Employment Relations - Essay Example This method of expression has been in existence for a long period of time and in some cases it does work in favor of the employees. However, it requires them to be united and on the same page as to what their reasons for striking are and the intended objectives of the strike. Each person who is a part of the strike should be well aware of the events surrounding the occurrence of the strike. On the other hand, the decline in strikes is taken by some to mean that labor conflict is not a very important aspect of contemporary employment relations. Most strikes involve a disappointment in the conduct of the employer regardless of whether this behavior is legal or not. They also involve a want for the increase in salaries. In the 1960s, when strikes were high, the factor of capitalist employment which was also high at that time could have greatly contributed to the high rates of strikes at the time. This was according to Hyman in Strikes. He then went on to describe four sources of conflict. At this point, most employers tried to reduce the workforce and increase the work process I order to keep their employees under control. This however did not stop a liberal market from developing. As a result, there were liberal ideologies that came up and led to employees adopting them. The start of globalization and legal reforms led to strikes being rather costly (Steve, 2004). For this reason, there was a decline in the rates of strikes being held and the difference in views among the employees. An empirical research done by Piazza reve aled that globalization contributed to the decline in labor union activity in a study done comparing their activities between 1952 and 2001 (Piazza 2005 290). They wanted to keep their jobs and maintained order in the workplace while the adjustments and changes continued to occur. As a result, the strikes seemed less effective in achieving their goals since they

Busness Writing Assignment Example | Topics and Well Written Essays - 750 words

Busness Writing - Assignment Example 3 Steps of Communication Planning The first stage when one has to consider when one intends to convey information using written communication is planning. This basically involves analyzing what one intends to communicate to others. This stage is subdivided into four phases (Thill &Bovee 82). Firstly, one has to come up with a statement of purpose where one examines the specific opportunity or problem thoroughly which he or she intends to communicate. This should be done in order to avoid wasting time on unnecessary information when communicating. The second phase of this step involves gathering information emphasizing on what the audience needs. Ones you establish these needs, only information that is relevant to the audience should be considered. The third phase involves selecting the medium in which one intends to convey the written information. One should consider various mediums instead of a specific one to ensure flexibility. Examples of mediums of conveying written communicatio n include published documents and reports among others. When selecting the medium or channel which one intends to use, factors to consider include, who the audience is, importance of the message, feedback required, and the cost incurred. Finally, the last phase of planning involves organizing information acquired in order for it to support your main ideas. Writing The second stage involves the primary composition of what one intends to communicate. The writer should sensitize on the audience’s needs making sure that they communicate in a non-biased, polite and clear way. One should begin by writing a draft copy of what they intend to communicate making sure that they organize their information into an introduction, body and a conclusion. Using strong words is beneficial since it ensures the information being conveyed is coherent and impactful because it ensures that their information is taken with a lot of seriousness. One should also control the tone of their communication t hroughout their communication with regard to the situation in which the written communication is being done. Revising The final step in written communication is revising and proofreading the draft copy converting it into the final message. When one is producing the final message, one needs to organize the information in the message in layouts and designs that are both attractive and effective. This ensures that the message has a both professional and a friendly look. However, one should be careful not to change the written communication from formal to informal since this is easily done by the use of wrong layouts and formats (Thill &Bovee 80). Comparison of the Advantages and Disadvantages of Oral and Written media Oral media is characterized by various advantages over written communication. In oral communication, feedback is spontaneous unlike in written communication where feedback takes quite some time. A good example is letters which quite long to be replied since it involves po st offices and messengers. Another advantage oral media has over written communication is time saving as it is fast and convenient unlike written communication which involves a long process. Oral media is advantageous since incorporates a personal touch helps in building a good working environment which can be beneficial to a business organization. Written media is characte