Pros And Cons Of Teens Having Job English Language Essay

Pros And Cons Of Teens Having Job English Language Essay There are many pros, cons, and safety issues involved with letting a teen get a job while in high school. When Ann Ryans son was 15 he asked her if he could get a job. He wanted some extra money to go out with his friends. But there was a lot to think about in letting him have a job. So the question is, should teenagers have jobs? Their most important goals should be being healthy, good development ,and their education. Yet According to Statistics Canada (October 3, 2010 http://www.statcan.gc.ca/daily-quotidien/100929/dq100929c-eng.htm )During the 2009/2010 school year, about 542,000 post secondary students aged 15 to 24 held jobs. This represented an employment rate of 45%, down from 48% in 2007/2008, just before the economic downturn. Nevertheless, these rates were well above those during the 1970s when 25% of students that were employed. Some pros on letting the authors son have a job were that he could pay for his own phone cards, and school clothes, as he has size 13 feet. Very expensive for purchasing shoes, and he likes to have the brand name as well. He can put money away for a car to purchase when he is of age. The average cost of a new car if he goes that route is well in the thousands. A new 2010 Acura costs from around $40,000.00 to $51,000.00 That is a pretty penny, so probably a used car for him! Now lets see how much they would cost if they were to look in this web sight, so he might find a used car. (October3,2010 http://canada.motoseller.com/c/sys.php ) It would depend on what he wanted but the range is from 7,000 to 38,000 anyway. No matter what kind of car he wants, used or new, he still has a lot of saving to do! Oh yes, then there is insurance. And why is car insurance for teens more expensive, you ask? Well in this web site, (October 3 2010 http://www.content4reprint.com/finance/insurance/why-car-i nsurance-for-teens-is-more- expensive.htm ) They state that In 2007 in the United States, the National Highway Traffic Safety Administration reported that 13 percent of all drivers that were in fatal car accidents were between the ages of 15 and 20. They said that the Canadian statistics are similar. They also state that Other statistics show that teens are as much as four times as likely as adults to be involved in an accident with a fatality. On top of all that they state that Canada reports that 40 percent of teenage drivers who are killed in car accidents were involved in those crashes because they had been drinking. These statistics mean that teenage drivers must pay more for Canada insurance products for drivers. Then there is saving for college which can range from programs like Addictions Treatment and Prevention in 2009 that cost 1836.09 ,or Domestic and Welding Techniques in 2010 in January that cost 2913.29 If they were to look here, they could find those statistics. (October 3, 2010 http://www.georgianc.on.ca/admissions/downloads/2010- 11tuitionfees.pdf ) Or there is just going out with his friends. He likes to go to the movies which is usually 18 dollars for two people, and that is just to get in to the show. Then he will have to buy popcorn and drinks which is probably another 20 dollars. Then if he would like to take his girlfriend out for dinner at East Side Marios, a dinner package for one is 14.99. This means that for two people it would be 29.98, not including taxes. Their web sight is (October3,2010 http://www.eastsidemarios.com/#/Menu/Dinein/Marios_Every_Day_Values/Package_For_One/Pizza_Package_for_One/ ). Eventually he would learn how to appreciate the hard work it takes to ma ke money, and it would also teach him the importance of saving his money and setting financial goals. He would also have a sense of accomplishment when he received his paycheck knowing that he made this money by himself and hopefully he wouldnt spend his money the way he spends Ann Ryans money. There are cons to this as well. Stress would be a big one. In this family doctors web sight; (October3,2010 http://familydoctor.org/online/famdocen/home/children/teens/prevention/278.html) he says that Stress is what you feel when you react to pressure, either from the outside world, school, work, after-school activities, family, friends, or from inside yourself wanting to do well in school, wanting to fit in. Stress is a normal reaction for people of all ages . The doctor goes on to explain signs that people might use know theyre stressed out. Feeling depressed, edgy, guilty, tired having headaches, stomachaches, trouble sleeping, laughing or crying for no reason, blaming other people for bad things that happen to you, only seeing the down side of a situation, feeling like things that you used to enjoy arent fun or are a burden, resenting other people or your responsibilities Then the doctor goes on to tell about the things that help fight stress. Eating a well balanced meals on a regular basis, drinking less caffeine, getting enough sleep, and Exercising regularly . If they had to think about it, he or she leaves for school at 8:15 am and gets home for 3:30. That is 7 hours already out of the house. Doing work that would make any ones head hurt ! This is sort of a work day for him already. Then there is homework, after school activities. He might have a 10-11 hour day. Working on top of that might be too much for them. Then what are his plans for spending the money? Will he spend it aimlessly on things like video games and junk food? There are some people that say. They are young, let them live it up now. But then there are people that say, They need to save now and work hard so they can live later. Who do They listen to? If they work hard now, what happens later when they have worked all their lives? They could get sick later, then they have not had any fun, or they have not worked at all, so should parnents let them have fun now and have nothing later? There is also the safety aspect. Will he be safe ? The National Institute for Occupational Safety and Health, which are also part of the Centers for Disease Control, and Prevention. (October3,2010 (Niosh) http://www.cdc.gov/niosh/adoldoc.html http://www.cdc.gov/niosh/docs/99-141/pdfs/99-141.pdf) They say: In 2006, 30 youths under the age of 18 died from work related injuries, and they estimated 52,600 work-related injuries and illnesses, 15 to 17 were treated in hospital emergency rooms. They go on to say that: Only about one third of work related injuries are seen in emergency rooms. So that means that an estimated 157,000 teens are involved in work related injuries and illnesses each year. Then they tell you that Teen workers are generally believed to be at an increased risk of occupational injury because of inexperience, and limited training, and because they are reluctant to ask for help, or question existing work practices for fear of looking incapable, or stupid'. Wow what a scary thought ! So how does anyone decide? I guess first they will have to take into consideration that he wants to work . Then they will look at his stress level. Is he already under a lot of stress? And are his grades good ? Being under stress can lead to other problems like self esteem issues. Then they will have to determine the need. Some families dont have the option and everyone has to work. Or maybe he does not need to work. Just knowing fact that he would gain the experience and the knowledge that it is hard work to make the money that he would earn. Then they would have to make sure that he does not just pick any job. They do not want to let him settle for a job that he will just hate later. Or that he has to work very hard with little pay. Pay is a big part of the job, but so is being respected by the people that he will have to work with and his management. The environment in which he will be working will make a difference in his attitude about the job as well. The job would have to be flexible- making sure his education comes first is very important. Maybe he could think about a summer job. He would still have the money but not all the stress. Then make sure he is safe by contacting the Ontario Ministry of Labour. Here is there web sight. (October3,2010 http://www.labour.gov.on.ca/english/ http://www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=7-1- 2mcategory=health#H2) They could ask questions like: what is the number of hours teens are allowed to work? What are the the hours of the day that they are allowed to work? What age are they allowed to work ? For instance, according to the Ontario ministry of Labour they must be: 16 years old to be on (or work at) a construction site or logging operation 15 years old to be in (or work at) a factory or restaurant kitchen, unless on a tour or accompanied by an adult 14 years old to be in (or work at) most other types of industrial establishments. Here are some examples of the types of workplaces with no minimum age requirements that the youth are allowed to volunteer: libraries, museums, art galleries, schools, day cares, camps, health care for example: hospitals, nursing homes, retirement homes,hospices (excluding kitchens). They could also work in recreation e.g., sports teams golf, tennis, ski instruction, community events like car washes, food and clothing drives. Also, according to Kids health: (October ,3 2010 http://kidshealth.org/parent/firstaid_safe/travel/job.html ) Did you know that in some states teens under the age of 16 years , they are not allowed to operate any deli slicers or fryers in restaurants, and some teens under the age of 18 may not be allowed to work past 10:00pm on a school night. Talking to him will help Kids health also states that asking questions like: Did you do something interesting at work today? Are you still doing the original job or have your responsibilities expanded? What are your new responsibilities? Did you receive any training before you took on this additional work? Are you being paid more for the extra work and , why or why not? What do you think about this new job ? Talking to him about his rights for work is a great way to keep communication flowing. And what are childrens rights? Well According to (October3,2010 http://rightsofchildren.ca/wp-content/uploads/resource.pdf) Childrens rights are described in the United Nations Convention on the Rights of the Child (CRC). The CRC describes three categories of rights. Rights of provision, for example, the right to adequate education and health care. Rights of protection, for example, the right to be protected from abuse and neglect. Rights of participation, for example, the right to be heard in matters affecting the child. Then the author could also explain that there are laws to protect him against sexual harassment, discrimination, and encourage him to seek help for all his concerns that he might have, especially if anything doesnt feel right to him. Also make sure he understands that with having rights he also has responsibilities. Like when some employers try to get away with paying teens under the table that way they can pay them less than minimum wage. Then they do a lot more work for little pay. Ann Ryan could be aware of his health and safety as well she could ask herself: does he seem tired, and is he nodding off a lot? Are his grades slipping? Does he seem stressed out? They should both try maintaining a healthy balance between school, work, and other responsibilities. By investing some time and a little research beforehand, he has found a great job for himself . This has been his first summer, and he is enjoying the freedom he gets by working. It has been a fun, worthwhile, and safe job experience so far. The pros, cons and, safety issues of teens having jobs are great things to think about. But making sure they are safe, stress free, and knowing the laws, and what they are getting in to will help them have the wonderful experience they are hoping for, and the smile on their faces when they get to spend their own money is priceless. References used in this Essay Statistics Canada (accessed October 3, 2010 published 2010 http://www.statcan.gc.ca/daily-quotidien/100929/dq100929c-eng.htm ) This represented an employment rate of students that were employed. GEORGIAN COLLEGE Semester One Fees (includes Tuition an Ancillary) for Full-Time Programs 2010 / 2011 (October 3, 2010 http://www.georgianc.on.ca/admissions/downloads/2010-11tuitionfees.pdf ) this represents the cost of some college courses This web sight represents the family doctor and what he has to say about teens having jobs(assessed October3,2010 American Academy of Family Physicians Reviewed/Updated: 12/09 Created: 01/98 http://familydoctor.org/online/famdocen/home/children/teens/prevention/278.html) The safety aspect The National Institute for Occupational Safety and Health(assessed October3,2010 (Niosh)U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Public Health Service à ¢Ã¢â€š ¬Ã‚ ¢ Centers for Disease Control and Prevention National Institute for Occupational Safety and Health November 1999 http://www.cdc.gov/niosh/adoldoc.html http://www.cdc.gov/niosh/docs/99-141/pdfs/99-141.pdf) Ontario Ministry of Labour can help you ask questions and you can get the laws (accessed October3,2010 last modified Last Modified: accessed October 22 2010 Queens Printer for Ontario, 2002-10 (http://www.labour.gov.on.ca/english/)(www.worksmartontario.gov.on.ca/scripts/default.asp?contentID=7-1-2mcategory=health#H2) (October 3 2010 why-car-insurance-for-teens-is-more expensive the author is (Offers complete home and auto insurance solutions direct to the consumer ) http://www.content4reprint.com/finance/insurance/why-car-insurance-for-teens-is-more-expensive.htm The movie theater Cineplex http://www.cineplex.com/default.aspx East side Marios restaurant http://www.eastsidemarios.com/#/Menu/Dinein/Marios_Every_Day_Values/Package_For_One/Pizza_Package_for_One/ making sure you kids job is safe http://kidshealth.org/parent/firstaid_safe/travel/job.html Canadian Coalition for the Rights of Children 2002 http://rightsofchildren.ca/wp-content/uploads/resource.pdf

Scrapbooking Essay

Scrapbooking Scrapbooking is a great way for me to capture the special people and events I encounter in my life. Many times I like to take pictures of family traditions, favorite things, children and my accomplishments. When creating a scrapbook, I’m able to pass down memories from my experiences to my children. Scrapbooking is a creative way to relax and have fun. The first time I started scrapbooking was after my wedding. I had many beautiful photos that were sitting inside an envelope that I wanted to put onto display. It was very easy to get started because the craft stores have pre-made kits that I could use to get my ideas started.I finished my wedding album and wanted to immediately start another one! I was at the time in the military and deployed to Iraq. This was a perfect opportunity for me to express myself. I went to the craft store and got tons of things that I thought would turn into a great scrapbook. During my time in the military I had a lot of opportunities t o travel. The places I have been are great experiences to talk about and share with family members but when I have a personally made book with photos to go along with my stories makes for a great time.Scrapbooking is a great way for me to preserve my many memories and pass down to my children. Making scrapbooks is more than just a book that will sit on my shelf. Scrapbooks are personal books with great memories preserved in a way that will make them memorable to children. Whenever my family visits they enjoy looking at what new books I have made or what I’m working on. I enjoy putting together books for family members when we get other for family traditions and I want to share our memories together. My personal time is very important to me.When I need time to get away from the craziness of daily life and raising kids, scrapbooking is the first activity I will turn too. Scrapbooking for me is a great way to relax and let my creativity fly! Although scrapbooking is one of my fa vorite things to do, it can become very costly. When working on a scrapbook I will normally only do a few pages at a time, then wait a few weeks to finish the rest. Mostly so that I can spread the cost out over a period of time, but also to give myself time to figure out how I’m going to plan the rest of the book. In conclusion, scrapbooking is a great way to relax and be creative!It can sometimes be very costly and time consuming. If you set yourself a budget and time frame of how you get your books done it will not interfere with your life. So many times people have boxes and boxes of photos under their beds or in the attic that are getting damaged and are a huge mess when trying to look at them. Scrapbooking is a awesome creative way to preserve your memories and display your own creativity. I enjoy scrapbooking for the reason of getting to pass down my greatest memories to my children in a unique way that I created that they will have for a lifetime.

Medieval society and contemporary times

The Dark or Middle Age is usually the time that stretches from year 400 to 1000 which, historically speaking, points us to the European Early Middle Ages. The Italian scholar Francesco Petrarca coined the idea of a dark age. Though it was originally projected as a comprehensive critique of the nature of Latin literature in later times, later historians stretched the concept to contain not only the insufficiency of Latin literature but also a lack of present-day written historical accounts and material cultural achievements in the larger context.The term itself has been further enlarged by popular culture as a means to clearly illustrate the Middle Ages as an age reeking of backwardness, lengthening its pejorative practice and increasing its span. In the 20th century, the consequent emergence of archaeology and other related field in the sciences has removed much dust on the period and provided a more nuanced comprehension of its positive and contributory advancements. Other expressio ns of periodization were put forward: the Early Middle Ages, Late Antiquity, and the Great Migrations, depending on what fraction of culture is being highlighted.Petrarca noted that even though Classical Antiquity lacked the sense of Christianity it nevertheless had much of advancement in terms of culture whereas in Petrarca’s time was now labeled as the age of darkness because of the lapse in such cultural achievements.Two periods in history were observed and written by Petrarca: the Greek and Roman classical period trailed by an age of darkness in which Petrarca saw himself as still existing. The Roman Empire is believed by humanists to rise again one day and bring back classic cultural stainlessness. The promotion of classical culture championed as an ideological campaign by humanists was the beginning foundation of the concept of the European Dark Ages, and was for that reason not a neutral historical examination. It was conceived to convey disapproval and dissatisfaction of one period in time and the endorsement of another.Humanists such as Leonardo Bruni believed they had attained this new age during the late 14th and early 15th century, and that a third, Modern Age had commenced. With Petrarca labeling their age as â€Å"dark†, the age before their own had in effect become a â€Å"middle† age sandwiched between the classic and the modern. Around 1439, the first use of the term â€Å"Middle Age† appears with Flavio Biondo.The very definition of feudalism calls for the use of many qualifiers primarily because there is no broadly established agreement of what it stands for. A working definition is desirable in order for one to start to comprehend feudalism.During the middle ages, the idea of Feudalism points to a general and broad set of reciprocal legal and military obligations and responsibilities among the warrior nobility of Europe which revolved around the three major concepts of vassals, fiefs, and lords and on how these t hree crucial elements fit together inn the society. A lord was a noble who possessed land, a vassal was an individual who was permitted or rewarded custody of the land by the lord, and the land was branded as a fief. The vassal would present military service and assistance to the lord in exchange for the fief. Thus, the very obligations and connected relations between lord, vassal and fief form the structural basis of feudalism.The lord should have to make a certain individual a vassal before the former could grant the fief to the latter. Composed of the two-part act of homage and oath of fealty, this was practiced at a formal and symbolic ritual called a commendation ceremony. The vassal would give his word to battle in the side of and for the lord at his command during homage. Fealty is rooted from the Latin fidelitas, or faithfulness. Hence, the oath of fealty is seen to be a promise that the vassal will be faithful and devoted to the lord. The lord and vassal were now in a feuda l relationship with agreed-upon mutual obligations to one another right after the completion of the commendation.Granting a fief, or its revenues, to the vassal is one of the lord’s major obligations in a feudal system inasmuch as the fief is primary reason as to why the vassal preferred to engage himself into the relationship with the lord. Moreover, the lord from time to time had to accomplish other responsibilities to the vassal and fief which includes, among other else, the maintenance of such a relationship. It was still the lord's responsibility to sustain and keep the land in good condition since the lord had not given the land away but merely loaned it to the vassal while the latter had the privilege to amass revenues produced from the fief. The protection of the land and the vassal from harm is another rightful responsibility of the lord.On the other hand, the core obligation of the vassal towards the lord was to impart â€Å"aid† mostly in the form of militar y service through the utilization of available equipment the vassal could get hold of through the revenues generated from the fief. In essence, the vassal was responsible to take heed of the calls for the service in the military on lord’s behalf. It is quite notable that this guarantee and protection of military assistance was the ultimate motivation the lord preferred to form a junction with the vassal into the feudal relationship.Likewise, the vassal also had to fulfill other obligations to the lord from time to time which includes providing the lord with â€Å"counsel† so that the lord, when faced a major decision, would summon all his vassals and hold a council. One common illustration to this is when the lord had to decide whether or not to go to war. Moreover, the vassal may have been mandated to offer a consented quantity of his farm’s produce to his lord, and that the vassal was occasionally prescribed to grind his wheat in the mills and bake his bread i n the ovens owned and taxed by his lord.During the medieval times, there was a conception of three orders in the medieval society. These three can be briefly identified as those who work or the peasants, those who fight or the warring class, and those who pray or the members of the clergy.For the most part, the peasants provide the manpower in the upkeep or maintenance of the whole system through their labor in the fields and other economic institutions within the feudal system in the middle ages. These are the men and women who comprise the bulk of the system who toil not only to sustain their existence in the smaller scale but also to provide the necessary development of the system right at its very foundation.The estate of warriors in the system naturally has the obligation of fulfilling the task of protecting the system from outside invasion which may root from other systems in its proximity, or from internal disputes which may range from the peasant class up to the nobles. Thei r role is crucial in the sense that their responsibility is crucial to the safekeeping of the entire system by regulating the possibility of intrusion which can inevitably lead to the collapse of the ruling men and of the feudal system in general.Lastly, the clergymen were tasked to look after the spiritual life of the people within the medieval manor. A few of these duties include the administration of the needed sacraments with steadiness and to function as an ideological guardian of the ruling order, the absolution men and women from their sins through confession, and proclaiming secular and ecclesiastical pronouncements. In essence, the function of the clergymen in the medieval village was well beyond the ordinary functions of peasants and of the warriors for the reason that it was the village priest with whom medieval men and women identified the Church, reflecting its teachings, and authority as an utmost concern of the medieval people within the system.Apparently, there are s trands of similarities which can be observed from this class distinction between the medieval times and the contemporary generation. For the most part, the contemporary age also has within it counterparts of the medieval clergymen (priests in the Roman Catholic Church or elders in several other religious faiths), peasants (the modern working man and woman), and warriors (the military forces of nations). However, the structure of the contemporary society does not merely revolve around this three classes. Quite on the contrary, the contemporary society has a bounty of classes from which the structure of almost every nation is reflected. We now have, among other things, Non-Government Organizations which seems not be fit in any of the medieval classes.In a society based on class hierarchy, it is expected that roles are quite distinct and the functioning of every individual is separate from those of the rest. Roughly speaking, the hierarchy of classes entails the supremacy of one over t he other in both economic and social terms where the distribution of power and obligations are directly proportional the attainment of classes. To live in a hierarchy is to basically involve oneself in a system where tasks are delegated accordingly depending on the roles imminent to the class one might fall under. In contemporary society, there is a striking and undeniable existence of a hierarchy which is based on several factors such as economic, legal, and political elements to name a few.ReferencesMaliszewski, James, Lisa J. Steele, and C. A. Suleiman. Dark Ages: Europe. 160 vols: White Wolf Publishing, 2002.Russell, Frederick H. The Just War in the Middle Ages. New Ed ed. Cambridge: Cambridge University Press, 2003.

Major General Irvin McDowell in the Civil War

The son of Abram and Eliza McDowell, Irvin McDowell was born at Columbus, OH on October 15, 1818. A distant relation of cavalryman John Buford, he received his early education locally. At the suggestion of his French tutor, McDowell applied to and was accepted at the College de Troyes in France. Commencing his studies abroad in 1833, he returned home the following year after receiving an appointment to the US Military Academy. Returning to the United States, McDowell entered West Point in 1834. West Point A classmate of P.G.T. Beauregard, William Hardee, Edward Allegheny Johnson, and Andrew J. Smith, McDowell proved a middling student and graduated fours years later ranked 23rd in a class of 44. Receiving a commission as a second lieutenant, McDowell was posted to the 1st US Artillery along the Canadian border in Maine. In 1841, he returned to the academy to serve as an assistant instructor of military tactics and later served as the schools adjutant. While at West Point, McDowell married Helen Burden of Troy, NY. The couple would later have four children, three of whom survived to adulthood. Mexican-American War With the outbreak of the Mexican-American War in 1846, McDowell left West Point to serve on Brigadier General John Wools staff. Joining the campaign in northern Mexico, McDowell participated in Wools Chihuahua Expedition. Marching into Mexico, the 2,000-man force captured the towns of Monclova and Parras de la Fuenta before joining Major General Zachary Taylors army. prior to the Battle of Buena Vista. Attacked by General Antonio LÃ ³pez de Santa Anna on February 23, 1847, Taylors badly outnumbered force repulsed the Mexicans. Distinguishing himself in the fighting, McDowell earned a brevet promotion to captain. Recognized as a skilled staff officer, he finished the war as assistant adjutant general for the Army of Occupation. Returning north, McDowell spent much of the next dozen years in staff roles and the Adjutant Generals office. Promoted to major in 1856, McDowell developed close relationships with Major General Winfield Scott and Brigadier General Joseph E. Johnston. The Civil War Begins With the election of Abraham Lincoln in 1860 and the resulting secession crisis, McDowell assumed a position as the military advisor to Governor Salmon P. Chase of Ohio. When Chase departed to become US Secretary of the Treasury, he continued in a similar role with new the governor, William Dennison. This saw him oversee the states defenses as well as direct recruitment efforts. As volunteers were recruited, Dennison sought to place McDowell in command of the states troops but was forced by political pressure to give the post to George McClellan. In Washington, Scott, the US Armys commanding general, designed a plan for defeating the Confederacy. Dubbed the Anaconda Plan, it called for a naval blockade of the South and a thrust down the Mississippi River. Scott planned to assign McDowell to lead the Union army in the west but Chases influence and other circumstances prevented this. Instead, McDowell was promoted to brigadier general on May 14, 1861, and placed in command of the forces gathering around the District of Columbia. McDowells Plan Harassed by politicians who desired a quick victory, McDowell argued to Lincoln and his superiors that he was an administrator and not a field commander. Additionally, he stressed that his men lacked sufficient training and experience to mount an offensive. These protests were dismissed and on July 16, 1861, McDowell led the Army of Northeastern Virginia into the field against a Confederate force commanded by Beauregard which was located near Manassas Junction. Enduring severe heat, the Union troops reached Centreville two days later. McDowell initially planned to mount a diversionary attack against the Confederates along Bull Run with two columns while a third swung south around the Confederate right flank to cut their line of retreat to Richmond. Searching for the Confederate flank, he sent Brigadier General Daniel Tylers division south on July 18. Pushing forward, they encountered enemy forces led by Brigadier General James Longstreet at Blackburns Ford. In the resulting fighting, Tyler was repulsed and his column was forced to withdraw. Frustrated in his attempt to turn the Confederate right, McDowell altered his plan and began efforts against the enemys left. Complex Changes His new plan called for Tylers division to shift west along the Warrenton Turnpike and conduct a diversionary attack across the Stone Bridge over Bull Run. As this moved forward, the divisions of Brigadier Generals David Hunter and Samuel P. Heintzelman would swing north, cross Bull Run at Sudley Springs Ford, and descend on the Confederate rear. Despite having crafted an intelligent plan, McDowells attack was soon hampered by poor scouting and the overall inexperience of his men. Failure at Bull Run While Tylers men arrived at the Stone Bridge around 6:00 AM, the flanking columns were hours behind due to poor roads leading to Sudley Springs. McDowells efforts were further frustrated as Beauregard began receiving reinforcements via the Manassas Gap Railroad from Johnstons army in the Shenandoah Valley. This was due to inactivity on the part of Union Major General Robert Patterson who, after a victory at Hokes Run earlier in the month, failed to pin Johnstons men in place. With Pattersons 18,000 men sitting idle, Johnston felt safe shifting his men east. Opening the First Battle of Bull Run on July 21, McDowell initially had success and pushed back the Confederate defenders. Losing the initiative, he mounted several piecemeal attacks but gained little ground. Counterattacking, Beauregard succeeded in shattering the Union line and began driving McDowells men from the field. Unable to rally his men, the Union commander deployed forces to defend the road to Centreville and fell back. Retiring to the Washington defenses, McDowell was replaced by McClellan on July 26. As McClellan began constructing the Army of the Potomac, the defeated general received command of a division. Virginia In the spring of 1862, McDowell assumed command of the armys I Corps with the rank of major general. As McClellan began shifting the army south for the Peninsula Campaign, Lincoln required that sufficient troops be left to defend Washington. This task fell to McDowells corps which assumed a position near Fredericksburg, VA and was redesignated the Department of the Rappahannock on April 4. With his campaign inching forward on the Peninsula, McClellan requested that McDowell march overland to join him. While Lincoln initially agreed, the actions of Major General Thomas Stonewall Jackson in the Shenandoah Valley led to the cancellation of this order. Instead, McDowell was directed to hold his position and send reinforcements from his command to the valley. Back to Bull Run With McClellans campaign stalling in late June, the Army of Virginia was created with Major General John Pope in command. Drawn from Union troops in northern Virginia, it included McDowells men which became the armys III Corps. On August 9, Jackson, whose men were moving north from the Peninsula, engaged part of Popes army at the Battle of Cedar Mountain. After a back and forth fight, the Confederates won a victory and forced Union troops from the field. Following the defeat, McDowell sent part of his command to cover the retreat of Major General Nathaniel Banks corps. Later that month, McDowells troops played a key role in the Union loss at the Second Battle of Manassas. Porter Later War In the course of the fighting, McDowell failed to forward critical information to Pope in a timely manner and made a series of poor decisions. As a result, he ceded command of III Corps on September 5. Though initially blamed for the Union loss, McDowell largely escaped official censure by testifying against Major General Fitz John Porter later that fall. A close ally of the recently-relieved McClellan, Porter was effectively scapegoated for the defeat. Despite this escape, McDowell did not receive another command until being appointed to lead the Department of the Pacific on July 1, 1864. He remained on the West Coast for the rest of the war. Later Life Remaining in the army after the war, McDowell assumed command of the Department of the East in July 1868. In that post until late 1872, he received a promotion to major general in the regular army. Departing New York, McDowell replaced Major General George G. Meade as head of the Division of the South and held the position for four years. Made commander of the Division of the Pacific in 1876, he stayed in the post until his retirement on October 15, 1882. During his tenure, Porter succeeded in obtaining a Board of Review for his actions at Second Manassas. Issuing its report in 1878, the board recommended a pardon for Porter and was harshly critical of McDowells performance during the battle. Entering civilian life, McDowell served as Parks Commissioner for San Francisco until his death on May 4, 1885. He was buried at San Francisco National Cemetery.

Salem Witch Trials and Thesis Statement - 2226 Words

The Crucible Essay Assignment For your essay on The Crucible, please write a five paragraph, analytical essay in which you respond to one of the following prompts. 1. Although The Crucible revolves around the Salem Witch Trials, it allows readers to examine many themes. Choose a theme from The Crucible and discuss how it is developed throughout the play. How does this theme reveal the play’s deeper meaning? 2. The Crucible is a play of conflicts. Analyze a major conflict from The Crucible. Discuss how specific characters play a role in this conflict as well as how it contributes to the meaning of the play. 3. Some of the characters in the play are blind to the truth. Choose three characters and discuss why they are blind to†¦show more content†¦You should choose a topic and write a working thesis statement tonight. Topics and thesis statements will be collected Thursday, November 4 for approval. The Introduction Your introduction should move from general information to very specific information. You should imagine familiarizing the reader with: 1.) the title and author 2.) some information about the text 3.) your topic 4.) your thesis and three examples. Be sure to include: 1. A strong opening statement General 2. An establishment of the author and novel 3. An establishment of your topic More Specific 4. Your thesis statement and three examples 5. A transition into the body paragraphs Very Specific Move through this set of information in this order. This will give your introduction the appropriate set-up and flow. Example: Arthur Miller’s play, The Crucible, is wonderful example of how mass hysteria can spread throughout a small community. The setting of the play is Salem, Massachusetts in 1692 during the infamous Witch Trials. Miller uses these trials and the way they impacted the Salem community as a parallel to the Red Scare of the 1950s. Both time periods show the effect corrupt authorities can have on the lives of others. The author’s most striking commentary is on the roleShow MoreRelatedSalem Witch Hysteria And Trials1620 Words   |  7 PagesSalem Witch Hysteria and Trials Joshua Furman History 121: Early America to the Civil War Dr. Phillip Hamilton November 18, 2015  The Salem Witch Trial consisted of heinous accusations implicated by Cotton Mather which effected society as a hole and gave reasoning to the numerous amount of witch stories we hear today. Cotton Mather was the eldest son of Increase Mather, Massachusetts most influential and well known Puritan minister, and the grandson of John Cotton, Salem’s spiritualRead MoreSalem Witch Trials1692 Words   |  7 PagesThe Salem Witch Trials I: Introduction Attention Getter: During the Salem Witch Trials, about 200 people would be accused of Witchcraft, 19 would be executed as witches, and one man is his 80s would be put to death by stacking stone upon stone on his chest. General Purpose: To educate my audience about the Salem Witch Trials. Specific Purpose: My purpose is to display to you the power of fear in a place like Salem, or any place when they have the â€Å"witch hunt mentality.† Thesis Statement:Read MoreThe Crucible By Arthur Miller1358 Words   |  6 Pagesproduced in 1996 and portrayed the dramatized play written by Arthur Miller in 1953. The movie story deals with the Salem, Massachusetts hysteria in 1692 with an irrational fear of the devil. 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This was the biggest outbreak of witchcraft hysteria in colonial New England. The trials began because three young girls, Betty Parris, AbigailRead MoreThe Lottery950 Words   |  4 Pagesspooky setting of dark woods in the nearby town of Salem. The first thing a reader would think of when they hear the word/place â€Å"Salem† is witches. So automatically becomes a Halloween type of feel. It is then discussed that the story takes place during the time of the witch trials. It is not spoken as to what season this takes place, but with the visual you get the reader can assume its fall. The forest, the time of the story and the location of Salem helps to make this story very believable. In â€Å"TheRead MoreWhy Did People React So Strongly to Witchcraft in History? Essays1855 Words   |  8 Pagesdisturbing witch trials, and countless executions and hangings. Witchcraft was once and still can be a very controversial topic, as it challenges other’s religions and beliefs and is against Christianity. Back when the Church was the main source of authority and guidance, reactions to witchcraft were particularly strong and heated, as there are even bible quotes ordering the instant death of any witch or wizard. Concern was commonplace, especially considering the Salem Witchcraft Trials, since childrenRead MoreReis, Elizabeth.Damned Women: Sinners And Witches In Puritan1363 Words   |  6 PagesReis, Elizabeth. Damned Women: Sinners and Witches in Puritan New England. Ithaca and London: Cornell University Press, 1997. Thesis: Reis argues that through reading about the colonial Puritan s conception of sin and Satan, readers will expand their cultural and historical understanding of how people act on their religious belief...and how those religiously informed actions both reflect and prescribe their own particular gender arrangements, often to the detriment of women (10). In short, womenRead MoreThe Red Scare By Joseph Mccarthy1480 Words   |  6 Pagesassumptions of the Army, as well as the list of so called communists can resemble the lies or better known as the rumors told about many of the women and men in â€Å"The Crucible†. The Crucible written by Arthur Miller was a play is founded upon the Salem Witch Trials or The Red Scare. In which, in his words, many girls make up rumors about many women and men to get out of an incident that they and a slave had done in the woods. These rumors later on progress to major things... Such as hung and being beaten

Counseling Ethics Critical Thinking - 1196 Words

Logical Analysis of Ethics and Critical Thinking Ethics in Psychotherapy and Counseling 4th ed., Chapter 3 Authors: Kenneth Pope and Melba Vasquez The authors’ main purpose of this chapter is to teach the importance of examining our ethics through the lenses of critical thinking. In general, critical thinking is being able to learn new material with an open mind and having a heightened level of self-awareness of our biases and how our biases impact the analysis of information. A critical thinking approach when applied to the logical analysis of journal articles, chapters or entire textbooks--encourages us to analyze the author(s)’ goals, objectives, issues, observations, facts, conclusions, biases, inferences, assumptions,†¦show more content†¦The main inference in this chapter is being human makes us vulnerable to ethical errors. The key concepts we need to understand in this chapter are: learn to recognize major patterns and pitfalls. The main assumption(s) underlying the authors’ thinking is, we are not perfect, but ignorance is not bliss nor is it an e xcuse for unethical behavior. If we take this line of reasoning seriously, the implications are we must learn how judgement, the 22 types of logical fallacies in ethical reasoning, language and justifications impact are interpretation and commitment to adhere to our professional ethics. The consequences or benefits if you take authors’ line of reasoning: you will be less likely to commit ethical errors due to ignorance or experience difficulty applying ethics to your specific situation. However, if we fail to take this line of reasoning seriously, the implications are we are sure to succumb to the pitfalls of logical fallacies which may place our client’s or ourselves in harm’s way. 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Statistics The Behavioral Sciences

Question: Discuss about the Statistics for the behavioral sciences. Answer: Introduction Tv shows and DVD are widely used and they are favoured by everyone. Preference of Tv shows depend on the endings of the shows. Amount of money spent on purchasing DVD also depend on the preference of the movies (Albatineh et al. 2015). In this assignment, a business research topic is provided and it is based on amount spent on purchasing of DVD of the favourite movies and the preference of the TV shows depending on the ending of the TV shows. In this assignment, the data set of 100000 samples is given. Out of the 100000 samples, 100 would be chosen for the analysis and summary of the result (Bickel and Lehmann 2012. These 100 samples would be used to understand the concept of data representation, data manipulation and its summarisation based on certain criteria. Various primary statistical analyses would be performed and inference would be drawn from the analysis. These basic inferences would interpret the results of the tests and would give an idea about the choice of the viewers about the Tv shows and the amount spent to purchase DVD of their favourite movies. Graphs and charts would be presented in this assignment to give a better idea of the inference. Description of the data set 100000 respondents were surveyed for this research topic. 100 out of the 100000 respondents were chosen for this business assignment. The chosen respondents belonged to three categories in respect to Tv shows. The first category consist of the respondents whose favourite television show was the TV show with ending 1 (Sheehan et al. 2013). The second category was of respondents who preferred TV shows with ending 2 and the third category was the respondents who liked TV show with ending 3. The purchase of the DVD of movies depends on the likings of the movies. Amount spent to purchase the DVD is also influenced by the favouritism of the movies by the buyer. In this assignment, there are two kinds of variables were used; one is categorical variable and another is numerical variable. Numerical variable represents the amount of money spent to purchase DVD of their favourite movies and categorical variable represents the preference of the television shows based on endings of the shows (Bickel and Lehmann 2012. Criticising the given questions In this assignment, two questions are given. The first one states Do they like the movie? This question gives an idea about the likings of the movies and this liking depends on the end of the movies. From the data set, it was seen that 57 respondents liked the movies while 43 of them did not like the movies. This data set comprised of 100 samples that were chosen for the analysis. Out of the preferred movies, it was seen that 13 viewers liked movie of ending 1 and 21 of them liked movie with ending 2. 23 of them liked movie with ending 3 (Albatineh et al. 2015). Remaining respondents did not like any of the movies. It was also seen that 34 of them watched the movie with ending 1 was watched by 32 viewers and movie with ending 2. 34 viewers watched movie with ending 1. Another question that was asked in this survey was How much would they pay for the DVD? The survey revealed that 4.01 units were spent for DVD of movie with ending 1, 7.05units was spent for DVD of movie with ending 2 and 6.50units were spent for DVD of movie with ending 3. Summary of the data set On analysing the given data, it was seen that phat1 was 0.382352941. This denotes the sample proportion who favoured movies with ending 1. The value of phat2 was 0.65625 and it depicts the proportion of respondents who favoured movies with ending 2. The value of phat3 was found to be 0.676470588 and this tells the proportion of samples who liked movies with ending 3 (Bickel and Lehmann 2012). The analysis also gave the values of phat1 phat2, and phat2 pha3. phat1 phat2 had a value of -0.273897059 and it gives an idea that 0.273897059 proportion of viewers favoured movie with ending 2 more than movie with ending 1 (Weiss and Weiss 2012). This also gives an idea about the difference in the proportion of preference between the movies with ending 1 and movies with ending 2. The value of phat2 phat3 was found to be -0.020220588, which gives an idea that the proportion of viewers who preferred movies with ending 3 was 0.02022058 more than the proportion of people who preferred movies with ending 2 (Tian and Li 2015). This number denotes the difference between the proportion of preferences between movies with ending 2 and movies with ending 3. The preferential proportions of the different types of movies as per the endings of the movies are given below in the column chart. Chart 1: preferential proportions of three different television shows with different endings (Source: created by author) Xbar1 had the value 4.008823529 units, xbar2 had the value 7.05 units and xbar3 had the value of 6.5 units. This gives an idea that the average expenditure to purchase DVD of movies with ending1 is 4.008823529 units, the average expenditure to buy DVD with ending 2 is 7.05 units and the average expenses to buy DVD with ending 3 is 6.5 units (Gravetter and Wallnau 2016). xbar1-xbar2 was found to have a value of -4.216 and xbar2-xbar3 was found to have a value of -3.041176471. This can be interpreted that the average expenses to buy DVD of movie with ending 2 was 3.041176471units more than the average amount of expenditure to buy movies of ending 1 (Albatineh et al. 2015). The value of xbar2-xbar3 depicts that the average expenses to buy movies with ending 2 was 0.55 units more than the average expenses to buy DVD of movies with ending 3. Thus, it can be seen that the maximum average amount of money spent to buy the DVD was for movies with ending 3. The histogram below shows the amount of money required to buy DVD of movies with ending 1: Chart 2: Histogram for the expenses to purchase DVD of movie with ending 1 (Source: created by author) The histogram below shows the amount of money required to buy DVD of movies with ending 2: Chart 3: Histogram for the expenses to purchase DVD of movie with ending 2 (Source: created by author) The histogram below shows the amount of money required to buy DVD of movies with ending 3: Chart 4: Histogram for the expenses to purchase DVD of movie with ending 3 (Source: created by author) The analysis showed that the mean amount of money spent on movie with ending 1 was 4.00882 units and its standard deviation is 4.7184 units (Albatineh et al. 2015). The minimum amount of money spent was found to be 0 units and the maximum amount of money spent was found to be 13 units. The value of Q1 was 0.4 while the value of Q3 was 8.75. The median of this data set was 0.75 units. The analysis for the amount spent on movies with ending 2 depicted that the mean value spent of the DVD of movie with ending 2 was 7.05 units and the standard deviation was 5.060282 units (Gravetter and Wallnau 2016). The minimum amount spent to purchase these DVD was 0 units and the maximum amount spent was 13 units. The Q1 had a value of 0.8 and Q3 had a value of 11.25. The median of this data set was 9. The average expenditure to buy movie with ending 3 was 6.5 units and the standard deviation had a value of 4.542393 units (Weiss and Weiss 2012). The minimum amount spend was 0 units and the maximum amount spent was 12 units. The value of Q1 was of the value 0.65 and the value of Q3 was 10. The median was found to have a value of 10 units. Discuss the results of section 3 Do they like the tv show compares the different movies based on their endings. This comparison gave a result that 0.382952941 proportion of viewers liked to watch movie with ending1 and proportion of 0.65625 viewers liked to watch movie with ending 2. Proportion of 0.676470588 liked to watch movie that had ending 3 (Tian and Li 2015). The analysis of variable how much would they pay gave three different histograms for the expenditures to purchase them. It can be seen the movie with ending 1 was positively skewed and non-symmetric. It is a moderate right tailed distribution. The expenditure for the DVD of movie with ending 2 was negatively skewed distribution and it had moderate density of left tail (Bickel and Lehmann 2012). For the distribution of the amount spent on purchasing DVD of movie with ending 3 shows that it is a left tailed distribution and it is negatively skewed. The problems of getting survey data in the real world Many problems are faced while collecting data for the survey. Sometimes, the respondents give wrong information about the questions asked to them. This is because either they might think the survey as unimportant or they might be busy while giving the interview. They also provide bias answers to the researchers, which influence the outcome of the test. Some respondents behave in this manner because they do not want to provide the correct answer to the questions. The respondents sometimes did not give response to the questions and the researchers are bound to put arbitrary data in their research data (Sheehan et al. 2013). The researchers are sometimes bound to put arbitrary data because the respondents do not answer their questions and they need the data for their research. This gives incorrect information about the survey and they influence the result. In order to overcome these problems, the people who are interested in movies and regularly watches movies should be interviewed. The y would give few wrong information about this business research topic. Hypothesis tests The claim that the ending type is independent of the variable of preference of Tv shows is false. This is because the ending type influences the preference of the TV shows by the views. Thus, ending type is dependent on the preference of TV shows (Harlow et al. 2013). From the standard deviation it can be seen that the standard deviation of ending 1 is more than the standard deviation of ending 2. This depicts that there is a difference for money spent by people on movies with ending 1 and ending 2. The claim that the ending of movies of ending 2 and ending 3 do not influence the preference of the TV shows is wrong. This is because it was seen earlier that the viewers prefer the TV shows as per their endings. Thus, Endings influence the preference of TV shows and it is dependent of preference of TV shows (Efron 2012). The standard deviations of both the variables are nearly equal (Koch 2013). This suggests that both the variables have nearly same value. Thus, the claim that the people would pay different, for ending 2 and ending 3 is false. A discussion about the concept of sampling distribution Sampling distribution refers to the probability distribution of the random variables from the chosen population. This gives an idea about the population and its characteristics, which is tough to predict, otherwise (Hsu 2014). In this assignment the two variables Do they like the movie? and How much would they pay for the DVD? gave a brief idea about the population they were selected. This idea was given from through the methods of descriptive statistics and other distribution methods. Graphs and charts drawn against these variables also briefed about the samples and the population they belong. Conclusion Quantitative methods were used in this assignment to analyse the two variables, Do they like the movie? and How much would they pay for the DVD? The analysis lead to the inference that the preference of the TV shows varied with the ending of the movies. It was also seen that the amount spent to purchase DVD depend on the likings of the movies by the viewers. The concept of sampling distribution was also briefed in this assignment and this was done in the context of the business topic. Graphs and charts were also used to give an idea about the samples and its populations. References Albatineh, A.N., Boubakari, I. and Kibria, B.G., 2015. New Confidence Interval Estimator of the Signal-to-Noise Ratio Based on Asymptotic Sampling Distribution.Communications in Statistics-Theory and Methods, (just-accepted). Bickel, P.J. and Lehmann, E.L., 2012. Descriptive statistics for nonparametric models IV. Spread. InSelected Works of EL Lehmann(pp. 519-526). Springer US. Efron, B., 2012. Large-scale simultaneous hypothesis testing.Journal of the American Statistical Association. Gravetter, F. and Wallnau, L., 2016.Statistics for the behavioral sciences. Cengage Learning. Harlow, L.L., Mulaik, S.A. and Steiger, J.H., 2013.What if there were no significance tests?. Psychology Press. Hsu, D., 2014. Weighted sampling of outer products.arXiv preprint arXiv:1410.4429. Koch, K.R., 2013.Parameter estimation and hypothesis testing in linear models. Springer Science Business Media Sheehan, S., Harris, K. and Song, Y.S., 2013. Estimating variable effective population sizes from multiple genomes: a sequentially Markov conditional sampling distribution approach.Genetics,194(3), pp.647-662 Tian, G.L. and Li, H.Q., 2015. A new framework of statistical inferences based on the valid joint sampling distribution of the observed counts in an incomplete contingency table.Statistical methods in medical research, p.0962280215586591. Weiss, N.A. and Weiss, C.A., 2012.Introductory statistics. USA: Pearson Education.