Major General Abner Doubleday in the Civil War

Major General Abner Doubleday in the Civil War Born at Ballston Spa, NY on June 26, 1819, Abner Doubleday was the son of Representative Ulysses F. Doubleday and his wife, Hester Donnelly Doubleday. Raised in Auburn, NY, Doubleday came from a strong military tradition as his father had fought in the War of 1812 and his grandfathers had served during the American Revolution. Educated locally in his early years, he was later sent to live with an uncle in Cooperstown, NY so that he could attend a private preparatory school (Cooperstown Classical and Military Academy). While there, Doubleday received training as a surveyor and civil engineer. Throughout his youth, he expressed interests in reading, poetry, art, and mathematics. After two years of private practice, Doubleday received an appointment to the US Military Academy at West Point. Arriving in 1838, his classmates included John Newton, William Rosecrans, John Pope, Daniel H. Hill, George Sykes, James Longstreet, and Lafayette McLaws. Though regarded as a â€Å"diligent and thoughtful student, Doubleday proved an average scholar and he graduated in 1842 ranked 24th in a class of 56. Assigned to the 3rd US Artillery, Doubleday initially served at Fort Johnson (North Carolina) before moving through several assignments in coastal fortifications. Mexican-American War With the outbreak of the Mexican-American War in 1846, Doubleday received a transfer west to the 1st US Artillery. Part of Major General Zachary Taylors army in Texas, his unit commenced preparing for the invasion of northeastern Mexico. Doubleday soon marched south and saw action at the hard-fought Battle of Monterrey. Remaining with Taylor the following year, he served at Rinconada Pass during the Battle of Buena Vista. On March 3, 1847, shortly after the battle, Doubleday was promoted to first lieutenant. Returning home, Doubleday married Mary Hewitt of Baltimore in 1852. Two years later, he was ordered to the frontier for service against the Apaches. He completed this assignment in 1855 and received a promotion to captain. Dispatched south, Doubleday served in Florida during the Third Seminole War from 1856-1858 and also helped to map the Everglades as well as modern Miami and Fort Lauderdale. Charleston Fort Sumter In 1858, Doubleday was posted to Fort Moultrie in Charleston, SC. There he endured the growing sectional strife that marked the years immediately before the Civil War and commented, â€Å"Almost every public assemblage was tinctured with treasonable sentiments and toasts against the flag were always warmly applauded.† Doubleday remained at Fort Moultrie until Major Robert Anderson withdrew the garrison to Fort Sumter after South Carolina seceded from the Union in December 1860. On the morning of April 12, 1861, Confederate forces in Charleston opened fire on Fort Sumter. Within the fort, Anderson selected Doubleday to fire the first shot of the Union response. Following the forts surrender, Doubleday returned north and was quickly promoted to major on May 14, 1861. With this came an assignment to the 17th Infantry in Major General Robert Pattersons command in the Shenandoah Valley. In August, he was transferred to Washington where he commanded batteries along the Potomac. On February 3, 1862, he was promoted to brigadier general and placed in command of the Washington defenses. Second Manassas With the formation of Major General John Popes Army of Virginia in the summer of 1862, Doubleday received his first combat command. Leading the 2nd Brigade, 1st Division, III Corps, Doubleday played a key role at Brawners Farm during the opening actions of the Second Battle of Bull Run. Though his men were routed the next day, they rallied to cover the retreat of the Union army on August 30, 1862. Transferred to the I Corps, Army of the Potomac with the rest of Brigadier General John P. Hatchs division, Doubleday next saw action at the Battle of South Mountain on September 14. Army of the Potomac When Hatch was wounded, Doubleday took command of the division. Retaining command of the division, he led them at the Battle of Antietam three days later. Fighting in the West Woods and Cornfield, Doubledays men held the right flank of the Union army. Recognized for his superior performance at Antietam, Doubleday was brevetted to lieutenant colonel in the Regular Army. On November 29, 1862, he was promoted to major general. At the Battle of Fredericksburg on December 13, Doubledays division was held in reserve and avoided taking part in the Union defeat. In the winter of 1863, I Corps was reorganized and Doubleday was shifted to command the 3rd Division. He served in this role at the Battle of Chancellorsville that May, but his men saw little action. As Lees army moved north in June, Major General John Reynolds’ I Corps led the pursuit. Arriving in Gettysburg on July 1, Reynolds moved to deploy his men in support of Brigadier General John Bufords cavalry. While directing his men, Reynolds was shot and killed. Command of the corps devolved on Doubleday. Racing forward, he completed the deployment and guided the corps through the opening stages of the battle. Gettysburg Positioned northwest of the town, Doubledays men were badly outnumbered by the approaching Confederate army. Fighting valiantly, I Corps held their position for five hours and was only forced to retreat after XI Corps collapsed on their right. Outnumbered 16,000 to 9,500, Doubledays men inflicted 35-60% casualties on seven of the ten Confederate brigades that attacked them. Falling back to Cemetery Hill, the remains of I Corps held their position for the remainder of the battle. On July 2, the commander of the Army of the Potomac, Major General George Meade, replaced Doubleday as commander of I Corps with the more junior Newton. This was largely the result of a false report submitted by the XI Corps commander, Major General Oliver O. Howard, stating that I Corps broke first. It was fostered by a long-running dislike of Doubleday, whom he believed indecisive, which went back to South Mountain. Returning to his division, Doubleday was wounded in the neck later in the day. After the battle, Doubleday officially requested that he be given command of I Corps. When Meade refused, Doubleday departed the army and rode to Washington. Assigned to administrative duties in the city, Doubleday served on courts martial and commanded part of the defenses when Lieutenant General Jubal Early threatened to attack in 1864. While in Washington, Doubleday testified before Joint Committee on the Conduct of the War and criticized Meades conduct at Gettysburg. With the end of hostilities in 1865, Doubleday remained in the army and reverted to his regular rank of lieutenant colonel on August 24, 1865. Promoted to colonel in September 1867, he was given command of the 35th Infantry. Later Life Posted to San Francisco in 1869, to head the recruiting service, he obtained a patent for a cable car railway system and opened the citys first cable car company. In 1871, Doubleday was given command of the African-American 24th Infantry in Texas. After commanding the regiment for two years, he retired from the service. Settling in Mendham, NJ, he became involved with Helena Blavatsky and Henry Steel Olcott. The founders of the Theosophical Society, they converted Doubleday to the tenets of Theosophy and Spiritualism. When the pair moved to India to continue their studies, Doubleday was named the president of the American chapter. He continued to live in Mendham until his death on January 26, 1893. Doubledays name is most commonly known due to its association with the origins of baseball. While the 1907 Mills Commission Report states that the game was invented by Doubleday at Cooperstown, NY in 1839, subsequent scholarship has proven this unlikely. Despite this, Doubledays name remains deeply linked to the games history.

Executive Orders Definition and Application

Executive Orders Definition and Application A presidential executive order (EO) is a directive issued to federal agencies, department heads, or other federal employees by the President of the United States under his statutory or constitutional powers. In many ways, presidential executive orders are similar to written orders, or instructions issued by the president of a corporation to its department heads or directors. Thirty days after being published in the Federal Register, executive orders take effect. While they do bypass the U.S. Congress and the standard legislative law making process, no part of an executive order may direct the agencies to conduct illegal or unconstitutional activities. Brief History or Executive Orders The first recognized executive order was issued by President George Washington on June 8, 1789, in the form of a letter to the heads of all federal departments instructing them to â€Å"impress me with a full, precise, and distinct general idea of the affairs of the United States.† Since then, all U.S. presidents, with the exception of William Henry Harrison have issued executive orders, ranging from presidents Adams, Madison and Monroe, who issued only one each, to President Franklin D. Roosevelt, who issued 3,522 executive orders. The practice of numbering and officially documenting executive orders as such did not begin until 1907 when the Department of State instituted the present-day numbering system. Applying the system retroactively, the agency designated the â€Å"Executive Order Establishing a Provisional Court in Louisiana,† issued by President Abraham Lincoln on October 20, 1862, as â€Å"United States Executive Order 1.† Perhaps the most impactful and certainly most famous executive order was the Emancipation Proclamation issued by President Abraham Lincoln on January 1, 1863, directing all agencies of the federal government to treat the 3.5 million African American slaves being held in the seceded Confederate states as free men and women.   Reasons for Issuing Executive Orders Presidents typically issue executive orders for one of these purposes:1. Operational management of the executive branch2. Operational management of federal agencies or officials3. To carry out statutory or constitutional presidential responsibilities Notable Executive Orders In 1970, President Richard Nixon used this executive order to establish a new federal agency, the National Oceanic and Atmospheric Administration, under the Department of Commerce.Shortly after the December 7, 1941, attack on Pearl Harbor, President Franklin D. Roosevelt issued Executive Order 9066, directing the internment of more than 120,000 Japanese-Americans, many of whom were U.S. citizens.In reaction to the terrorist attacks of September 11, 2001, President George W. Bush issued this executive order combining over 40 federal law enforcement agencies and creating the Cabinet-level Department of Homeland Security.As one of his first official actions, President Obama issued an executive order that some claimed allowed him to hide his personal records - like his birth certificate - from the public. In fact, the order had a very different goal. During his first 100 days in office, 45th President Donald Trump issued more executive orders than any other recent president. Many of President Trump’s early executive orders were intended to fulfill his campaign promises by undoing several policies of his predecessor President Obama. Among the most significant and controversial of these executive orders were: Executive Order Minimizing the Economic Burden of the Patient Protection and Affordable Care ActEO No. 13765 Signed: Jan. 20, 2017: The order reversed provisions of the Affordable Care Act - Obamacare - which he had promised to â€Å"repeal and replace† during the campaign.Enhancing Public Safety in the Interior of the United StatesEO No. 13768 Signed Jan. 25, 2017: The order, intended to reduce illegal immigration, denied federal grant money to so-called sanctuary cities.Protecting the Nation From Foreign Terrorist Entry Into the United StatesEO No. 13769 signed Jan. 27, 2017: The order temporarily suspended immigration from the Muslim-majority countries of Syria, Iran, Iraq, Libya, Sudan, Yemen, and Somalia Can Executive Orders be Overridden or Withdrawn? The president can amend or retract his or her own  executive order at any time. The president may also issue an executive order superseding or nullifying executive orders issued by former presidents. New incoming presidents may choose to retain the executive orders issued by their predecessors, replace them with new ones of their own, or revoke the old ones completely. In extreme cases, Congress may pass a law that alters an executive order, and they can be declared unconstitutional and vacated by the Supreme Court. Executive Orders vs. Proclamations Presidential proclamations differ from executive orders in that they are either ceremonial in nature or deal with issues of trade and may or may not carry legal effect. Executive orders have the legal effect of a law. Constitutional Authority for Executive Orders Article II, section 1 of the U.S. Constitution reads, in part, The executive power shall be vested in a president of the United States of America. And, Article II, section 3 asserts that  The President shall take care that the laws be faithfully executed... Since the Constitution does not specifically define executive power, critics of executive orders argue that these two passages do not imply constitutional authority. But, presidents of the United States since George Washington have argued that they do and have used them accordingly. Modern Use of Executive Orders Until World War I, executive orders were used for relatively minor, usually unnoticed acts of state. That trend changed drastically with the  passage of the War Powers Act of 1917. This act passed during WWI granted the president temporary powers to immediately enact laws regulating trade, economy, and other aspects of policy as they pertained to enemies of America. A key section of the War Powers act also contained language specifically excluding American citizens from its effects. The War Powers Act remained in effect and unchanged until 1933 when a freshly elected President Franklin D. Roosevelt found America in the panic stage of the Great Depression. The first thing FDR did was to convene a special session of Congress where he introduced a bill amending the War Powers Act to remove the clause excluding American citizens from being bound by its effects. This would allow the president to declare national emergencies and unilaterally enact laws to deal with them. This massive amendment was approved by both houses of Congress in less than 40 minutes without debate. Hours later, FDR officially declared the depression a national emergency and started issuing a string of executive orders that effectively created and implemented his famed New Deal policy. While some of FDRs actions were, perhaps, constitutionally questionable, history now acknowledges them as having helped to avert the peoples growing panic and starting our economy on its way to recovery. Presidential Directives and Memorandums Same as Executive Orders Occasionally, presidents issue orders to executive branch agencies through presidential directives or presidential memorandums, instead of executive orders. In January 2009, the U.S. Department of Justice issued a statement declaring presidential directives (memorandums) to have exactly the same effect as executive orders. A presidential directive has the same substantive legal effect as an executive order. It is the substance of the presidential action that is determinative, not the form of the document conveying that action, wrote acting U.S. Assistant Attorney General Randolph D. Moss. Both an executive order and a presidential directive remain effective upon a change in administration unless otherwise specified in the document, and both continue to be effective until subsequent presidential action is taken.

Organizational Culture Essay Example | Topics and Well Written Essays - 1250 words

Organizational Culture - Essay Example Mallinger and Goodwin depict how technology, competition and dynamic business environments in the technological epoch have increased the need for organizational culture. Comprehending the cross-functional effects of change is imperative to the fostering of a productive organizational change (Mallinger). Organizational change influences positive change in organizations that observe it. When the culture of an organization aligns with its goals and mission of an affiliation, positive results are available. According to the authors, cultural insight induces awareness of employee acceptance of change and pinpoints root causes of quandaries that hamper increased performance. Organizational culture is measurable through determining how an organization’s members can affect change, conform to ambiguous practices, achieve orientation, handle individualism against collectivism, handle egalitarianism and orient time and orient space. The authors offer an example of the Goodwin Company whe re its employees have an influential nature, had minimal collaboration among its management and lacked strategic plans for the company’s future (Mallinger). This adversely affects its organizational culture. The proposed structural alterations include establishing a strategic management department that addresses core challenges, offering employees and clients an influential voice and establishing a vision that encourages belongingness and fosters teamwork between all departments in the affiliation. ... Recognizing Organizational Culture in Managing Change Mallinger and Goodwin depict how technology, competition and dynamic business environments in the technological epoch have increased the need for organizational culture. Comprehending the cross-functional effects of change is imperative to the fostering of a productive organizational change (Mallinger). Organizational change influences positive change in organizations that observe it. When the culture of an organization aligns with its goals and mission of an affiliation, positive results are available. According to the authors, cultural insight induces awareness of employee acceptance of change and pinpoints root causes of quandaries that hamper increased performance. Organizational culture is measurable through determining how an organization’s members can affect change, conform to ambiguous practices, achieve orientation, handle individualism against collectivism, handle egalitarianism and orient time and orient space. T he authors offer an example of the Goodwin Company where its employees have an influential nature, had minimal collaboration among its management and lacked strategic plans for the company’s future (Mallinger). This adversely affects its organizational culture. The proposed structural alterations include establishing a strategic management department that addresses core challenges, offering employees and clients an influential voice and establishing a vision that encourages belongingness and foster teamwork between all departments in the affiliation. After initiating such reforms towards positive organizational culture, the authors found out that shifting an established organizational culture is a challenging activity that requires utter

Limist of data indicatiors for pupblic administrators Essay

Limist of data indicatiors for pupblic administrators - Essay Example Transparency International defines corruption as â€Å"the abuse of entrusted power for private gain."1 On the other hand, freedom is defined by Freedom House as "the opportunity to act spontaneously in a variety of fields outside the control of the government and/or other centers of potential domination."2 We need to realize that both corruption and freedom have a common factor – government. According to the assumptions of the media, countries with high levels of corruption, low levels of freedom, and high levels of unemployment, specifically among young men, are the main reasons why some countries face political vulnerability and turmoil. Table 1, located in Appendix I, shows rates of corruption according to CPI investigations and questions, which are based on methodology that measures countries according to two main categories – political rights and civil liberties. Data Perceptions: An interesting line graph forms after studying the data in the Table 1 (located in Appendix I). This line graph shows how close the rates of freedom and unemployment are. More specifically, the graph shows that the country with the highest rate of freedom (least amount of freedom) is Libya (7.0). To compare this with another country, Tunisia has a rate of 6.0.

Learning Styles Inventory Essay Example for Free

Learning Styles Inventory Essay Taking the Learning Styles Inventory Test was an insightful, informational, and introspective experience as a whole. It measures seven areas of standards or measure that clearly define an individual’s behavioral approach on learning – the visual, social, physical, aural, verbal, solitary, and logical learning styles. Each question within the test inquires about an individual’s leaning or inclination to harboring the outcomes of learning from each means or scenario indicated. The questions provide a learning situation where one will determine how he identifies with it, and one’s identification with each specific scenario determines how one learns through various situations. Putting oneself within each scenario allows one to review or evaluate one’s motivations in learning in order to understand clearly how one’s behavior and learning environment would and should be altered to facilitate greater learning. The result of the Learning Styles Inventory Test clearly indicates my personality or takes on the learning situation. Out of the seven learning styles, the Memletic Learning Styles Graph, as shown below, depicts that I am more inclined to learn effectively when I utilize my physical functions. The rating for each of the learning styles was remote that the bodily-kinesthetic learning style (18 points) stands out among the seven. (â€Å"Learning Styles Inventory – Results Page,† 2007) This piece of information I find true as I do tend to want or need to manipulate or experiencing things in order to learn or realize the structures or dimensions of objects, concepts, occurrences, and such. (â€Å"The Physical (Bodily-Kinesthetic) Learning Style,† 2007) Therefore, the result from the test did not surprise me at all. Next to the physical learning style, the aural learning style (15 points) follows as the second dominant one that applies to me. This is yet another factual information because I do find myself enjoying the learning experience when I work with music or sounds in the background. (â€Å"The Aural (Auditory-Musical-Rhythmic) Learning Style,† 2007) Music, as part of the learning environment, sets the mood or rhythm that motivates me to carry on and finish, not to mention enjoy, what I am doing. On the contrary, the least learning styles that I can identify my learning behaviors with is the verbal learning style (11 points), also including the visual, social, and solitary learning styles (12 points each). This means that I am not motivated enough to learn by reading or writing, looking at or watching visuals, socializing with other people, and even keeping to myself. The results of the test suggest that my strengths lie in my motivations and capabilities to do, or to become more productive by being actively involved during the learning experience. However, it might be difficult to become motivated within the learning environment as learning media such as visuals, written texts, the processes of socialization and independent learning are part of learning strategies or approaches being utilized in most cases. Moreover, the learning environment is balanced, such that it fosters various methods or approaches in learning; and my unbalanced learning styles suggest that I will not be able to keep up with the learning environment. Perhaps the most logical thing to do at this point is to try to even out or balance the learning styles that I should be accustomed to in order to draw out the advantages from it whenever the learning environment or situation calls for it. If it remains to be unbalanced, like my test results indicate, inflexibility will not facilitate learning but hinder the process of acquiring knowledge and skills as learning environments vary every time. Accomplishing this goal means that I would have to expose myself to varying learning situations, and understand the importance of each one in order to balance out my learning inclinations for the seven learning styles indicated. With this in mind, as the realization of the need to balance out these learning styles I have come to realize, I believe that taking the test allows one to understand the importance of being exposed to various learning situations and experiences which fosters creativity, flexibility, and competence in the workplace. References â€Å"Learning Styles Inventory – Results Page. † (2007). Retrieved November 26, 2008, from Advanogy. com. Website: http://www. learning-styles-online. com/inventory/results. asp â€Å"The Aural (Auditory-Musical-Rhythmic) Learning Style. † (2007). Retrieved November 26, 2008, from Advanogy. com. Website: http://www. learning-styles-online. com/style/aural-auditory-musical/ â€Å"The Physical (Bodily-Kinesthetic) Learning Style. † (2007). Retrieved November 26, 2008, from Advanogy. com. Website: http://www. learning-styles-online. com/style/physical-bodily-kinesthetic/

Managing Information Systems Essay -- Business Management Studies Essa

Managing Information Systems The aim of this assignment is to see the requirements for developing and managing a comprehensive Management Information system for an organization. In today's business environment it is getting harder and harder for organization’s to not only survive but to compete against other organizations. Information technology plays a big part in helping companies compete and survive. Companies that have branches or franchises need to make sure that they can communicate with the head office so that orders can be passed down. Most of a mangers time is spent 1 Passing information and ideas upwards to senior management to aid their decision making 2 Providing other department managers with information which will help them do their jobs more effectively 3 Passing information down wards to subordinates 4 Conveying attitudes or creating them 5 Receiving and interpreting facts and data 6 Communicating with people out sides the company e.g. suppliers. The manager needs resources to aid him with the task mentioned above. Management information systems and decision support systems are two such resources. Computers and information systems play critical roles in the operation of most organizations. All organizations, from factories to banks, are highly dependent on information for their day-to-day operations. The vast quantity of information that large corporations and government agencies need to operate, and the speed with which that information is created and used, makes computer-based information systems critical to such operations. What is a Management Information System? There are different definitions of a management information system: â€Å"Management Information system products produce information products that support many of the day-to-day decisions –making needs of management. Reports, displays, and responses produced by such systems provide information that managers have specified in advance as adequately meeting their information needs.† Taken from Management Information Systems Third edition by James A. O’Brien PG 370 â€Å"Management information system can be defined as a network of computer based processing procedures that are integrated with manual and other procedures to provide timely, effective information to support managerial planning and control† Taken from C... ..., Vol. 28 No. 2, May 1990, pp. 89-101 Burrell, G. and G. Morgan, "Sociological Paradigms and Organizational Analysis", Heinemann Press, London, Chismar, William G. and Charles H. Kriebel, "A Method for Assessing the Economic Gallagher, Charles A., "Perceptions of the Value of a Management Information System", Academy of Management Journal, Vol. 17 No. 1, 1974 Hirschheim, Rudy and Heinz K. Klein, "Four Paradigms of Information System Development", King, William R. and Jaime I. Rodriguez, "Evaluating Management Information Systems", MIS Quarterly, September Lee, Allen S., "A Scientific Methodology for MIS Case Studies", MIS Quarterly, March Lucas, Henry C., "Performance and the Use of an Information System", Management Science, Vol. 21 No. 4, April 1975, pp. 908-918 Melone, Nancy Paule, "A Theoretical Assessment of the User Satisfaction Construct in Information Systems Research", Srinavasan, A., "Alternative Measures of System Effectiveness: Associations and Implications", MIS Quarterly, September Weill, Peter, and Margrethe H. Olson, "Managing Investment in Information Technology: Mini Case Examples and Implications", MIS Quarterly, March

Competetive Nucleophiles Essay

Introduction: The purpose of this experiment was to compare the relative nucleophilicities of chloride ions and bromide ions in two different reactions. One reaction involved n-butyl alcohol and the other involved t-pentyl alcohol. We performed the reactions and compared the percentages of alkyl chloride and alkyl bromide in the product. To perform this experiment, we used methods including heating reaction mixture under reflux, extraction using a separatory funnel, drying with anhydrous sodium sulfate, and refractometry. Experiment Scheme: First, we prepared the solvent-nucleophile medium. We combined 44mL 7.7M sulfuric acid with 4.75g ammonium chloride and 8.75g ammonium bromide, and we heated the mixture with stirring to dissolve the salts. We put 17mL into a separatory funnel for use in the second reaction, and placed the rest into a reflux apparatus for our first reaction. We performed the first reaction of the competitive nucleophiles with 1-Butanol. We added 2.5mL of 1-butanol to the solvent-nucleophile medium in the reflux apparatus with a boiling stone and heated the mixture under reflux for 75 minutes. After reflux was completed, we allowed it to cool in an ice bath, and transferred the solution to a clean separatory funnel. The different phases separated, and we drained the lower aqueous layer. We added 5mL water to organic layer, mixed and collected the lower organic layer. We extracted the organic layer with 5mL sodium bicarbonate, drained organic layer and dried with anhydrous sodium sulfate. We decanted the alkyl halide solution and set it aside to be analyzed by refractometry. We performed the second reaction of competitive nucleophiles with 2-methyl-2-butanol. We measured 2.5mL of 2-methyl-2-butanol into the separatory funnel containing 17mL of the solvent-nucleophile medium. We swirled the mixture, venting occasionally until pressure equalized, then shook it vigorously with occasional venting for 2 minutes. We then allowed phases to separate. We drained the lower aqueous layer and poured the top organic layer into a small beaker containing 0.5g sodium bicarbonate. When bubbling stopped and clear liquid was obtained, we decanted the alkyl halide and began analysis by refractometry of the products from both reactions. By refractometry, we measured the refractive index of the products and used Equation 1 and 2 to calculate the percentages of each product (Pavia, Lampman, Kriz, and Engel, Organic Chemistry Laboratory Manual p. 47-50). Reaction 1 (Pavia, Lampman, Kriz, and Engel, Organic Chemistry Laboratory Manual p. 47-50) Discussion: In this experiment we used 2 nucleophiles, the bromide ion and the chloride ion. We performed 2 reactions with these nucleophiles in equimolar concentrations, and they competed with each other for the substrate. Normally, alcohols do not react well in nucleophilic substitution reactions because the hydroxide ion (a strong base) would need to be displaced, and it is not a good leaving group. For that reason, the substitution reaction must take place in acidic solution; the alcohol must first be protonated because water is a stable molecule and a better leaving group. After protonation, the substrate reacts by either the SN1 or SN2 mechanism. 1-Butanol will react by the SN2 mechanism because it is a primary alcohol while 2-methyl-2-butanol will react by the SN1 mechanism because it is a tertiary alcohol. In Reaction 1, the major product was the alkyl bromide and the minor product was the alkyl chloride because bromine is more reactive; bromide is a stronger nucleophile. In Reaction 2, there essentially was no major product because the alkyl bromide and alkyl chloride formed in nearly equal amounts; the product was racemic. This is because it followed the SN1 reaction mechanism. The rate determining step is the loss of the H2O molecule forming a carbocation, and this step does not require a nucleophile (Pavia, Lampman, Kriz, and Engel, Organic Chemistry Laboratory Manual p. 47-50). Important methods used in this experiment included heating reaction mixture under reflux, extraction using a separatory funnel, drying with anhydrous sodium sulfate, and refractometry. When heating under reflux, we used a condenser attached to the flask that we were heating. Under reflux, our system could heat the mixture to boiling and vapors condensed and drop back into the flask. We can heat our mixture for a long time at boiling point without losing any product. In refractometry, we measured the refractive index of our product mixture, which is the ratio of the speed of light in a vacuum to the speed of light in the media of interest. We can use our measured values with the standard values to calculate the percentages of alkyl chloride and alkyl bromide. Sources of error could include the extraction process and the reading of the refractive index values. During extraction, it is possible that the phases may not have completely separated or the reactants did not fully react to form products, so some of the reactants could possibly enter into our final mixture. When finding refractive index values, it is possible to have some error when reading the value. Overall, error did not have a huge effect on our results. We could improve the procedure by being very careful to remove the entire aqueous layer during extraction so none gets into our final product for refractometry testing. In conclusion, the experiment turned out well. Our results align with the expected results. We expected that the alkyl bromide will be the major product of Reaction 1 because it followed the SN2 mechanism, and we expected that the product from Reaction 2 would be a racemic mixture because it followed the SN1 mechanism. Questions: Bromide is a stronger nucleophile because the chlorine is more electronegative than bromine, so it holds electrons in closer. Bromine is less electronegative and has more electrons, and it is able to share unpaired electrons much more easily than chlorine. References ChemSpider Chemical Database. Royal Society of Chemistry, 4 July 2012. Web. Accessed 11 Sept. 2012. Sigma-Aldrich. Sigma-Aldrich. 2012. Web. Accessed 11 Sept. 2012. Pavia, Lampman, Kriz, and Engel. Organic Chemistry Laboratory Manual. Cengage Learning: Mason, OH, 2009. Print.

Achieving Excellence through Unity Essay

â€Å"One is said to be the loneliest number of all. † It sounds cheesy but it does make sense. This passage though sounds good, seems different on how others understand . One in this passage, refers to the number, the volume, the physical being. One can signify being alone, solitude and seclusion, but if we would come to think of the other parallel of ONE, we might come up to these ideas : one means UNITY , one means TRIUMPH , one means TOP and one means EXCELLENCE. Our distinguished members of the board of judges, esteemed members of the academe, my fellow orators, beloved parents and friends, every day we face many moments of truth, daily choices that present us opportunities for excellent performance . But let me ask you two things, first, â€Å"Do we really have the presence of excellence in our lives? â€Å" Well, allow me to give you some points . We Filipinos are well – known for being talented an enthusiast yet, we cannot escape from the fact that we are almost at the edge of the abyss of stagnation. The poverty , the never ending conflict in Mindanao , the immortality , high rate of criminality and the continuous declining quality of our education in the past twenty years, is this what we call excellence? And here’s my next question, â€Å"Are we really helping others to gain excellence by cultivating their talents ?† We merely answer, yes, because we think that we are excellent if we have the talents , the guts, and the confidence to execute things through enhancing others’ talents, we are helping them to become excellent ones . But we are wrong ! For excellence is not about the talent alone, in fact , the major of it has nothing to do with the talent . I t is a desire to share knowledge and to build a perfect vision of competence to cope with promising future. But sometimes we failed ; we failed to teach one another the competence we need. We are untrained in excellence which makes a man passionately desire to be a perfect citizen , who knows how to rule and to obey with justice and  wisdom. Now , whom can we blame ? To whom will we point our fingers ? – TO NO ONE – but to ourselves. Yes , we are . Ask me why? It is because we are part of each other’s life. Remember, if someone was about to slip , someone else could catch him. But the question is, † Do we exert some effort?† Mesdames and Sir , please ask yourselves : How can ONE makes our lives?†

Philiosophies in Early Childhood Teaching Essay Example

Philiosophies in Early Childhood Teaching Essay Example Philiosophies in Early Childhood Teaching Essay Philiosophies in Early Childhood Teaching Essay Formal Writing Assignment: Introduction to Early Childhood Education Instructor: Ecole Morris- University of Montana-Western Goal: to develop a personal teaching philosophy of early childhood education based on research and analysis. Purpose: If someone asked you to explain your philosophy of teaching young children, what would you say? How would you begin to formulate a statement that captures the essence of your belief about teaching and learning? Teacher candidates are increasingly being asked to articulate their philosophy of teaching. This request is often in conjunction with the submission of a teaching portfolio for seeking teaching positions or dossier for promotion and tenure. A teaching philosophy is a statement of reflection about what you will do as a teacher. Your beliefs influence your action. It has been recognized by many teachers that the process of identifying a personal teaching philosophy and continuously examining, testifying, and verifying this philosophy can lead to change of teaching behaviors and ultimately enhance professional and personal growth. Assignment: For this assignment articulate your teaching philosophy in two phases. (100 points) 1. Introduction: at the beginning of the semester, you are required to write a 4-5 page paper. In it, consider the following points: * Why do you want to become an early childhood education teacher? * What type of teaching position do you hope to obtain, and why? * What are your strongest characteristics or talents as a potential early childhood educator? * What are the factors that influence your decision to pursue this career? 2. Areas to emphasize: Use the following questions to help you think about your beliefs regarding teaching young children. It is not necessary to respond to each of these questions in your written philosophy. You may also decide to comment on additional issues as well. Take some time to think about each one in some depth. * How do you view young children? What is the child’s role in his/her education? What do you belief about how young children learn? * What role does family play in your teaching? How will you include them in your classroom? What are your views on inclusion, how will you include all children in your classroom? * How do you view the role of the teacher? How will your views influence your teaching? * What kind of environment do you hope to create in your future classroom? How does this relate to your basic beliefs about young children and learning? * What do you hope young children will become? What do you want them to achieve, accomplish, learn, feel, etc.? * What kind of feedback will you offer your students as they work? What kind of assessment will you use to be sure that students have met objectives? * Looking back at the history of early childhood education, who or what approaches have the greatest impression on you, and why? General Paper Format Suggestions: * Use present tense, in most cases. Write the paper in first-person (which is the most common and easiest for your audience to read). * Write in language and concepts that can be broadly appreciated. A general rule is that the statement should be written with the audience in mind. It may help to consider a school administrator (e. . , school principal) as your audience. * Write a paper that will let your audience know where you stand in regard to important educational theories and practices. By including specific examples of teaching theories and approaches, you are able to let your reader take a mental â€Å"peek† of your classroom. * Make the paper memorable and unique. Think of this teaching philosophy as part of a job application w here your readers are seeing many of these statements. What is going to set you apart from others? What about you are they going to remember? Create a vivid portrait of yourself as someone who is intentional about teaching and committed to his/her career. * A working draft will be developed and reviewed by a peer during the class. This working draft will be submitted with the final draft. * The personal philosophy paper must be typed, double-spaced, following APA (6th ed. ) guidelines. It must be a minimum of 4 pages not including references or appendices. A minimum of 3 references must be used. No more than 1 of these can be electronic (internet) references. A textbook bibliography can be a goldmine of references to follow up on as well.

Plastics in Childrens Toys

Plastics in Children's Toys Neither you nor your child can escape the touch of plastics, and for the most part, you dont need to worry about it. Most plastics are perfectly safe for even very small children. Plastics in their pure form typically have low solubility in water and have a low level of toxicity. However, some plastics found in toys contain a variety of additives that have been found to be toxic. Although the relative risk of injury from plastic-based toxins is low, its prudent to select your childs toys carefully. Bisphenol-A Bisphenol-A usually called BPA was long used in toys, baby bottles, dental sealants, and even thermal receipt tape. More than 100 studies have linked BPA to problems including obesity, depression and breast cancer.   PVC Avoid plastics that are marked with a 3 or PVC because polyvinyl chloride plastics often contain additives that can make plastics more harmful than they need to be for children. The volume and type of those additives will vary by the object and may differ significantly from toy to toy. The manufacture of PVC creates dioxin, a serious carcinogen. Although the dioxin shouldnt be in the plastic, its a byproduct of the manufacturing process, so buying less PVC may be an environmentally smart decision. Polystyrene Polystyrene is a rigid, brittle, inexpensive plastic commonly used to make plastic model kits and other toys. The material is also a base of  EPS foam. In the late 1950s, high-impact polystyrene was introduced, which was not brittle; it is commonly used today to make toy figurines and similar novelties. Plasticizers Plasticizers such as adipates and phthalates had long been added to brittle plastics such as polyvinyl chloride to make them pliable enough for toys. Traces of these compounds can possibly leak out of the product. The European Union placed a permanent ban on the use of phthalates in toys. Furthermore, in 2009 the United States banned certain types of phthalates commonly used in plastics. Lead According to the U.S. Centers for Disease Control and Prevention, plastic toys may contain lead, which is added to the plastic to soften it. If the toy is exposed to high heat, the lead may leach out in the form of dust, which may then be inhaled or ingested by a child or pet. A Little Bit of Vigilance Almost all plastic childrens toys are safe. A vast majority of toys are now made with polybutylene terephthalate plastic: You can tell these toys apart by sight, as they are the brightly colored,  shiny, very impact-resistant objects littering toy boxes across the country. Regardless of the type of plastic you encounter, its always wise to discard or recycle any plastic object that shows obvious signs of wear or degradation.   So although theres no need to panic about toxic toys, a little bit of vigilance especially with antique toys, or very inexpensive mass-produced toys may protect your children from unnecessary exposure.

Short paper on American history (to 1877) Assignment

Short paper on American history (to 1877) - Assignment Example As the rest 13 colonies lacked the elected representatives in British parliament, they found the laws and policy illegitimate and in violation of their rights as Englishmen. (Shmoop Editorial Team, 2008) Many colonies started to create committees of correspondence leading to their own provincial congresses. These committees or provincial congresses in course of 2 years dismissed the British government rule. The colonies in addition to rejecting the British parliament replaced the political frame work of the state and gathered themselves and coordinated the first continental congress in 1774. Many Protestants then started to emerge, especially in the areas of Boston. In result of protests against British attempts to assert authority, Britain sent troops to combat and dissolve local governments and to impose direct royal officials decree. (The American Revolution) In answer colonies started to organize their military against British acts and soon after war broke out within the states. This war is a important bench mark in the history of American Independence and is known as revolutionary war. Even though many colonies decided to stay away from the war and sent repeated pleas to the British parliament yet the British king declared the 13 Colonies â€Å"In rebellion† and traitor. By 1776 these colonies on their own cast votes in second continental congress and adopted declaration of independence. Furthermore, U.S.A along with, with French, Spain and United provinces defeated Britain in 1777 at Saratoga. This made French have open alliance with U.S.A. later to confine British defeat, America with French army captured large part of British colony which was led by British general Charles Cornwallis at York town, Virginia in 1781. The successful capture put an end to British efforts to find military solutions to American problem. U.S.A was now an independent state and these thirteen colonies subsequently made the first thirteen states of

Analysis of the Film The Women Essay Example | Topics and Well Written Essays - 1000 words

Analysis of the Film The Women - Essay Example Although the characters of the film were from upper class Manhattan who were supposed to be independent from men compared to most of their female counterparts during their time, their lives and their perceive importance is still tied up to men. The story revolved around the cat chase between Mary Haines (played by Norma Shearer) and her philandering husband Stephen (who was not seen in the film) who has to battle it out with the gold digging counter girl Crystal Allen (played by Joan Crawford). Yes the women in the film were assertive only that their assertion revolves around men that were never seen in the entirety of the movie. Given the theme of the movie, it would be appropriate to discuss the following aspect in the film; Status, relationship, and emotional life. Status and motivation Status is stressed in the analysis because given the status of women in the film (Mary Haines and company), they could be anything they wanted if they chose to be. They were wealthy. Yet, even with their financial independence, their sense of victory, particularly the character of Mary who has to battle it out with Crystal was centered on men. ... Basically, the ethos of the film was still women using their sexuality to win a man despite the absence of lewd representation. The men on the other hand were portrayed to be a â€Å"catch† especially in the case of Crystal who is in the quest of hunting married men who could support her. The film stereotyped women as dependent to men and Crystal’s gold digging tendency is the extreme side of it while Mary only highlighted it by equating her worth and victory as a woman to winning her man. Relationships Relationships were a central aspect of the film The Women. It showed how women in the 1930s put so much importance in the relationship with their men that their value as a person is tied with it. This is not to downplay the importance of relationship only that in the film, The Women’s worth seemed to be tied up with them. This transcends to their personal worth which is the case of Mary to their economic well being in the case of Crystal. Whatever angle it is look ed at, it still portrayed dependency. This was highlighted in the characters of two main protagonists Mary and Crystal whose circumstances only aggravated the portrayal of women. In the case of Mary, women are stereotyped whose lives revolve around men. This was aggravated with the discourse of the film where they are always involved in gossips, an unproductive activity that suggests that they have nothing better to do. It also diminishes their status, despite their wealth and financial independence because it communicates that they cannot be productive. With Crystal, women are stereotyped to be dependent to men who cannot fend for themselves that they have to find a man who will support her. Her portrayal as a gold