Free Essays on The Patriot

â€Å"The Patriot† starts in South Carolina in 1776. The movie is a family’s story about what they went through during the American Revolution. Mel Gibson stars as Benjamin who was a hero at Fort Wilderness during the French and Indian War, and a widower with seven children. Benjamin is part of the assembly in South Carolina. Benjamin is a respected man in the south because of the role he played in the battle at Fort Wilderness. In the beginning of the movie Benjamin tells his family they are going to Charleston because the South Carolina assembly is meeting there. While they are in Charleston they stay with their aunt Charlotte. Gabriel, Benjamin’s oldest son, decides to sign up with the militia to fight against the British for independence. Benjamin gets angry and they return home. A few moths later Gabriel writes his younger brother Thomas and tells him what is going on in the war. In Gabriel’s letter he writes about the fall of Charlestown to the British under command of Lord Cornwallis. Gabriel says that the north is also not doing well due to starvation and low moral. Gabriel ends his letter saying he is about to march south to fight the â€Å"red coats.† One night Gabriel shows up at the house wounded, while the â€Å"red coats† and â€Å"rebels† are fighting very near their home. Once the battle is over and the day breaks there are wounded British soldiers and Be njamin’s family helps them. One Lieutenant in the British army finds a letter that was to go to the American troops. Gabriele was carrying this letter. The Lieutenant asks where it came from and Gabriele steps up and says that it was he, and that the family was only caring for him because he was wounded. The Lieutenant figures out that Gabriele is Benjamin’s son; he then tells his men to tie him up and take him away. Thomas the second oldest sees this and gets scared. He tries to push the British soldiers away that are holding Gabriel and the lieutenant shoots ... Free Essays on The Patriot Free Essays on The Patriot â€Å"The Patriot† starts in South Carolina in 1776. The movie is a family’s story about what they went through during the American Revolution. Mel Gibson stars as Benjamin who was a hero at Fort Wilderness during the French and Indian War, and a widower with seven children. Benjamin is part of the assembly in South Carolina. Benjamin is a respected man in the south because of the role he played in the battle at Fort Wilderness. In the beginning of the movie Benjamin tells his family they are going to Charleston because the South Carolina assembly is meeting there. While they are in Charleston they stay with their aunt Charlotte. Gabriel, Benjamin’s oldest son, decides to sign up with the militia to fight against the British for independence. Benjamin gets angry and they return home. A few moths later Gabriel writes his younger brother Thomas and tells him what is going on in the war. In Gabriel’s letter he writes about the fall of Charlestown to the British under command of Lord Cornwallis. Gabriel says that the north is also not doing well due to starvation and low moral. Gabriel ends his letter saying he is about to march south to fight the â€Å"red coats.† One night Gabriel shows up at the house wounded, while the â€Å"red coats† and â€Å"rebels† are fighting very near their home. Once the battle is over and the day breaks there are wounded British soldiers and Be njamin’s family helps them. One Lieutenant in the British army finds a letter that was to go to the American troops. Gabriele was carrying this letter. The Lieutenant asks where it came from and Gabriele steps up and says that it was he, and that the family was only caring for him because he was wounded. The Lieutenant figures out that Gabriele is Benjamin’s son; he then tells his men to tie him up and take him away. Thomas the second oldest sees this and gets scared. He tries to push the British soldiers away that are holding Gabriel and the lieutenant shoots ...

Understanding Present and Past Participles

Understanding Present and Past Participles In  traditional English grammar, a participle is a  verbal that typically  ends in -ing (the present participle)  or -ed (the past participle).  Adjective:  participial. By itself, a  participle can function as an  adjective  (as in the sleeping baby or the damaged pump). In combination with one or more  auxiliary verbs,  a participle can indicate tense, aspect, or  voice.  Ã‚   Present participles end in -ing (for example,  carrying, sharing, tapping). Past participles of regular verbs end in -ed (carried, shared, tapped). Past participles of irregular verbs have various endings, most often -n or -t (broken, spent). As linguists have long observed, both of these terms- present and  past- are misleading.  [B]oth [present and past]  participles are used in the formation of a variety of complex constructions (tenses) and can . . .  refer to  past, present, or future time (e.g., What had they been doing? This must be drunk soon).  Preferred terms are -ing form (which also includes gerund) and -ed form/-en form (Oxford Dictionary of English Grammar, 2014). EtymologyFrom the Latin, share, partake, participate Examples of Present Participles Ahead of Perenelle, a crowd gathered around a young man with a  dancing bear. (Stephen Leigh, Immortal Muse. DAW, 2014)Newport harbor lay stretched out in the distance, with  the rising moon  casting a long, wavering track of silver upon it. (Harriet Beecher Stowe,  Uncle Toms Cabin, 1852)Drawing on my fine command of the English language, I said nothing. (Robert Benchley)The ducks come on swift, silent wings, gliding through the treetops as if guided by radar, twisting, turning, never touching a twig in that thick growth of trees that surrounded the lake.(Jack Denton Scott, The Wondrous Wood Duck. Sports Afield, 1976) Examples of Past Participles During the thunderstorm, the frightened cat hid under the bed.[T]he clock, its face supported by plump cupids of painted china, ticked with a small busy sound. (Robert Penn Warren, Christmas Gift. The Virginia Quarterly Review, 1938)The new home stood beside the macadamized new road and was high and boxlike, painted yellow with a roof of glittering tin. (Elizabeth Bishop, The Farmers Children Harpers Bazaar, 1949)One January day, thirty years ago, the little town of Hanover, anchored on a windy Nebraska tableland, was trying not to be blown away. (Willa Cather, O Pioneers! 1913)The Bibles Jezebel came to an ugly end. Thrown from a balcony, trampled by horses, and devoured by dogs, the middle-aged queen has had few good days since. (Review of Jezebel: The Untold Story of the Bible’s Harlot Queen by Lesley Hazleton. The Week, November  29, 2007)I believe in broken, fractured, complicated narratives, but I believe in narratives as a vehicle for truth, not simply as a form of en tertainment. (Stephen Greenblatt, Will in the World: How Shakespeare Became Shakespeare. W.W.  Norton, 2004) Source of the Terms Present and Past [There is] an apparent contradiction  in  our selection of terminology for  the present and past  participles. We have described the participles as non-tensed, and yet we have used the terms present and past to distinguish them. These  terms, in fact, derive from  the most characteristic uses of the participles, in constructions such as: Sue has made a sponge cake Sue is making a sponge  cake In (1) the making of the cake is located in past time and in (2) it is located in present time. Note, however, that it is not the participles themselves that suggest this difference, but rather the total contructions. Consider: Sue was making a sponge cake Here the making of the cake is certainly not located in the present but rather, as was indicates, in the past.  We thus wish to retain the  traditional terms on the grounds that they relate to the characteristic uses of the two forms, but at the same time insist that the forms are  tenseless: there is no  tense contrast between them. -(Peter Collins and Carmella Hollo, English Grammar: An Introduction, 2nd ed. Palgrace Macmillan,  2010) Examples of Present and Past Participial Phrases Leaking from restaurant walls, beamed into airports as they landed and automobiles as they crashed, chiming from steeples, thundering from parade grounds, tingling through apartment walls, carried through the streets in small boxes, violating even the peace of desert and the forest, where drive-ins featured blue musical comedies, music at first overwhelmed, then delighted, then disgusted, and finally bored them (John Updike, The Chaste Planet. Hugging the Shore: Essays and Criticism. Knopf, 1983)   Participles as Quasi-Adjectives As modifiers of  nouns, present and past participles of verbs function very much like adjectives. Indeed, they are sometimes regarded as adjectives when they modify nouns. A present participle attributes a quality of action to the noun, which is viewed as undertaking the action, as retreating of legs in [109]. A past participle views the noun as having undergone the action expressed by the participle, as prefabricated of buildings in [110]. [109] . . . the cripples envy at his straight, retreating legs[110] various prefabricated buildings Thus, the present is an active participle and the past is a passive participle.(Howard Jackson, Grammar and Meaning. Longman, 1990)Participles as Verbs and Adjectives Participles occupy an  intermediate position between verbs and adjectives. Like verbs of a clause, participles may function as predicates and take complements and adjuncts, in fact they refer to situations.  Since they are atemporal, they can, like adjectives, also function as modifiers of nouns.(Gà ¼nter Radden and Renà © Dirven, Cognitive English Grammar. John Benjamins, 2007) Participles as Sentence Openers When the  participle is a single word- the verb with no complements or modifiersit usually occupies the adjective slot in preheadword position: Our snoring visitor kept the household awake.The barking dog next door drives us crazy. . . . While the single-word participle generally fills the preheadword adjective slot, it too can sometimes open the sentence- and with considerable drama: Exasperated, she made the decision to leave immediately.Outraged, the entire committee resigned. Youll notice that both of these openers are past participles, rather than the -ing present participle form; they are, in fact, the passive voice. -(Martha Kolln, Rhetorical Grammar. Pearson, 2007) Pronunciation: PAR-ti-sip-ul

Administrative Ethics Paper Research Example | Topics and Well Written Essays - 1250 words - 1

Administrative Ethics - Research Paper Example Put simply, two organizations are forced to pay OCR a sum of $1,975,220 for losing two laptops that have patients’ private information (HHS, 2014). Undeniably, such information are at a risk of misuse hence the need for reinforcement. OCR’s deputy director asserts that, â€Å"Covered organizations must understand that mobile devices and computer security is the entity’s responsibility.† Consequently, the sum required of the entities sends a simple message that encryption is the best protection against such incidences. The two entities in this case are Concentra Health Services (Concentra) and QCA Health Plan, Inc. of Arkansas. Correspondingly, the issue in the case affects many people in different measures. First, the most affected are patients whose information is stored in the stolen laptops. Jessica et al. (2011) assert that one of the core responsibilities of medical practitioners is confidentiality. As such, it is required that healthcare professionals keep patients’ information secret and private unless there is a consent to disclose health information. It is the underlying reason why patients share a lot of confidential information with medical practitioners. In essence, failure to keep the information private harms patients. Besides, patients often share private information with professionals. It is without doubt that the patient-physician trust is broken when the clinic does not maintain privacy of information. The situation affects patients in many ways. One, there are patients with personally sensitive health information that they sought to keep secret. Even so, that the laptops are stolen means such information is no longer private (Barrett et al. 2010). It is very likely that the information is in the hands of people who want to misuse it. Moreover, patients are affected in that they will hardly seek medical assistance from the hospital. Undoubtedly, people learn from experience, and the availability of other people’s experience teaches the

Fashion Design Research Paper Example | Topics and Well Written Essays - 1500 words

Fashion Design - Research Paper Example The paper "Fashion Design" analyzes the Role of Fashion Designers. Fashion design is the field of art that deals with application of aesthetics, design or natural beauty on clothing and accessories. The creation of clothes, and other lifestyle accessories, is the principal activities involved. It is mainly influenced by culture and social relationship and circles hence its variation over time and place. All the different kinds of people and personality are served by varied elements of fashion design. This is in terms of the detail, techniques and finish to be applied. Carr and Pomeroy provide the steps involved in garment production. They begin by stating that fashion designers are the professionals who are involved with the every detail of the process that introduces a new fashion into the public domain. However, the first process begins with creating a basic design. This step is followed by the creation of a card design to establish that all pieces of the fabric fit well together. The final garment can then be created in accordance with the card pattern after all pieces are properly assembled. It involves the selection of appropriate materials that include buttons, zippers, as well as the selection of the suitable colors. At this point, the designer decides whether to show the clothing in a collection, modify or reject it (1992). Additionally, the fashion designer is involved in a fashion show, which is executed by selecting models, arrangement of garments in the collection.

Contain communism Essay Example for Free

Contain communism Essay Communism had always posed a threat to the interest of the U.S. and their attitudes towards the U.S.S.R. had proved they had not entertained the idea of communism much. But it was not until February 1946 did it all come out and the U.S.A began to act towards containing communism. The policy of containment meant the U.S. actively prevented the psreading of communism.There were several ways with which the U.S. tried to contain communism some of which were futile and others effective. However, for every move the U.S. made the U.S.S.R. had a retaliation. One way with which the U.S. tried to contain communism was with the use of the atomic bomb. The dropping of the atomic bomb in Hiroshima was a method that was used to bring the war between the Japanese to a quick end with few loss of American lives. Described by Truman as the greatest thing in history the bomb had a very devastating effect taking up to 70 000 lives. After that another bomb was dropped in Nagasaki, this was particularly to impress Stalin and scare him if possible. However this was to blow up in Trumans face. Stalin feeling that it was an insult that he was never informed of such a weapon by his allies was not impressed and also became more suspicious of the U.S. And the fact that he was also denied the islands in the far east since he had nothing to do with the defeating of Japan also irritated him more. Trumans attempts did not work instead Stalin sought a production of his very own atomic bomb, and alhough it was initially predicted the Soviet Union would get the bomb within 10 years, mysteriously the bomb was in the hands of the Soviets a lot sooner than that, they had it within 4 years. So Truman had nothing against Stalin now. This was one of the unsuccessful means of containing communism because it rather increased the already existing tensions between both countries during the cold war. And because it was a suspicious thing that the U.S.S.R. got the bomb so soon and the U.S. neglected to mention the weapon to the U.S.S.R. suspicion between both countries increased and the gulf between the countries expanded further. Another way in which the U.S. tried to contain communism was through propaganda. The methods through which communism was extending its influence throughout eastern Europe was blatantly unprofessional. The method was given  the name salami tactics where by countries in eastern Europe fell one by one into the influence of communism. For example, Czechoslovakia was the last democratic country in eastern Europe until 1948. The elections were coming up in May but because the communist were blamed for the country not receiving the Marshall aid the communist party was expected to do badly. However, before the election there was a coup detat where the police force took over and removed every non-communist personnel from office. In February, representatives of opposing parties were removed and Jan Masaryk the foreign minister who opposed communism personally mysteriously fell out of the window during the coup. The Czech communists took over with little blood shed and with no help from the Soviet Union. These was how the communist parties took over in other countries, by dissolving opposing parties and killing their leaders. This was the method that was used in east European countries such as Poland in 1947,Bulgaria also in 1947, in Romania and Albania, 8 countries in total were taken over using the salami tactics.and the only response the U.S. could give to this was verbal abuse. They simply, verbally condemned the acts which were committed and were hoping that the U.S.S.R would perhaps feel guilty and digress but unfortunately that did not work at all. This method of containment was perhaps the weakest of all mehods because the U.S.A. in no way showed any opposition to the methods used. This could be assumed as slacking in the part of the U.S. to containing communism. The most successful was the combination of policies, that is, Marshall plan and the iron fist policy. The iron fist was a result of the long telegram of February 1946 by George Kennan,deputy chief of mission in the U.S. embassy in Moscow. The telegram though it was lenghty simply said the Soviet Union was neurotic. He saw them as aggressive and insecure and concluded that there should be no compromise with the Soviet Union. Another factor that added to the development of the iron fist approach was that the U.S. were not prepared to make the same mistake that was made by the British. The Britains had a policy of appeasement with Nazi-Germany. They had negotiations with Hitler and gave him whatever he requested for as long as it was seen as reasonable but the appeasement only encouraged Hitler to ask for more and soon there was an outbreak of war in 1939. Truman and other  politicians agreed that they did not want the same thing to happen with the U.S.S.R. so therefore the iron fist approach was justified where by Truman refused totally to negotiate with the U.S.S.R. The Marshall plan also was another technique used. George Marshall was the new U.S. secretary of state and he had travelled through western Europe and was disheartened by the devastation he saw and was shocked by the economic crisis of the region. When he came back, he suggested that america invest in the economy of Europe, he argued that as America was a marketing economy Europe would have been a good consumer base but if there was no way for Europe to be able to afford their goods then no profit would be made and the economy of the U.S. would suffer. Therefore investment in the European economy was the solution. Though he asked for 17 million dollars, he was granted 13 million and so this money was distributed through out western Europe. Ofcourse the U.S.S.R. reacted negatively to this and also formed the comecon which organised economic assisstance to the countries of eastern Europe. But unfortunately this was no match for the Marshall plan. Added to this, in Germany, the Yalta and Potsdam agreements had stipulated that Germany be divided into two buffer zones. The western zone was to be under the supervision of the western powers while the eastern zone was under the U.S.S.R. However, in the eastern region, the U.S.S.R. continued taking reparations from Germany because of the damages of world war 2 where as, The U.S. kept putting money into the western zone. Soon it became obvious that the western zone was flourishing compared to the eastern zone. This caused the Berlin blockade of 1948-49. The U.S.S.R.s attempt to divide the eastern zone from the western zone. But this was where the Marshall plan and the iron fist came into play. Truman through the approach of the iron fist refused to give into these manouvres of the U.S.S.R. And with the money from the Marshall plan, the west were able to supply aid to Berliners, they flew food and supplies to them through the Berlin airlift and they were able to provide to over 2 million Berliners. The result of this was that Stalin had to give in and brought down the Berlin blockade by May 1949. A successful combination of the iron fist approach and Marshall plan, the west were able to gain an initiative giving the situation that happened in czechoslovakia and other east European countries. Another successful means of containing communism was the Truman doctrine.In February 1947, the British warned the U.S. that they could not keep their troops in Greece any longer which they had been in since 1944. But after the second world war, the British government began to feel the effect in their economy as they owed 3000 million pounds. This scared Truman because he believed communism was taking over and so by March 1947 he issued the Truman doctrine that specified that any country that had a democratically elected government and was fighting off communism would be given militarial support. And so with this, support from America was given to Greece and the communists were defeated. Stalin, however saw this as U.S. imperalism although he had no retaliation for this because in the first place, he had kept an agreement with Churchill that Greece was an area of British influence. None the less, the U.S. were still able to fight off communism in Greece. These were some of the ways the U.S. had contained communism or tried to.Through militarial means, that is the Truman doctrine and financial mean such as the Marshall plan. And also through propaganda, when they tried belittle the communists because of their use of salami tactics. They also tried the use of terror which was the A-bomb but that proved unsuccessful. Like some of the techniques used and on the other hand, others were quite successful indeed.

The Struggle Towards a Democratic Nation Essay -- essays papers

The Struggle Towards a Democratic Nation Education Position Paper The Struggle Towards a Democratic Nation Imperialism of one sort or another has been occurring for centuries around the world. In the U.S. a specific form of imperialism is in full effect but is less noticeable than the normative physical imperialism. Linguistic imperialism occurs when a dominant group imposes their language on another, and within the United States this imperialism has been occurring through English. English is the language set up by the American society to be the dominant official language. America is supposed to be the melting pot of different languages and cultures but there is a specific connection between English speakers and dominance over non-English speakers. From this relationship a hierarchy develops in which those who are the representative English speaker in America (Caucasian), are more privileged and more recognized in society than non-English speakers normally of color. Bilingual Education brings this topic to light because it is a governmental supported idea that basically forces non-Englis h speakers to learn English. As children grow out of bilingual education they seem to have two choices; move away from their own culture and assimilate, or retain their culture but don‘t be recognized by society. Of course these choices aren’t always so clear-cut and often the results are varied, but a conflict remains. This topic is explored in Americo Parede’s novel George Washington Gomez, when the question is raised, is it possible for a non-white non-English speaking person to become educated in America without losing their ethnic identity. The main character in this book Gualinto explores what it means to be Mexican-American and what that term means to him after being educated. Also my own experiences of the effects of linguistic imperialism and bilingual education in the California school system have lent to this paper. Ultimately all this information asks the question: Does the dominant white power structure and bilingual education in the U.S. allow non-E nglish speakers, normally of color, to retain their cultural identity? The migration of the English to America and the eventual formation of the colonies led to the construction of whiteness as an ideology of privilege and dominance. Literature from this period shows how whiteness became the represen... ...tural identity. The English language and linguistic imperialism attribute to this situation. While bilingual education is a way to assimilate non-English speakers into American culture, English and its place in the white dominant society, creates a possibility of forgetting ones culture or even self hatred. Like Gualinto many students find that the only real way to become upwardly mobile is to completely forget their heritage and become utterly American even if that means becoming â€Å"whitewashed†. Educators and enlightened minds alike will need to observe data and strive diligently toward a nation not dominated by white elitists but by open-minded educated people intent on the basic tenement of U.S. Democracy: Equality. Bibliography: Works Cited Babb, Valerie. Whiteness Visible. New York: New York University Press, 1998 7 April 2002 Mclaren, Peter, and Carlos J. Ovando. The Politics of Multiculturalism and Bilingual Education. Boston: McGraw-Hill, 2000. Paredes, Americo. George Washington Gomez. Houston: Arte Publico, 1990. United States. Dept. of Justice. Immigration and Naturalization Service. Law Enforcement and Border Management. 1999. 1 April 2002.

Compare Contrast: Hitler and Roosevelt

Compare/Contrast Hitler and Roosevelt The World War II era brought out many leaders, but two that were commonly acknowledged were Franklin D. Roosevelt and Adolf Hitler. Both men were very popular and were known throughout the world for their choices. The men had differed personalities but some traits were the same in both of them. The similarities and differences when comparing the two men are extremely noticeable. Hitler and Franklin are similar in the way of both being leaders of a powerful nation. Hitler led Germany while Roosevelt led the United States.These men both had a stubborn trait, which could be used good or bad. They both used the media as a way to convey their messages and to convince the public that their argument was better. Both men were also considered to be very headstrong in their ideas and opinions. In addition to their similarities, these men also have numerous differences. Roosevelt was well known for his kind demeanor and his ability to lead the United States during depression and war. Hitler was known for being a dictator and a mass murderer.Roosevelt felt sympathy for the people and his choices in politics reflected this. Hitler was arrogant and racist against various groups of people. The World War II era was a difficult time for the world to overcome. There were many disputes and feuds. Franklin and Roosevelt both contributed to World War II although not always in a positive way. Roosevelt was admired by the public,while Hitler was despised by a majority of the people. The similarities and differences between the two mens personalities and strategies is interesting to learn.Compare/Contrast Works Cited â€Å"Franklin D. Roosevelt. † Wikipedia. Wikimedia Foundation, 12 June 2012. Web. 06 Dec. 2012.

CRM Capabilities and the Customer Life Cycle Essay

Customer acquisition consists of the business processes in the CLC leading up to the customer moment, when consumers become customers . . . or not. This includes awareness generation, knowledge transfer, consideration, pre-sales, and evaluation. Capabilities include consumer surveys in business operations, tracking enterprise-wide customer interactions in business management, and market basket analysis in business intelligence. The enterprise clearly requires customer acquisition to maintain and expand revenues and profits. A business without nev. customer acquisition will shrink and eventually fail. But compared to customer retention amf expanding â€Å"share of customer†, customer acquisition can be expensive. I Expanding the â€Å"share of customer† is gaining the largest portion of acquisitions made by each individual customer in the global marketplace. The proportion of a customer’s move, that goes to a particular enterprise is known as the share of customer. Example capabilities include delivery of new information to a customer through business operations as the custome-, re-enters the CLC, taking advantage of cross-sell opportunities using business managerne7- capabilities, and identifying cross-sell opportunities through business intelligence capabilitie&. The benefits of expanding â€Å"share of customer† are similar to customer retention—additional sales without the cost of acquiring a new customer. However, expanding the share of customer is as valuable as customer retention. Most companies find that their most profitable customer-, are the ones that spend the largest percentages of their budgets with the enterprise. For example, one bank recently identified that every one of their most profitable customers (the top 20 per cent) gave their business to the bank, while none of the least profitable custome7,: (the bottom 20 per cent) gave their business to the bank. What is new is the customer-cents_~ nature of applications, which means organizing CRM processes around the customer rath—, than marketing, sales, or any other internal function. Measurements and feedback from the customer enable improvements in the CRM process. The customer’s viewpoint becomes aF integral part of the process, allowing it to change with the customer’s needs. In other words. companies base their actions not on the priorities of functional fiefdoms, but on the over†72 corporate objective of providing customer satisfaction. However, before aggressively deploying CRM applications, managers might have to restructure customer-interaction processes. Functional and organizational structurei tend to compartmentalize the various activities that go into serving the customer. Such fragmentation prevents customer information from being dispersed far enough within the organization to be useful; in fact, it often stands in the way of efforts to build a relationship As a result, customized service is difficult and consequently, organizations tend to treat all customers the same – a damning impediment to building closer relationships. To counter fragmentation, leading-edge companies strive to take a more customer centred approach to CRM. There is a growing trend towards managing all the activities that ientify, attract, and retain customers in an integrated fashion, that is, managing them as a process that cuts across functional departments. By addressing these activities as a set of CRM processes, organizations can create end-to-end communications and performance accountability for entire sets of activities. In short, a CRM infrastructure is really a portfolio of process competencies.

Battle of Long Island in the American Revolution

Battle of Long Island in the American Revolution The Battle of Long Island was fought August 27-30, 1776 during the American Revolution (1775-1783). Following his successful capture of Boston in March 1776, General George Washington began shifting his troops south to New York City. Correctly believing the city to be the next British target, he set about preparing for its defense. This work had commenced in February under the guidance of  Major General Charles Lee and continued under the supervision of Brigadier General William Alexander, Lord Stirling in March. Despite the efforts, a lack of manpower meant that the planned fortifications were not complete by late spring. These included a variety of redoubts, bastions, and Fort Stirling overlooking the East River. Reaching the city, Washington established his headquarters in the former home of Archibald Kennedy on Broadway near Bowling Green and began devising a plan to hold the city. As he lacked naval forces, this task proved difficult as New Yorks rivers and waters would permit the British to outflank any American positions. Realizing this, Lee lobbied Washington to abandon the city. Though he listened to Lees arguments, Washington decided to remain at New York as he felt the city possessed significant political importance. Armies Commanders Americans General George Washingtonapprox. 10,000 men British General William Howeapprox. 20,000 men Washingtons Plan To defend the city, Washington divided his army into five divisions, with three at the south end of Manhattan, one at Fort Washington (northern Manhattan), and one on Long Island. The troops on Long Island were led by Major General Nathanael Greene. A capable commander, Greene was struck down by with fever in the days before the battle and command devolved to Major General Israel Putnam. As these troops moved into position, they continued work on the citys fortifications. On Brooklyn Heights, a large complex of redoubts and entrenchments took shape that included the original Fort Stirling and ultimately mounted 36 guns. Elsewhere, hulks were sunk to deter the British from entering the East River. In June the decision was made to construct Fort Washington at the northern end of Manhattan and Fort Lee across in New Jersey to prevent passage up the Hudson River. Howes Plan On July 2, the British, led by General William Howe and his brother Vice Admiral Richard Howe, began arriving and made camp on Staten Island. Additional ships arrived throughout the month adding to the size of the British force. During this time, the Howes attempted to negotiate with Washington but their offers were consistently rebuffed. Leading a total of 32,000 men, Howe prepared his plans for taking New York while his brothers ships secured control of the waterways around the city. On August 22, he moved around 15,000 men across the Narrows and landed them at Gravesend Bay. Meeting no resistance, British forces, led by Lieutenant General Lord Charles Cornwallis, advanced to Flatbush and made camp. Moving to block the British advance, Putnams men deployed onto a ridge known as the Heights of Guan. This ridge was cut by four passes at Gowanus Road, Flatbush Road, Bedford Pass, and Jamaica Pass. Advancing, Howe feinted towards Flatbush and Bedford Passes causing Putnam to reinforce these positions. Washington and Putnam hoped to entice the British into mounting costly direct assaults on the heights before pulling their men back into the fortifications on Brooklyn Heights. As the British scouted the American position, they learned from local Loyalists that Jamaica Pass was only defended by five militiamen. This information was passed to Lieutenant General Henry Clinton who devised an attack plan using this route. The British Attack As Howe discussed their next steps, Clinton had his plan for moving through Jamaica Pass at night and flanking the Americans put forward. Seeing an opportunity to crush the enemy, Howe approved the operation. To hold the Americans in place while this flank attack was developing, a secondary attack would be launched near Gowanus by Major General James Grant. Approving this plan, Howe set it in motion for the night of August 26/27. Moving through Jamaica Pass undetected, Howes men fell upon Putnams left wing the following morning. Breaking under British fire, American forces began retreating toward the fortifications on Brooklyn Heights (Map). On the far right of the American line, Stirlings brigade defended against Grants frontal assault. Advancing slowly to pin Stirling in place, Grants troops took heavy fire from the Americans. Still not fully grasping the situation, Putnam ordered Stirling to remain in position despite the approach of Howes columns. Seeing disaster looming, Washington crossed to Brooklyn with reinforcements and took direct control of the situation. His arrival was too late to save Stirlings brigade. Caught in a vise and fighting desperately against overwhelming odds, Stirling was slowly forced back.   As the bulk of his men withdrew, Stirling led a force Maryland troops in rearguard action that saw them delay the British before being captured. Their sacrifice allowed the remainder of Putnams men to escape back to Brooklyn Heights. Within the American position at Brooklyn, Washington possessed around 9,500 men. While he knew that the city could not be held without the heights, he was also aware that Admiral Howes warships could cut his lines of retreat to Manhattan. Approaching the American position, Major General Howe elected to begin building siege lines rather than directly assaulting the fortifications. On August 29, Washington realized the true danger of the situation and ordered a withdrawal to Manhattan. This was conducted during the night with Colonel John Glovers regiment of Marblehead sailors and fisherman manning the boats. Aftermath The defeat at Long Island cost Washington 312 killed, 1,407 wounded, and 1,186 captured. Among those captured were Lord Stirling and Brigadier General John Sullivan. British losses were a relatively light 392 killed and wounded. A disaster for American fortunes in New York, the defeat at Long Island was the first in a string of reverses which culminated in the British capture of the city and surrounding area. Badly defeated, Washington was forced retreat across New Jersey that fall, finally escaping into Pennsylvania. American fortunes finally changed for the better that Christmas when Washington won a needed victory at the Battle of Trenton.

Definition and Discussion of Philology

Definition and Discussion of Philology Definition Philology is the study of changes over time in a particular language or language family. (A person who conducts such studies is known as a philologist.) Now more commonly known as historical linguistics. In his book Philology: The Forgotten Origins of the Modern Humanities (2014), James Turner defines the term more broadly as the multifaceted study of texts, languages, and the phenomenon of language itself. See the observations below. EtymologyFrom the Greek, fond of learning or of words Observations Hardly any academic research was taking place into grammar in the early decades of the [twentieth] century in Britain. And the academic work which was being donethe historical study of the language, or philologywas considered to be irrelevant to children whose primary need was literacy. Philology was particularly repugnant to teachers of English literature, who found it a dry and dusty subject.(David Crystal, The Fight for English. Oxford University Press, 2006) When Philology Was King of the Sciences- Philology has fallen on hard times in the English-speaking world (much less so in continental Europe). Many college-educated Americans no longer recognize the word. Those who do often thinks it means no more than scrutiny of ancient Greek or Roman texts by a nit-picking classicist. . . .It used to be chic, dashing, and much ampler in girth. Philology reigned as king of the sciences, the pride of the first great modern universitiesthose that grew up in Germany in the eighteenth and earl ier nineteenth centuries. Philology inspired the most advanced humanistic studies in the United States and the United Kingdom in the decades before 1850 and sent its generative currents through the intellectual life of Europe and America. . . .The word philology in the nineteenth century covered three distinct modes of research: (1) textual philology (including classical and biblical studies, oriental literatures such as those in Sanskrit and Arabic, and medieval and modern European writings); (2) theories of the origin and nature of language; and (3) comparative study of the structure and historical evolution of languages and language families.(James Turner, Philology: The Forgotten Origins of the Modern Humanities. Princeton University Press, 2014)- What was happening from about 1800 on was the coming of comparative philology, best described as the Darwinian event for the humanities as a whole. Like The Origin of Species, it was powered by wider horizons and new knowledge. By the late 18th century, conscientious British colonial administrators, who had had Latin and Greek drummed into them at school, found that they needed classical Persian, and even Sanskrit, to do their jobs properly. They could not help noticing the similarities between the Eastern languages and their classical counterparts. But what did these mean, and what was the origin, not of species, but of language differentiation?Comparative philology, tracing the history and development of especially the Indo-European languages, rapidly gained immense prestige, most of all in Germany. No discipline, declared Jacob Grimm, doyen of philologists and fairy-tale collector, is haughtier, more disputatious, or more merciless to error. It was a hard science in every sense, like math or physics, with a ruthless ethic of finicky detail.(Top Shippey, For Love of the Word. The Wall Street Journal, July 5-6, 2014) Henry Wyld on Cranks and Quacks (1921)The public is extraordinarily interested in all sorts of questions connected with English Philology; in etymology, in varieties of pronunciation and grammatical usage, in the sources of the Cockney dialect, in vocabulary, in the origin of place and personal names, in the pronunciation of Chaucer and Shakespeare. You may hear these matters discussed in railway carriages and smoking-rooms; you may read long letters about them in the press, adorned sometimes with a display of curious information, collected at random, misunderstood, wrongly interpreted, and used in an absurd way to bolster up preposterous theories. No, the subject-matter of English Philology possesses a strange fascination for the man in the street, but almost everything that he thinks and says about it is incredibly and hopelessly wrong. There is no subject which attracts a larger number of cranks and quacks than English Philology. In no subject, probably, is the knowledge of the e ducated public at a lower ebb. The general ignorance concerning it is so profound that it is very difficult to persuade people that there really is a considerable mass of well-ascertained fact, and a definite body of doctrine on linguistic questions.(Henry Wyld, English Philology in English Universities: An Inaugural Lecture Delivered in the Examination Schools at Oxford University, February 21, 1921) From Philology to LinguisticsIf the nineteenth was the century in which language was discovered, the twentieth is the century in which language was enthroned. The nineteenth century took language apart in several senses: it learned how to look at language as an amalgam of sounds and hence how to study sounds; it came to understand the significance of variety in language; and it established language as a separate study, not part of history or of literature. Philology was called the nourishing parent of other studies at best.It was when the other studies, notably new ones like anthropology, began in their turn to nourish philology that linguistics emerged. The new study became unlike its origins: as the century wore on, linguistics began to put language back together again. It became interested in the way sounds amalgamate to form words and words combine into sentences; it came to understand the universals beyond the apparent variety in language; and it reintegrated language with othe r studies, notably philosophy and psychology.(W.F. Bolton, A Living Language: The History and Structure of English. Random House, 1982) Pronunciation: fi-LOL-eh-gee

Statistics Final Exam Speech or Presentation Example | Topics and Well Written Essays - 1750 words

Statistics Final Exam - Speech or Presentation Example In the case of work completed in Excel, copy and paste show the formula(s) used. No work = no credit. The problems on this exam pertain to the Malls of the Thump McDonald Property group. Thump McDonald, often referred to as â€Å"The McDonald†, commissioned his apprentices to look at various statistics to determine the efficiency of his operations. A supplier manufactures batteries for the emergency backup lights in the mall corridors. A random sample of 256 batteries is taken and the sample mean life is 6.5 years with a standard deviation of 0.65 years. The law requires 99% confidence of operation when scheduling of battery replacement. Mall security estimates that the average daily per-store theft is exactly $335, but wants to determine the accuracy of this statistic. The company researcher takes a sample of 81 clerks and finds that =$300 and s = $80. A confidence interval of 90% was used to estimate the proportion of customers who buy at least two items during their shopping mall experience. A random sample of 150 customers produced the following confidence interval: 32% +/- 4%. What is the best way to explain the results? z-test should be used when the sample size is greater than 30 (n>30) and when the mean and the standard deviation are known. T-test is best suites when the sample size is lesser than 30 (n