1,000 Word Essay On THE LOVE STORY :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  There are many positive things and negative things about the movie and the story. In the movie you have a chance to see what Elizabeth looks like. That alone could be a positive and negative thing. The movie is more glamour than thought. In the movie your mind has more free will so therefore this is the better of the two. The thought in the movie that, there is unlimited communication between the two, takes away your imagination and the curiosity of what they will say and how they will say it in the last message between the two of them. The changing of the time period was a very smart and interesting thing done in order for the movie to fit exactly into place. In the story the little details is what makes it important. Such as the marble floor in the Post Office, or that in the story, the Post Office is small. All of these little details are left out in the movie. Although it doesn’t seem like a great deal, the little details do play a large part in the importance of the Postal Office in the story. Although the story seems more simple in the â€Å"word† sense, it also leaves a lot of room for the mind to wonder what it is like back in the 1800’s. Therefore the story is more open for the mind and it is more pleasing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"A girl in a high-necked dark dress with cameo brooch at the collar. Her dark hair was swept tightly back, covering the ears, in a style which no longer suits our ideas of beauty. But the stark severity of that dress and hairstyle couldn’t spoil the beauty of the face that smiled out at me from that old photograph.† This above is the description stated in the story that described Helen Elizabeth Worley. This description is not of lustrous beauty, but of the true love he felt for her. This statement and description is made at the end of the story. The movie gave you the chance to make your opinion on looks before you even began to know her. You are sort of forced by your eyes to make judgments on her personal appearance in the movie. When you make judgments on appearance then you don’t get the picture of this story, or any story for that matter. The imagination is one of the most powerful tools you can have, and in the movie you don’t use it that often, because the movie paints the picture for you.

Professional Values and Awareness Essay

In this assignment I will identify issues that affect the care provided in a home for adults with learning disabilities. Using the â€Å"case study† format I will focus on the interpersonal relationships and identify the underlying factors that influence them, then provide explanations for these by applying established theories. Churton (2000:214) describes a case study as â€Å"a detailed investigation of a single research area†¦Ã¢â‚¬ . The case study will form a unique representation of the individuals involved at the time they were observed. As a single study the outcomes may not be representative of all care homes, but it is reasonable to assume many issues may be similar. As a student I was able to observe both staff and clients in their normal routines. I was accepted as a member of the care team and took part in daily activities. This form of research is described in Giddens (1997:542) as â€Å"Participant observation†. Becker describe the role of the researcher as â€Å"someone who watches the people he is studying to see what situations they ordinarily meet and how they behave in them† (cited in Marsh I. 1996:124), however the by taking on a role within the group that justifies their presence the researcher acts as more than a passive observer and becomes a participant. As a stranger to the group my presence will have affected the behaviour of the clients and studies have shown that the presence of students affects the way that qualified staff work (Reed J & Procter S. 1993:31). My own preconceived ideas of Learning disabilities and the staff and clients previous experience of students will all have contributed to the behaviour I witnessed. On my first day at the placement I was introduced to my mentor (the deputy manager). We discussed the homes basic philosophy and the clients’ disabilities. I was introduced to the nine clients, and the staff approximately 15. During this first meeting my mentor made me feel welcome and allayed some of my fears about the placement. Unfortunately other than two brief conversations this was the only time I worked with her over the six-week placement. The staff are mostly female with only four male staff. They were of all ages and came from a mix of races and religions, some single and others married with children. All of the staff are support workers and most have NVQ level 3 or are currently studying towards it. I found all the staff very friendly and felt welcome, but I also felt a like a ‘spare part’, as the clients were encouraged to do things for themselves, very little intervention was necessary. Record keeping, giving medication and supervising the clients at the many activities they attended were the main tasks. The days soon became very predictable with set activities and â€Å"opportunities† to be achieved. The slowness of the day meant that staff talked a lot, discussing personal matters as well as how they felt about the clients and their jobs. Conversation included issues around the low regard support workers had from the general public and other health care professionals, the quantity of paper work to be completed daily and the emphasis placed on it, little support and understanding from the management, and having to attend college in there own time. My personal performance was influenced most by the lack of a mentor. Without a mentor to shadow I would try to â€Å"latch onto† a member of staff only to find that we were on different activities or were at the end of their shift. My shifts and my mentors were not together, when I asked the manager if I could swap my weekend to the same as my mentors, she told me that there was no need for me to work with my mentor at all. I was left feeling very isolated. The need for student and mentor to work together â€Å"as much as possible† to build successful relationship is highlighted in Baillià ¯Ã‚ ¿Ã‚ ½re’s Study Skills for Nurses (Maslin-Prothero1997:32). Good mentoring is a two-way process requiring willingness from both mentor and mentee to build a collaborative relationship (Ellis et al 1995:121, Ajiboye P. 2000:11). Formal mentoring is relatively new to nursing (Maslin-Prothero 1997:51), and is closely related to Project 2000 (Salvage J.1999:14). The ENB define mentors as â€Å"an appropriately qualified and experienced first-level nurse/midwife/health visitor who by example guides assists and supports the student in learning new skills, adopting new behaviour and acquiring new attitudes† (as cited in Quinn F. 1995:188). Mentorship has existed for centuries with references dating back to Greek mythology (Ellis R. et al 1995:109), and it is widely used for career development in business, where mentors are â€Å"role models, talent developers and door openers†(Tyson S. & Jackson T. 1992:121). There are several theories on how mentoring works, most emphasise the mentor as a facilitator allowing the student to experiment while ensuring the safety of the patient/clients, and providing a â€Å"developmental bridge between theory and practice† (Ellis R. et al 1995:109). Communication and interpersonal skills are the foundations on which a successful relationship is built and are therefore essential skills in a mentor (Ellis R. et al 1995:121). However the mentor themselves may be the most important factor. A mentor is a role model good or bad. Hopefully the student will witness a high standard of practice and set their own standards similarly. But when the standard is low it depends on the students’ knowledge of the theory as to whether they choose to imitate the mentor or apply their own higher standard. Bandura (cited in Ellis R. et al 1995:116) describes this process as Social Learning Theory, a three-stage process. Stage 1 Observational Learning: Imitating a good role model Stage 2 Inhibitory/Disinhibitory Effects: bad practice rejected or imitated Stage 3 Eliciting Effect: good practices learned and core knowledge improved. The break down of the mentor mentee relationship on my placement may have been for variety of reasons, poor communication, unrealistic expectations or time constraints. Supernumerary students have time to observe and reflect, but mentors may have an already busy schedule and supervising students can become just another pressure (Reed J. & Procter S. 1993:36). Students in this environment may find themselves being used as â€Å"another pair of hands† (Ajiboye P. 2000:11). Many texts cite good leadership of the manager as vital to forming an atmosphere conducive to learning (Quinn F. 1995:182). A good manager will find time to inspire staff to enthusiastically provide high quality care (Grohar-Murray 1997:125). In the philosophy of care/service values of the placement it states that â€Å"we have a well trained staff who have achieved a NVQ in care or are working towards it† (not referenced to protect confidentiality). However the staff studying the NVQ had to attend college in there own time. This caused resentment towards the management as the staff felt that the qualification was for the company’s benefit, but at their expense. Tappen (1995:69) recognises that by allocating staff time to attend lectures or college days without them incurring financial penalties the outlook is changed from just gaining a ‘paper qualification’ to ‘an opportunity’ to develop skills and increase personal knowledge. Encouraging staff to develop new skills is a great motivator. Motivation has been described as â€Å"the oil that keeps the machinery turning† (Dell T. 1988:59) and is a key element in many leader/management theories. Many motivation theories are based around the concept of fulfilling needs. Maslow (1968 cited in Hogston R. & Simpson P. 1999:295/303) devised a hierarchy with seven levels, the first level are basic physical needs such as food and water progressing up to more psychological needs of self fulfilment. Individuals climb the pyramid a step at a time motivated by fulfilment at the previous level (see appendix 1). Kafka (1986 cited in Tappen 1995:304) offers five basic factors for motivation, Economic security, Control, Recognition, Personal self-worth and Belonging. But unlike Maslow the five may be placed in any order, as one person may be motivated more by the need to belong than the need for money (see appendix 2). Self-esteem/worth and belonging are needs common to both Maslow and Kafka. If managers boost self-esteem by acknowledging good practice and recognising achievements they enhance the feeling of belonging. Without feedback staff often feel overlooked and isolated. To be constructive feedback should contain both positive and negative elements and be based on observed behaviour, given objectively it can highlight areas that need strengthening and increase motivation. Kron (1981 cited in Tappen R. 1995:420) described this â€Å"positive feed back† as a â€Å"psychological paycheque†. The need to belong affects students, when they are included in procedures, and given opportunities to express opinions and don’t feel â€Å"in the way† they become part of the team. Being accepted boosts self-esteem and motivates learning (Oliver R & Endersby C. 1994:94) Dell statement that â€Å"people work harder for recognition than for money†(Dell T. 1988:59) is supported by a study of the affect of incentives such as pay increases and shorter hours. When each incentive was implemented productivity was found to increase. When the incentives were removed and working conditions returned to normal it was expected that the productivity would fall. In fact productivity rose â€Å"to the highest levels ever†. Mayo’s conclusion was that being in the study had caused the group to bond (belong) and that the interest (recognition) showed by researchers had encouraged the workers to achieve the level they believed the researchers expected of them (Mayo E. 1933 cited in Barratt M. & Mottershead A. 1999:74). If the security of â€Å"belonging† is absent self-esteem deteriorates which can lead to an â€Å"increase in complaints and fatigue†¦and absenteeism is likely to rise†(Barratt M.& Mottershead A. 1999:73). Lack of appreciation and support are two of the ten factors cited by Tappen (1995:455) that contribute to ‘burnout’. As the â€Å"most caring and most highly committed are often the ones most prone to burnout† (Eisenstat & Felner cited in Crawford J. 1990:48) it’s frequently linked to health care. Burnout is defined as, (Kozier B et al 2000:1387). † an overwhelming feeling that can lead to physical and emotional depletion, a negative attitude and self concept, and feelings of helplessness and hopelessness† There are many methods to prevent burnout. One of these I observed, and have been guilty of my self, is the ability to suddenly become deaf. For example one client would continually ask for a ‘cup of tea’, to which staff would respond ‘you’ve just had one’ and the client would reply ‘I’ve just had one’ and walk away. But if the frequency of requests increased or they interrupted another activity staff would often pretend not to hear, they would ovoid eye contact and turn away. By ignoring the client it extended the periods between acknowledged requests. For the same reason this client was always last to receive his cup of tea when it was being made for the group. This coping mechanism ‘denial’ is one of many established ways to deal with stress (Kenworthy N. 1996:91). In denial you reject the thing that is unacceptable choosing to believe it isn’t there. Denial is very similar to ‘repression’ where although aware of the feelings you block them out, Tappen suggest that this can leave the caregiver with a â€Å"vague sense of unease† towards the client. Having denied hearing the request staff would then repress their guilt, leaving them with an uneasy feeling towards the client. This practice while not acceptable, had no long-term affects on the client as he would simply ask again a few minutes later, however if all requests where dealt with in the same way it could become harmful to the client (Tappen R. 1995:11). Another behaviour I witnessed was the reliance on PRN medication; a different client was very vocal following staff around the home asking questions about her forthcoming blood test. After a couple of failed attempts to reassure her it was decided she needed PRN to clam her down. The staff had coped by rationalising the situation. Rationalisation uses one explanation to cover up a less acceptable one i.e. their reason for giving the medication was to calm the client down. But the real reason was it would stop her bothering them with questions. (Tappen R.1995:11). Often in learning disabilities carers see a client’s failure to behave in an acceptable way or achieve targets as a personal failure (Brown H. Smith H. 1992:95). These failures or ‘client losses’ are another factor that contributes to burnout (Tappen R.1995:455). Other factors often experience by learning disabilities cares also contribute to burnout such as ‘low pay’, ‘discrimination’ and ‘inadequate advancement opportunities’. Learning disabilities are often referred to as â€Å"the Cinderella of the Cinderella services†(Parish C. 2001:13), and as such tend to attract the least skilled workers, who are given a low status even in relationship to carers in other fields (Brown H. & Smith H. 1992:93). Care is traditionally seen as â€Å"women’s work† and therefore â€Å"unskilled and unworthy† (Brown H. & Smith H. 1992:162/166). This is reflected in the fact that care staff are predominately women working part time, earning low levels of pay and having few opportunities to advance their careers (Hudson B. 2000: 88). Care work is rarely undertaken solely for financial gain; often the motives are more altruistic (Dagnan D. 1994:127). A study into staff satisfaction found that â₠¬Å"in spite of low pay† care staff â€Å"found rewards in the close nature of the caring relationship† (Hudson B. 2000:89). Recent government white papers ‘NHS and Community Care Act’ and ‘Valuing People’ aim to enhance the status of learning disabilities by reorganising the way that the service is provided (Beacock C. 2001:23), and â€Å"give those working in social care a new status which fits the work they do† (Hudson B. 2000:99). These proposals may ultimately improve the status of the service, but in the short term the changes are creating more paperwork, require new skills, and are leading to greater job insecurity. These factors are adding to an already stressful job (Hudson B. 2000:96). Studies found that the main causes of stress for care workers were â€Å"the inability to provide service users with what they needed, accountability or responsibility without power, frustration at office politics and uncertainty about the future† (Hudson B. 2000:90). ‘Powerlessness’ and ‘unresponsiveness to client needs’ added to ‘too much paper work’ are more factors that can contribute to burnout (Tappen R. 1995:456). Care staff are under a great deal of pressure, in their daily work they face all of the ten factors that contribute to burnout. This must ultimately have an affect on the way care is provided. I have no doubt that the staff at my placement are genuinely caring people who do their best to provide a high standard of care for their clients. However sometimes the quality of care I witnessed reflected the pressures they were facing. Only when the attitudes towards care work improve will its status be increased. This would in turn see a rise in pay and a decrease in the stress felt by carers, which would have the end result of improving the care received by clients. References Ajiboye P. (2000) Learning partners. No Limits. Autumn 2000 pp.11 Barratt M. Mottershead A. (1999) Understanding Industry. 5th Edition. London, Hodder & Stoughton. Beacock C. (2001) Come in from the cold. Nursing Standard. Vol.15 no.28 pp.23 Brown H. Smith H. {Editors} (1992) Normalisation: a reader for the nineties. London, Routledge. Churton M. (2000) Theory and Method. London, Macmillan Press Ltd Crawford J. (1990) Maintaining Staff Morale: the value of a staff training and support network. Mental Handicap. Vol. 18 June pp.48-52 Dagnan D. (1994) The Stresses and Rewards of Being a Carer in a Family Placement Scheme for People with Learning Disabilities. British Journal of Learning Disabilities. Vol.22 1994 pp.127-129 Dell T. (1998) How to Motivate People: a guide for managers. California, Crisp Publications Inc. Ellis R. Gates R. {Editors} (1995) Interpersonal Communication in Nursing: Theory and Practice. Kenworthy N. London, Churchill Livingstone. Grohar-Murray M, DiCroce H. (1997) Leadership and Management in Nursing. 2nd Edition. Connecticut, Appelton and Lange. Giddens A. (1997) Sociology. 3rd edition. Cambridge, Polity Press. Hudson B. Editor (2000) The Changing Role of Social Care. London, Jessica Kingsley Publishers Ltd. Hogston R, Simpson P. {Editors} (1999) Foundations of Nursing Practice. London, Macmillan Press Ltd. Kenworthy N, Snowley G. (1996) Common Foundation Studies in Nursing. 2nd Edition. Gilling C. Singapore, Churchill Livingstone. Kozier B. Erb G. Berman A. (2000) Fundamentals of Nursing: concepts, process, and practice. Burke K. 6th Edition. New Jersey. Prentice-Hall Inc. Marsh I. (1996) Making sense of society: an introduction to sociology. London, Longman. Masllin-Prothero S. (1997) Baillià ¯Ã‚ ¿Ã‚ ½re’s Study Skills for Nurses. London, Hardcourt Brace and Company Ltd. Oliver R. Endersby C. (1994) Teaching and Assessing Nurses: a handbook for preceptors. London, Baillià ¯Ã‚ ¿Ã‚ ½re and Tindall. Parish C. (2001) Take the reins. Nursing Standard.Vol.15 no.29 pp.12-13 Quinn F. (1995) The Principles and Practice of Nurse Education.3rd Edition. Cheltenham, Stanley Thornes (Pulishers) Ltd. Reed J. Procter S. (1993) Nurse Education – A reflective approach. London, Edward Arnold. Salvage J. {Editor} (1999) Nursing Times Student Pack. London, Nursing Times. Tappen R. (1995) Nursing Leadership and Management: concepts and practice. 3rd Edition. Philadelphia, F. A. Davis Company. Tyson S. Jackson T. (1992) The Essence of Organizational Behaviour. Hemel Hempstead, Prentice Hall International (UK) Ltd. Bibliography Bartlett C. Bunning K. (1997) The Importance of Communication Partnerships: A study to investigate the communicative exchanges between staff and adults with learning disabilities. British Journal of Learning Disabilities. Vol.25 (1997) pp.148-154 Brigham L. Atkinson D, (2000) Crossing Boundaries, Change and Continuity in the History of Jackson M, Rolph S, Walmsley J. Learning Disability. Plymouth, BILD Publications. Booth T. Simons K. (1990) Outward bound: Relocation and community care for people with Booth W. learning difficulties. Buckingham, Open University Press. Clegg A. (2000) Leadership: improving the quality of patient care. Nursing Standard.Vol.14 no.30 pp.43-45 Clissett P. (2001) The Effectiveness of NVQ Training. Nursing Management. Vol. 8 no. 1 pp.11-13. Clutterbuck D. (1991) Everyone needs a Mentor: fostering talent at work. 2nd Edition. London, Institute of Personnel Management. Dinsdale P. (2001) Community spirit. Nursing Standard. Vol.15 no.39 pp.14 Gray J. (2001) Inside out: Analysis of the difficulties surrounding participant observation. Nursing Standard.Vol.15 no.31 pp.51 Hattersley J, Hosking G, (1987) People with Mental Handicap: Perspectives on intellectual Morrow D, Myers M. disability. London, Faber and Faber Ltd. Hill M. {Editor} (2000) Local Authority Social Services: an introduction. Oxford, Blackwell Publishers Ltd. Kroese S. Fleming I. (1992) Staff’s Attitudes and Working Conditions in Community-Based Group Homes of People with Mental Handicaps. Mental Handicap Research. Vol. 5, no.1 pp 82-91. Moore S. (1987) Sociology Alive Cheltenham, Stanley Thornes (Publishers) Ltd. Oliver M. Barnes C. (1998) Disabled People and Social Policy: from Exclusion to Inclusion. London, Longman. Quinn E. (2001) Stressed out? RCN Magazine. Spring 2001 pp.14-15 Sarantakos S. (1998) Social Research. 2nd Edition. London, MacMillan. Wilson J. (1994) The Care Trade: a picture of health. Lancaster, Quay Pulishing Ltd.

The Articles of Confederation - Document-Based Question (DBQ) essays

The Articles of Confederation - Document-Based Question (DBQ) essays Between 1781 and 1789, the Articles of Confederation provided the United States with an ineffective government. When drafting the document, the thirteen states were cautious about creating an overly powerful central government because they feared the denial of their individual and state rights. The document was purposely established to bestow greater power in the hands of the states rather than centralization. They formed a committee of delegates compiled of representatives from each of the states. This committee established the national legislature and was referred to as Congress. Under the Articles, Congress was responsible for negotiating foreign policy, declaring war and sustaining an army and navy. Reasons for the ineffectiveness of the Articles of Confederation were Congress' inability to collect taxes, regulate international commerce and negotiation and implement domestic laws. During this time, the United States lacked an adequate taxation system. Congress was not granted the power, under the Articles of Confederation, to tax each of the thirteen states. The government held a dependency for state donations in place of taxes. The states intended to maintain their sovereignty and therefore opposed any form of federal taxation. The states felt that allowing Congress to collect money from their trade and commerce would shift freedom and power from the state to national government (Document A). Because the states would not conform to the idea of a national taxation, the United States was soon overwhelmed by inflation. This is the first example of the ineffectiveness of the Articles of Confederation as system of government. Secondly, the Articles of Confederation hampered foreign trade and policy. At the conclusion of the American Revolution, after granting freedom to the United States, Great Britain halted all trading in between the two nations. Congress was also unable to control international commerce. The combination of ...

Robert E Lees Civil War Battles

Robert E Lee's Civil War Battles Robert E. Lee was the commander of the Army of Northern Virginia from 1862 to the Civil Wars end. In this role, he was arguably the most significant general of the Civil War. His ability to gain the most from his commanders and men allowed the Confederacy to maintain its defiance of the north against increasing odds. Lee was the principal commander in several Civil War battles. Battle of Cheat Mountain, September 12-15, 1861 This was the first battle where General Lee led Confederate troops in the Civil War, serving under Brigadier General Albert Rust. He fought against Brigadier General Joseph Reynolds entrenchments at the top of Cheat Mountain in western Virginia. Federal resistance was fierce, and Lee eventually called off the attack. He was recalled to Richmond on October 30, achieving few results in western Virginia. This was a Union victory. Battles of Seven Days, June 25-July 1, 1862 On June 1, 1862, Lee was given command of the Army of Northern Virginia. Between  June 25th to July 1st, 1862, he led his troops into seven battles, collectively called the Battles of Seven Days.   Oak Grove: The Union army attacked in a swampy area. When darkness descended, the Union army retreated. The results of this battle were inconclusive.Beaver Dam Creek or Mechanicsville: Robert E. Lee pushed against General McClellans right flank. The Union army was able to hold back the attackers with heavy casualties. However, the arrival of Stonewall Jacksons troops meant that the Union position was pushed back. Nonetheless, this was a Union victory.  Gaines  Mill: Lee led his troops against a fortified Union position north of the Chickahominy River. The Confederates were eventually able to push the Union soldiers back across the river, resulting in a Confederate victory.  Garnetts and Goldings Farms: Confederate Major General John B. Magruder under Lees command fought against the Union line that was stationed south of the Chickahominy River while Lee was fighting at Gaines Mill. The results of this fighting were inconclusive.  Savages Station and Allens Farm: Both these bat tles occurred on June 29, 1862, the fourth day of fighting during the Seven Days Battles. The Union was  retreating after deciding not to advance on Richmond. Robert E. Lee sent his forces after the Union troops,  and they met in battle. However, the results of both of these battles were inconclusive. Glendale/White Oak Swamp: These two battles occurred as the Union troops were retreating. Stonewall Jacksons troops were kept tied up in the battle at White Oak Swamp, while the rest of the army tried to stop the retreat at Glendale. In the end, the battle was inconclusive.  Malvern Hill: The Confederates under Lee tried unsuccessfully to attack the Unions fortified position on top of Malvern Hill. Confederate losses were high.  McClellan withdrew to the James River, ending the Peninsula Campaign. This was a Union victory. Second Battle of Bull Run, Manassas, August 25-27, 1862 The most decisive battle of the Northern Virginia Campaign, troops led by Lee, Jackson, and Longstreet were able to score a huge win for the Confederacy.   Battle of  South Mountain, September 14, 1862 This battle occurred as part of the Maryland Campaign. The Union army was able to take over Lees position on South Mountain. However, McClellan failed to pursue Lees devastated army on the 15th, which meant Lee had time to regroup at Sharpsburg.   Battle of Antietam, September 16-18, 1862 McClellan finally met with Lees troops on the 16th. The bloodiest day of battle during the Civil War occurred on September 17th. The Federal troops had a huge advantage in numbers, but  Lee continued to fight with all his forces. He was able to hold off the federal advance while his troops retreated across the Potomac to Virginia. The results were inconclusive, though strategically important for the Union army.   Battle of  Fredericksburg, December 11-15, 1862 Union Major General Ambrose Burnside tried to take Fredericksburg. The Confederates occupied the surrounding heights. They repelled numerous attacks. Burnside decided in the end to retreat. This was a Confederate victory.   Battle of Chancellorsville, April 30-May 6, 1863 Considered by many to be Lees greatest victory, he marched his troops to meet the federal troops who were trying to advance on the Confederate position. The Union force led by Major General Joseph Hooker decided to form a defense at Chancellorsville. Stonewall Jackson led his troops against the exposed Federal left flank, decisively crushing the enemy. In the end, the Union line broke and they retreated. Lee lost one of his most able generals when Jackson was killed by friendly fire. This was a Confederate victory. Battle of Gettysburg, July 1-3, 1863 In the Battle of Gettysburg, Lee attempted a full assault against the Union forces led by Major General George Meade. Fighting was fierce on both sides. However, the Union army was able to repulse the Confederates. This was a key Union victory. Battle of the Wilderness, May 5, 1864 The Battle of the Wilderness was the first of  General Ulysses S. Grants offensive into Northern Virginia during the Overland Campaign. Fighting was fierce,  but the results were inconclusive. Grant, however, did not retreat.   Battle of Spotsylvania Courthouse, May 8-21, 1864 Grant and Meade tried to continue their march to Richmond in the Overland Campaign but were stopped at Spotsylvania Courthouse. Over the next two weeks, a number of battles occurred, resulting in 30,000 total casualties. The results were inconclusive, but Grant was able to continue his march to Richmond. Overland Campaign, May 31-June 12, 1864 The Union Army under Grant continued to make their advance in the Overland Campaign. They made headway to Cold Harbor. However, on June 2, both armies were on the field of battle stretching seven miles. Grant ordered an attack that resulted in a rout for his men. He eventually left the field of battle, choosing to approach Richmond through the less well-defended town of  Petersburg. This was a Confederate victory. Battle of  Deep Bottom, August 13-20, 1864 The Union Army crossed the James River at Deep Bottom to start threatening Richmond. They were unsuccessful, however, as Confederate counterattacks drove them out. They eventually retreated back to the other side of the James River. Battle of Appomattox Court House, April 9, 1865 General Robert E. Lee attempted at Appomattox Court House to escape the Union troops and head towards Lynchburg, where supplies were waiting. However, Union reinforcements made this impossible. Lee surrendered to Grant.

Sex and Gender Issues at Work Essay Example | Topics and Well Written Essays - 1750 words

Sex and Gender Issues at Work - Essay Example This paper dwells on a clear - cut case of Discrimination based on Sex. Under the circumstances, the client has no other alternative than to approach The Employment Tribunal to seek redressal for her grievance. The legal position with respect to the client's claim is that The Equal Pay Act of 1970(as amended on July 2003) makes it imperative for employers to pay the same wages for the same work to both men and women and that there should be no discrimination on the basis of gender. The Equal Pay Act 1970 (EPA) gives an individual a right to the same contractual pay and benefits as a person of the opposite sex in the same employment where the man and woman are doing. The E.P.A has been interpreted to cover indirect as well as direct sex discrimination. In other words, the E.P.A will be applicable to cases where the pay difference is due to a condition or practice, which applies to men and women but which adversely, affects a considerably larger proportion of one sex than the other and further, when it is not justifiable, irrespective of sex, to apply that condition or practice. Therefore, the client's employer has transgressed the law. Hence, the client can apply to The Employment Tribunal for claiming equal remuneration. The appropriate statutory procedure to be followed is that the aggrieved woman has to submit a written application regarding her grievance to her employer. After this, she has to allow twenty – eight days to elapse before she can approach The Employment Tribunal for redressal of her grievance.

Answer Questions Part 2 Essay Example | Topics and Well Written Essays - 3750 words

Answer Questions Part 2 - Essay Example Each such attack, irrespective of the location from where it is initiated, would also have the server to server IP address access details and these should have been highlighted in the audit of log data.Morever the staring point of this investigation should have been the proof underlying the tip. Chat softwares normally keep record of the chat data and it is available time and date wise. Hacker chat site, where the alleged boasting was done by Jack Hasenpfeffer, should have been approached to obtain more substance to the claim of the theft of the marketing plan. This would have rightly set the investigation on the right course. As the investigations stand Trigraph side has proven that the recipient email address was that of Jack Hasenpfeffer; however until unless it is proven that the hack tool author was Jack Hasenpfeffer and that he alone had intruded the Trigraph systems using such a tool and that such a tool had sent the data file to Jack Hasenpfeffer; it cannot be concluded easil y that Jack Hasenpfeffer was responsible for the theft of the marketing plan. ... ack Hasenpfeffer's personal system; but the moot question here is if these addresses were the only ones available to Jack Hasenpfeffer and if there were no possibilities of using the hacking tool from any other address. In fact, Megagargantuan's investigations have left out the vital fact that they had examined all case of firewall intrusions in the under consideration time interval. However, one fact of Megagargantuan's investigation is a grave point that stands against their own case; they have conceded that a copy of the disputed information was found on Megagargantuan's servers. This still leaves us at the above conclusion that the marketing software was accessed and received at Megagargantuan's servers; however, the act cannot be readily attributed to Jack Hasenpfeffer. Question 2: (1/3 page answer) Assuming that both you and T. William Stoat testify in the trial of the case presented in Fact Set 1, is the expert testimony based on sufficient facts or data Is the testimony the product of reliable principles and methods Have the principles and methods been applied reliably to the facts of the case The testimony of both the experts cannot be considered to be based on reliable principles and methods. In fact in Trigraph investigations-which have given rise to testimony facts- it is already pointed out that they picked the thread from one step ahead of the step required to be taken up. They totally bypassed the collecting information and data on the chat room boasting by Jack Hasenpfeffer. This would have provided circumstantial evidence to Jack Hasenpfeffer's involvement even if the use of hacking tool could not be attributed to him. Moreover, the tools used to obtain system images are labeled as popular public software in Trigraph investigations.

Examine critically the rights of minority in a company when the notice Essay

Examine critically the rights of minority in a company when the notice to acquire their shares has been served - Essay Example Current paper focuses on the examination of the rights of minority shareholders especially in the case that the notice to acquire their shares has been served. The relevant provisions of the Company Act 2006 have been studied, along with the literature published in the particular issue. It is proved that the law gives to the minority shareholders the right to promote the protection of their interests. However, when the notice to acquire their shares has been served to the minority shareholders, then their potentials for protecting their rights are reduced. Still, there are certain legal tools that can help the minority shareholders to secure their share in a particular organization. The effectiveness of these tools is further depended on a series of factors; the perceptions of minority shareholders on their organization and their skills to manage such projects highly affect the success of the efforts of the minority shareholders to secure their position as valuable members of the org anization. Rights of minority in companies – overview The role and the rights of minority in modern corporations have been highly studied in the literature. The reference to the rights of minority shareholders in general is necessary in order to understand the potentials of the particular group of persons to seek for legal tools for protecting their rights after a notice to acquire their shares has been served. According to the most common view, minority shareholders have a major disadvantage compared to the majority shareholders: ‘they are not protected by shareholder decision rights’ (Kraakman 2009, p.195). On the other hand, minority shareholders can choose among different legal means for protecting their rights; reference can be made, for example, to the ‘sharing norms, rules and standards’ (Kraakman 2009, p.195). In this context, minority shareholders are given the chance to prohibit outside investors to enter the organization. Indeed, minority shareholders are allowed to make an offer for buying the shares of their organization before these shares are offered to the public in general (Kraakman 2009, p.195). The above right of minority shareholders is part of the ‘preemptive rights framework’ (Kraakman 2009,195). At this point, the rights of minority shareholders are considered as secured, a fact that results to the improvement of communication within the organization, meaning especially the communication between the majority shareholders and the minority shareholders, who are, by the law, vulnerable towards the majority shareholders who can control organizational decisions. However, the power of the above rule has been strongly criticized. More specifically, it is noted that the potential of minority shareholders ‘to refer to the preemption rule’ (Kraakman 2009, p.195) can be limited if such decision is developed by the shareholders. On the other hand, the common law rules seem to protect the min ority shareholders more effectively compared to the civil law rules (Mallin 2007). Still, it should be noted that the protection of minority shareholders has not always set as a priority in the UK legal system (Mallin 2007). This fact indicates the potential inability of legislators to realize the level of risks that minority shareholders have to face. Sheikh (2008) emphasizes on the weakness of the existing laws