Major General Benjamin Butler in the Civil War

Born at Deerfield, NH on November 5, 1818, Benjamin F. Butler was the sixth and youngest child of John and Charlotte Butler. A veteran of the War of 1812 and the Battle of New Orleans, Butlers father died shortly after his sons birth. After briefly attending the Phillips Exeter Academy in 1827, Butler followed his mother to Lowell, MA the following year where she opened a boarding house. Educated locally, he had issues at school with fighting and getting into trouble. Later sent to Waterville (Colby) College, he attempted to gain admission to West Point in 1836 but failed to secure an appointment. Remaining at Waterville, Butler completed his education in 1838 and became a supporter of the Democratic Party. Returning to Lowell, Butler pursued a career in law and received admittance to the bar in 1840. Building his practice, he also became actively involved with the local militia. Proving a skilled litigator, Butlers business expanded to Boston and he gained notice for advocating the adoption of a ten-hour day at Lowells Middlesex Mills. A supporter of the Compromise of 1850, he spoke out against the states abolitionists. Elected to the Massachusetts House of Representatives in 1852, Butler remained in office for much of the decade as well as attained the rank of brigadier general in the militia. In 1859, he ran for governor on a pro-slavery, pro-tariff platform and lost a close race to Republican Nathaniel P. Banks. Attending the 1860 Democratic National Convention in Charleston, SC, Butler hoped that a moderate Democrat could be found that would prevent the party from splitting along sectional lines. As the convention moved forward, he ultimately elected to back John C. Breckenridge. The Civil War Begins Although he had shown sympathy to the South, Butler stated that he could not countenance the regions actions when states began to secede. As a result, he quickly began seeking a commission in the Union Army. As Massachusetts moved to respond to President Abraham Lincolns call of volunteers, Butler used his political and banking connections to ensure that he would command the regiments that were sent to Washington, DC. Traveling with the 8th Massachusetts Volunteer Militia, he learned on April 19 that Union troops moving through Baltimore had become embroiled in the Pratt Street Riots. Seeking to avoid the city, his men instead moved by rail and ferry to Annapolis, MD where they occupied the US Naval Academy. Reinforced by troops from New York, Butler advanced to Annapolis Junction on April 27 and reopened the rail line between Annapolis and Washington. Asserting control over the area, Butler threatened the states legislature with arrest if they voted to secede as well as took possession of the Great Seal of Maryland. Lauded by General Winfield Scott for his actions, he was ordered to protect transport links in Maryland against interference and occupy Baltimore. Assuming control of the city on May 13, Butler received a commission as a major general of volunteers three days later. Though criticized for his heavy-handed administration of civil affairs, he was directed to move south to command forces at Fort Monroe later in the month. Situated at the end of the peninsula between the York and James Rivers, the fort served as a key Union base deep in Confederate territory. Moving out from the fort, Butlers men quickly occupied Newport News and Hampton. Big Bethel On June 10, more than a month before the First Battle of Bull Run, Butler launched an offensive operation against Colonel John B. Magruders forces at Big Bethel. In the resulting Battle of Big Bethel, his troops were defeated and forced to withdraw back towards Fort Monroe. Though a minor engagement, the defeat received a great deal of attention in the press as the war had just begun. Continuing to command from Fort Monroe, Butler refused to return fugitive slaves to their owners claiming that they were contraband of war. This policy quickly received support from Lincoln and other Union commanders were directed to act similarly. In August, Butler embarked part of his force and sailed south with squadron led by Flag Officer Silas Stringham to attack Forts Hatteras and Clark in the Outer Banks. On August 28-29, the two Union officers succeeded in capturing the fort during the Battle of Hatteras Inlets Batteries. New Orleans Following this success, Butler received command of the forces that occupied Ship Island off the Mississippi coast in December 1861. From this position, he moved to occupy New Orleans after the citys capture by Flag Officer David G. Farragut in April 1862. Reasserting Union control over New Orleans, Butlers administration of the area received mixed reviews. While his directives helped check the annual yellow fever outbreaks others, such as General Order No. 28, led to outrage across the South. Tired of the citys women abusing and insulting his men, this order, issued on May 15, stated that any woman caught doing so would be treated as a woman of the town plying her avocation (a prostitute). In addition, Butler censored New Orleans newspapers and was believed to have used his position to loot homes in the area as well as improperly profit from the trade in confiscated cotton. These actions earned him the nickname Beast Butler. After foreign consuls complained to Lincoln that he was int erfering with their operations, Butler was recalled in December 1862 and replaced with his old foe, Nathaniel Banks. Army of the James Despite Butlers weak record as a field commander and controversial tenure in New Orleans, his switch to the Republican Party and support from its Radical wing compelled Lincoln to give him a new assignment. Returning to Fort Monroe, he assumed command of the Department of Virginia and North Carolina in November 1863. The following April, Butlers forces assumed the title of Army of the James and he received orders from Lieutenant General Ulysses S. Grant to attack west and disrupt the Confederate railroads between Petersburg and Richmond. These operations were intended to support Grants Overland Campaign against General Robert E. Lee to the north. Moving slowly, Butlers efforts came to a halt near Bermuda Hundred in May when his troops were held by a smaller force led by General P.G.T. Beauregard. With the arrival of Grant and the Army of the Potomac near Petersburg in June, Butlers men began operating in conjunction with this larger force. Despite Grants presence, his performance did not improve and the Army of the James continued to have difficulty. Positioned north of the James River, Butlers men had some success at Chaffins Farm in September, but subsequent actions later in the month and in October failed to gain significant ground. With the situation at Petersburg stalemated, Butler was directed in December to take part of his command to capture Fort Fisher near Wilmington, NC. Supported by a large Union fleet led by Rear Admiral David D. Porter, Butler landed some of his men before judging that the fort was too strong and the weather too poor to mount an assault. Returning north to an irate Grant, Butler was relieved on January 8, 1865, and command of the Army of the James passed to Major General Edward O.C. Ord. Later Career Life Returning to Lowell, Butler hoped to find a position in the Lincoln Administration but was thwarted when the president was assassinated in April. Formally leaving the military on November 30, he elected to resume his political career and won a seat in Congress the following year. In 1868, Butler played a key role in the impeachment and trial of President Andrew Johnson and three years later wrote the initial draft of the Civil Rights Act of 1871. A sponsor of the Civil Rights Act of 1875, which called for equal access to public accommodations, he was angered to see the law overturned by the Supreme Court in 1883. After unsuccessful bids for Governor of Massachusetts in 1878 and 1879, Butler finally won the office in 1882. While governor, Butler appointed the first woman, Clara Barton, to an executive office in May 1883 when he offered her oversight of the Massachusetts Reformatory Prison for Women. In 1884, he earned the presidential nomination from the Greenback and Anti-Monopoly Parties but fared poorly in the general election. Leaving office in January 1884, Butler continued to practice law until his death on January 11, 1893. Passing in Washington, DC, his body was returned to Lowell and buried at Hildreth Cemetery. Sources Civil War Trust: Major General Benjamin ButlerUnversity of Cincinnati Libraries: Benjamin ButlerEncyclopedia Virginia: Benjamin Butler

Third World Debt Essay - 1151 Words

Third World Debt In 1957, Ghana, a promising and growing African country, had a higher gross national product than the East Asian country of South Korea. Presently, however, South Korea is an industrial powerhouse- one of the ‘four dragons’ of Southeast Asia, while Ghana’s development is on a landslide- its gross national product is lower than it was at independence. This sort of economic development discrepancy between Asia and Africa is†¦show more content†¦However, East Asia has avoided heavy external debt through successful debt control and management policies. As a result, the extensive burden of a large debt is not of major concern to East Asian countries, allowing them to focus on economic development. Furthermore, in terms of economics, Asia has managed to diversify its economic sectors, not relying on a single commodity or raw material. For example, the oil rich country of Indonesia used its significant profits from the oil boom in the 1970’s to actually invest in other industries so it would not be susceptible to price shocks in oil. The African country of Nigeria, also rich in oil, used its profits to borrow heavily, increasing their debt and oil dependency. Nigeria’s economy is reliant on oil for 95 percent of its export earnings and 80 percent of its budget receipts. Therefore, a price shock in oil has devastating effects on Nigeria, while Indonesia is able to reduce and possibly avoid these ramifications. Impractical debt management and the dependency on single sectors are major reasons why Africa lags well behind Asia in economic development. The African-style of governing and continuing problems with corruption also greatly hinder growth. 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Theoretical and Practical Knowledge free essay sample

Part three, Conceptual Framework of the study, presents the pattern upon which the study is anchored. Part four, Statement of the Problem, gives the general and specific problems to be answered by the researcher. Part five, Assumption and/or Hypothesis enumerates the specific problems and/or what is to be existing. Part six, Definition of Terms, gives the conceptual and operational meaning of the important terms use in the study. Part seven, Significance of the Study, cites from the benefits that could be derived from the results of the study. Part eight, Delimitation of the Study, specifies the scope and coverage of the study. Background of the Study People are the greatest resource of every country and the most effective agents of change, however, unless the people are equipped with essential knowledge, skills and right attitudes, these capabilities can never be a reality. To become effective agent and manager of change, people must be educated. They must be equipped with the knowledge, skills and right attitudes and values not only to function and live well in society, but also to be creative, productive and useful citizens of the country. These capabilities are most effectively developed in people through education. Camarao, 1991). According to President Ramos (1995), human resources development is a primary concern in the quest for global competitiveness. In fact the government must enhance and sharpen the people’s capabilities in order to cope with fast changing global environment particularly in the field of education. The twenty-first century is upon us, and it is becoming clear with it, will come scientific and technical advances that will continue to change many things. All aspects of our culture are already being affected by the â€Å"computer revolution†. People are being continually influenced as technology changes our educational system, economy, social system, government, job opportunities, and creative expressions. Unless you intend to be a hermit, computers will affect you. In order to prepare our selves for this highly technical twenty-first century, individuals need to be technically literate and familiar with the tools of the day-electronics computers. Some experts think that, eventually, the person who does not know how to use a computer will be just as handicapped in performing his or her job as the person today who cannot read. With this considerations, the researcher are inspired to conduct a study that would determine the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education students who are majoring Computer Education. Review of Literature A computer is an electronic device designed to manipulate data so that useful information can be generated. It is a machine in many ways similar to other machines. It runs on electricity. It contains number of parts that work together. It is designed to perform certain tasks. As a tool, the computer has greatly influenced the amounts and kinds of knowledge that people most have. The computer ability to help answer questions, gain information and solve complex problems has created a society dependent upon computer technologies. Today, basic skills in computing are becoming necessary for job equality. Computer literacy is a term use to describe a general understanding of electronic computing. The skills needed to be considered â€Å"computer literate† change with each new development in the technology. Since their introduction in schools in the early 1980s computers and computer software have been increasingly accessible to students and teachers in classrooms, computers labs, school libraries, and outside of school. By the mid-1990s there were about 4. 5 million computers in elementary and secondary schools throughout the United States. Schools buy Macintosh and IBM – compatible computers almost exclusively, although nearly half of their inventory is composed of computers based on older design such as the Apple lle. Students spend on the average an hour per week using school computers. Computers can be used for learning and teaching in school in at least four ways. First, learning involves acquiring information. Computers-especially linked to CD-ROMs and videodisks that electronically stores thousands of articles, visual images, and sounds-enable students to search the electronic equivalent of an encyclopedia or a video library to answer their own questions or simply to browse through a maze of fascinating and visually appealing information. Second, learning involves the progressive development of skills like reading and mathematics-skills that are basic academic enablers. Software called â€Å"Computer-Assisted Instructions†(CAI) poses questions to students and compares each answer with a single correct answer. Typically, such programs respond to wrong answer with an explanation and another, similar problem. Sometimes CAI programs are embedded in an entertaining game like context that holds students interest and yet maintains student attention on academic work. Most CAI programs cover limited materials, but some large-scale, multiyear reading and mathematics curricula have been developed. Third, learning involves the development of a wide variety of analytic competencies and complex understanding. Computers help students attain those goals through software such as word processors (to clarify concepts and examine conjectures in mathematics), electronic painting and computer-assisted drafting (CAD) programs, music composition programs, simulations of social environments and programs that collect data from science laboratory equipment and aid in its analysis. Finally, a large element in learning is communicating with others finding and engaging an audience with one’s ideas and questions. Several type of computer software can be used in schools for communications: desktop publishing and image-editing software for making professional-quality printed materials, computer programming languages such as HyperCard for creating interactive computer exercises, and telecommunications software for exchanging ideas at electronic speeds with students in other classrooms all over the world. In spite of the variety and power of education related computer software, surveys have shown that students are still using school computers primarily within a limited range of the possible computer applications – mainly to practice basic language and math skills and to learn about computers and computer software. This is very similar to how students used the first school microcomputers back in the early 1980s. The major change between the 1980s, and today in computer use has been a reduced emphasis on teaching students to program computers and an increased emphasis on teaching word processing and similar computer applications. Only a small percentage of secondary school classes in regular subjects (Math, English, and Science) provide students with substantial experience in using computers. More elementary school students use computers than do high school students, but their use is somewhat less extensive. Even high school students experience computers mostly as another set of skills to master, rather than using them productively to accomplish understanding and to demonstrate competence in other subjects. There are several reasons why most students’ use of school computers is so limited in time and variety. The number of school computers, although still growing, is small compared with the number of students present in schools (roughly one to ten). Schools continue to locate a majority of their computers in specialized, teacher-shared spaces like computer labs in order to enable as many students as possible to have some experience in using computers, but this these practice impedes integrating computers into other learning activities. Most regular classrooms, if they have any computers at all, have only one or two, which precludes orchestrating computers access for entire classrooms of students. Another problem is the limited capacity of most school computers. Apart from the many older computers in school, even many of the newer models have limited processing power, inadequate computer memory, and a lack of storage capabilities such as hard disk drives and CD-ROM player. Consequently much of the most recently produced, most sophisticated software cannot be used on most schools computers. In addition, most teacher-with responsibility for teaching five classes of students or for teaching many different subjects-do not have the time to learn how to use a wide variety of types of software in their teaching. The more complex the software, the more difficult it is for teacher to learn to manage its use. Finally, the cost of both computer hardware and software is much greater than the cost of traditional teaching and learning materials. As a result of the difficulties that schools have had in exploiting the potential of the computer technology, some critics see computer education as merely the latest in a series of unsuccessful attempts to revolutionize education through the use of audio-and visually oriented non print media. For example, motion pictures, broadcast televisions, filmstrips, audio recorders, and video types were all originally heralded for their instructional potential, but each of these ultimately became a minor classroom tool alongside conventional methods. Supporters believe, however, that computers are a much more powerful learning medium than the instructional devices that preceded them. They cite the essential interactive nature of using computers programmed to provoke decision-making and manipulations of visual environments. Learning tasks can become more individualized, enabling each student to receive immediate feedback. Experts say that having students work collaboratively on computers leads to greater initiative and more autonomous learning. Proponents also argue that because computers are so pervasive in society and provide access to a world of information through the INTERNET, â€Å"computers literacy† is itself a worthy goal. Today, people have made computers and technologies to be apart of their lives. These make peoples’ lives easier and more comfortable. They used these technologies in houses, offices, schools and in many other place and circumstances that need faster, more reliable and accurate results. But then, these high technologies were not constant, they tend to change from time to time. These intensifying changes must be cope up by the people. And in order to prepare the people to meet the challenges and opportunities of an information and technology-rich world, the course computer education was developed and designed to help students: †¢ Effectively utilize appropriate technologies for the completion of multi step task; †¢ Communicate and interact successfully with others in various environments; †¢ Demonstrate the interpersonal, teamwork, and leadership skills necessary to function in diverse settings; †¢ Manage data from variety of areas to make wise decisions; †¢ Utilize analytical tools in order to understand and implement appropriate problem solving strategies; †¢ Develop career awareness and related skills; The expanded secondary education course of study fosters the responsible use of technology and information to solve problems, to create quality products, and to prepare all students to be lifelong learners and productive citizens’ of the 21st century. Conceptual Framework This study will attempt to verify whether there is a significant difference in the theoretical and practical knowledge in computer of the Bachelor in Secondary Education students major in Computer Education when grouped as to: age, gender, and when taken as a whole. It will be evaluated in terms of their grades that will be given to them by their instructor and professors in computer. It is, therefore, normal to expect that those who are good theoretically will also perform well in computer manipulation. Since there are other factors that may affect the students’ performance, this expectation remains to be seen. Verification of this can only be done through research rather than speculations. As shown in Figure 1, this study will use dependent and independent variables conceptual model. The model shows how the research will be conducted. Independent Variable Dependent Variable Theoretical Knowledge Age in Computer Gender Practical Knowledge in Computer Figure 1: A Conceptual Model Showing the Difference Among Variable. Statement of the Problem The purpose of this study is to determine the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education (BSEd) students, major in Computer Education, of West Visayas State University Pototan Campus when grouped as to age and gender. Specifically this aims to answer the following questions: 1. What is the profile of the BSEd third year computer education students in terms of age and gender? 2. What are the theoretical and practical knowledge in computer of the BSEd third year computer education students when grouped as to age and gender and when taken as a whole? 3. Are there significant differences in the theoretical and practical knowledge in computer of the computer education students when group as to age and gender and when taken as a whole? Hypothesis 1. There are no significant differences in the theoretical and practical knowledge in computer of the computer education students when grouped as to age and gender and when taken as a whole. Definition of Terms To clarify important terms that will be used in this study the following terms are defined conceptually and operationally. Theoretical Knowledge. Webster pocket dictionary defined theoretical knowledge as understanding the body of abstract ideas or principles, especially as distinguished from practice. In this study, the term refers to the knowledge of the students on the theories and concepts concerning computer technology and is measured through examinations such as midterm and final examinations. Practical Knowledge. Webster pocket dictionary defined practical knowledge as activities concerned with work or actions; inclined toward actual or useful work. In this study, the term refers to the abilities and skills of student in computer manipulation, wherein, they apply the different theories and concepts in computer they have learned, and it is measured through hands-on test. Age. Webster (1986) defined age as the length of time during which a being or thing has lived or existed. In this study, the term refers to the age of computer education students and lassified into two: 20 years old and below, and 21 years old and above. Gender. Webster pocket dictionary defined gender as a category, such as masculine, feminine, or neuter, into which nouns may be placed in some languages; sex ual identity. In this study, the term refers to the gender of computer education students and classified as male and female. Significance of the Study This study is significant to the following: The computer education students are the primary beneficiaries of the study. This may serve as the basis for them to know if they are receiving proper learning process. This may also help them know the level of their theoretical and practical knowledge in computer. The result of this study will also provide the computer instructors the information if how far do their students learned from them, theoretically and practically. This may also guide them in choosing the most accurate method that they could use in teaching computer subjects. This study will also help the administrator to know if they would be able to produce globally competitive students. This will provide them with a new vision in upgrading the knowledge of the computer education students. Delimitation of the Study This study will focus on the theoretical and practical knowledge in computer of the third year Bachelor in Secondary Education Students major in Computer Education. The respondents of this study will be the Third Year Bachelor in Secondary Education Students Major in Computer Education of West Visayas State University, Pototan Campus, Pototan, Iloilo during the second semester of the academic year, 2004 – 2005. In this study, the variables to be used in the grouping of students will be the age and gender. Chapter II DESIGN OF THE STUDY Chapter II consists of the five parts: (1) Research Methodology, (2) Subjects, (3) Materials and Instrumentation, (4) Procedure, (5) Statistical Data Analysis Part one, Research Methodology, describes the plan to be employed in the conduct of the study. Part two, Subjects, Presents the respondents and their categories. Part three, Material and Instrumentation, explains the instruments utilized for gathering the data needed for the investigation. Part four, Procedure, enumerate and explains the steps taken in the conduct of the study. Part five, Statistical Data Analysis, specifies the statistical treatment employed for analyzing the gathered data on the study. Methodology The descriptive method of research will be used in the study. This is defined by Ruiz et al. (1986) as a method, which involves recording, analysis and interpretation of the present nature, composition or processes of phenomena. The focus was on the prevailing conditions on how a person, group or thing behaved or function at present. It often involved some type of comparison and contrast. It told further what existed or what was about a certain educational phenomena. This method is also appropriate because of the characteristic of the study which according to Best (1973) is a type of research, which describes and interprets what is. It is concerned with conditions that exist, practices that prevail, belief, points of view or attitudes that are held, processes that are going on, effects that are being felt or trends that are developing. Best also stressed that the process of descriptive research goes beyond mere gathering and tabulation of data. It involves an element of interpretation of the meaning or significance of what is described. This description is often combined with comparison or contrast, involving measurement, classification, interpretation and evaluation. Subjects The subject of this study will be the third year Bachelor in Secondary Education students major in computer education during the academic year 2004 – 2005. There are 45 students who are taking computer subjects in the second semester of academic year 2004 – 2005. The whole population will be taken as a sample. Instruments The instruments that will be used in gathering the data will be the researcher-made personal data inventory, theoretical and practical knowledge in computer. Personal data inventory. Includes the name, age and gender of the respondents. This will be obtained from the office of the school registrar. Theoretical knowledge of students.

Tudor Rebellion free essay sample

The majority of rebellions during Tudor England 1485-1603 did not carry out their principal objectives and reasons of this can be harshly classified by category in consequence of the weakness in the rebellion, or of the force of the reigning monarch. For example the poor control of a revolt beside the purely localized complaints would not have probably led to a successful rebellion and can be seen like defect of the rebels. On the one hand the stability and the force of the government would also lead to an easy defeat of risings.However, it would not be right to declare that all the rebellions not were successful; friendly Grant of 1 525 is an example of retirement of government like direct consequence of revolt. Moreover, it would be simplistic to allege that the military defeat of a rebellion constitutes the revolt like failure automatically. Instead of that the principal objectives of much of rebellions to express the dissatisfaction bus with the demonstrations and not to pose a direct challenge on the diet. We will write a custom essay sample on Tudor Rebellion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Consequently, though the rebels were demolished in the battle and were thus a failure, the rebels would have aired out their objectives by raising the conscience and as the comrades of historian says carried them, their complaints with the knowledge of the government. The poor control of the rebellion can be seen as influencing factor if the rebels could carry out their objectives. The rebellion of the Scandinavian counts in 1569 and to rise of Exosphere of the exposure a 1 596 effective lack of control which on the first evaluation would seem crucial for the successful revolt.It was said that the counts De Wasteland and of Northumberland are undecided which could explain the difficulties that they ad by receiving the support apart from their room a fine lack of rebellious numbers could have played a part of determination in the results of the rebellion. Interesting, this tendency of poor control in the last part of the dynasty of Tudor can probably be dependent with the hesitation of people of the high society which, after 1549 became more and more less laid out to imply themselves of the open rebellion.Because the nobility were traditionally the chiefs of the revolt, this could explain the following lack of control. However, two rebellions the friendly rebellion of Grant of 1 525 and Kettle of 1 549 for various reasons, defy the idea that control was principal to the rebels carrying out their principal objectives. The chief of the rebellion Robert Kettle De Kettle which, because the word of Fletcher and Masculine was a chief inspired by is an example of the failure of the revolt in spite of the dynamic order.Reciprocally the friendly rebellion of Grant was without identified chief. However, the rebellion can be seen as a one the most succeeded of throughout the period of Tudor while the rebels largely succeeded in resisting the attempts at government for another tax. It must hush conclude that control was not crucial while determining if the rebels carried out their principal Objectives, as the examples exist rebellions failed with the dynamic chiefs and the successful revolts carried out by the masses.A device which enters far while explaining why many rebellions did not carry out their princ ipal objectives is that the complaints of the rebel consider mainly localized complaints. In all the reigns of the rebellions of monarchs of Tudor aiming at the local government, the land questions or religious meant that the support could not be increased apart from immediate sector, cause the men of the people would have felt little constraint to revolt against enervation questions with their lives. Yorkshire and the rebellions surveillances for the period of Henry VII are examples of at which point the interested people were with their room and that they did not look at England like entirety. The complaints of the rebels Cornwallis in 1497 were directed to the advisers mauves Morton of and with the bawling, while they were offended by the application of the tax to demolish Warwick in Scotland while the question was so distant it seemed unimportant.Later during the time it is plausible to look at the failure of the Westerner and the rebellions of Kettle because an incapacity to coordinate as, had linked as a one, they could have made greater pressure on the government and could have succeeded in carrying out their principal objectives. To promote to reinforce the argument which them national questions in opposition to the localized objectives was integral with the successful revolt is the friendly rebellion of Grant which saw the county going up upwards against the tax required by Henry VIII for placer on invasion De la France.Lunatics De Inhume du people De regarded AU del; des racclamations localismsees et De en pas exploiter des souses De national pendant queue less moneys dinner el pays significant quails onto pas gang des nonmembers et Influence valuable AU-deuces du government. Less souses locale des rebels pendent tree bus as a primary reason why many revolts failed to achieve their principal aims. Both the sheer military strength of the government and occasionally the clever use of propaganda to enhance the already present respect for monarchical authority can be seen as a further season why rebels did not succeed. Wyatt rebellion in 1 553 during the reign of Mary I is an example of the difficulties of assembling a force in opposition to the crown as, despite remaining silent about the plan to depose Mary in favor of Elizabeth, Wyatt only was able to gather 2,000 men against the Queen. Elizabeth I was, out of all Tudor monarchs, the most concerned with her image and the way the public perceived her. She worked hard both by going on progress through the country and through portraiture to promote the ideal of a virgin queen.Though other factors played a role it is important to highlight that the most stable period England since 1485 was those of the years 1558-1601. Another aspect influencing whether the rebels would achieve their principal aims, which is also determined by the strength of the government, is the superior military force of the regime. The 1486 Lambert Simile uprising is an example how, when forced into pitched battle, the government could muster forces that outnumbered the rebels in this instance Henry Vics army was 4,000 men stronger.Though the government ever had a standing army, there ability to outnumber the rebels in battle is a recurrent theme throughout the entire Tudor period. Even during Elizabethan reign the only major threat to her security she suffered -? Ethel 569 rebellion of the Northern Earls were eventually defeated at Carlisle with government numbers of 10,000 versus a rebel strength of 6,000. Finally, respect for the rightful authority of the monarch was also influential in lessening support for the rebels and consent neatly making them less able to achieve their principal aims.Finally, however, though it is true that many revolts were not successful some rebellions were without doubt instrumental in changing government policies and thereby achieving their aims the Amicable Grant. Furthermore, an examination into the purpose and intention of the rebels in the Pilgrimage of Grace shows that, though superficially the revolt appears to be a failure as the rebels agreed to back down and negotiate, their aims were not to pressures the government through a military-style campaign.The use of pilgrimage to describe the rebellion does in itself show t he rebels aims to be useful and as merely wanting to bring to the attention of Henry VIII some of their grievances. The numerical strength of the rebels forced the king to agree with the requests and, had it not been for the Cumberland rising a year later, the Pilgrims aims would have been met unreservedly. To conclude, it would be unfair to say that all rebellions failed to achieve their principal aims yet the primary reason for their failure is the lack of unity between the commoners of England. The only rebellions that were successful were those that rebelled ever national issues such as the Amicable Grant and Pilgrimage of Grace. Other factors such as poor leadership were influential in determining the outcome though not crucial. As the strength of the government, both militarily and symbolically was continuous throughout the period then, as there were successful rebellions, this factor cannot be seen to be as essential as unification over national grievances. Most rebellions failed yet when the counties were able to ally together against a common grievance the rebels stood a greater chance as fulfilling their principal aims.

Atomic Number 4 Element Facts

Atomic Number 4 Element Facts Beryllium is the element that is atomic number 4 on the periodic table. It is the first alkaline earth metal, located at the top of the second column or group of the periodic table. Fast Facts: Atomic Number 4 Element Name: BerylliumElement Symbol: BeAtomic Number: 4Atomic Weight: 9.012Classification: Alkaline Earth MetalPhase: Solid MetalAppearance: White-Gray MetallicDiscovered By:  Louis Nicolas Vauquelin (1798) Element Facts for Atomic Number 4 The element with atomic number 4 is beryllium, which means each atom of beryllium has 4 protons. A stable atom would have 4 neutrons and 4 electrons. Varying the number of neutrons changes the isotope of beryllium, while varying the number of electrons can make beryllium ions.The symbol for atomic number 4 is Be.Element atomic number 4 was discovered by Louis Nicolas Vauquelin, who also discovered the element chromium. Vauquelin recognized the element in emeralds in 1797.Beryllium is an element found in beryl gemstones, which include emerald, aquamarine, and morganite. The element name comes from the gemstone, as Vauquelin used beryl as the source material when purifying the element.At one time the element was called glucine and had the element symbol Gl, to reflect the sweet taste of the elements salts. Although the element tastes sweet, it is toxic, so you shouldnt eat it! Inhalation beryllium can cause lung cancer. There is no cure for beryllium disease. Interestingly, not everyon e who is exposed to beryllium has a reaction to it. There is a genetic risk factor that causes susceptible individuals to have an allergic inflammatory response to beryllium ions. Beryllium is a lead-gray metal. It is stiff, hard, and nonmagnetic. Its modulus of elasticity is about a third higher than that of steel.Element atomic number 4 is one of the lightest metals. It has the one of the highest melting points of the light metals. It has exceptional thermal conductivity. Beryllium resists oxidation in air and also resists concentrated nitric acid.Beryllium is not found in pure form in nature, but in combination with other elements. It is relatively rare in the Earths crust, found at an abundance of 2 to 6 parts per million. Trace amounts of beryllium are found in seawater and air, with slightly higher levels in freshwater streams.One use of element atomic number 4 is in the production f beryllium copper. This is copper with the addition of a small amount of beryllium, which makes the alloy  six times stronger than it would be as a pure element.Beryllium is used in x-ray tubes because its low atomic weight means it has a low absorption of x-rays.The elemen t is the main ingredient used to make the mirror for NASAs James Webb Space Telescope. Beryllium is an element of military interest, since beryllium foil may be used in the production of nuclear weapons. Beryllium is used in cell phones, cameras, analytical lab equipment, and in the fine-tuning knobs of radios, radar equipment, thermostats, and lasers. It is a p-type dopant in semiconductors, which makes the element critically important for electronics. Beryllium oxide is an excellent thermal conductor and electrical insulator. The elements rigidity and low weight make it ideal for speaker drivers. However, expense and toxicity limits its use to high-end speaker systems.Element number 4 is produced by three countries at present: the United States, China, and Kazakhstan. Russia is returning to beryllium production after a 20-year break. Extracting the element from its ore is difficult because of how readily it reacts with oxygen. Usually, beryllium is obtained from beryl. Beryl is sintered by heating it with sodium fluorosilicate and soda. The sodium fluoroberyllate from sintering is reacted with sodium hydroxide to form beryllium hydroxide  Beryllium hydroxide is converted to beryl lium fluoride or beryllium chloride, from which beryllium metal is obtained by electrolysis. In addition to the sintering method, a melt method may be used to produce beryllium hydroxide. Sources Haynes, William M., ed. (2011). CRC Handbook of Chemistry and Physics (92nd ed.). Boca Raton, FL: CRC Press. p. 14.48.  Meija, J.; et al. (2016). Atomic weights of the elements 2013 (IUPAC Technical Report). Pure and Applied Chemistry. 88 (3): 265–91.Weast, Robert (1984).  CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. pp.  E110.

Macbeth Charachter Essay Essay Example

Macbeth Charachter Essay Essay Example Macbeth Charachter Essay Essay Macbeth Charachter Essay Essay Macbeth Character Essay In Act 1, Macbeth is described by Duncan as â€Å"O valiant cousin! Worthy gentleman! † By the end of the play, Malcolm calls him a â€Å"dead butcher†. Trace the changes in Macbeths’ character, analysing the reasons behind them. Macbeth’s ruthless seeking journey for power, urged on by his wife, becomes his tragic flaw which leads to his downfall in all ways. The tragic hero is used by Shakespeare to show how the tragedy lies in the greatness that could so easily have been Macbeth’s. Inevitably, his conversion in character all results in his ambition which causes him to act in such brutal ways. We note how an idealised individual such as Macbeth’s changes into a despised one. We observe Macbeth’s greatness and bravery in combat through the Captain’s account of the battle. Macbeth is described as â€Å"Valour’s minion† who â€Å"carved out his passage till he faced the slave†. One examines the respect enclosed in his companion soldiers who give him the name â€Å"brave Macbeth†. This is followed by a line of reassurance which is â€Å"well he deserves that name†. Macbeth’s honour and excellence in battle is demonstrated in Duncan’s words â€Å"O valiant cousin! Worthy gentleman! †. His lack of fear displays his courage and heroism presented in the line â€Å"As cannons over-charged with double-cracks†. Shakespeare uses this to highlight the greatness he once had. We immediately suspect the thought of Duncan’s murder in Macbeth’s mind through the line â€Å"Good sir, why do you start and seem to fear things that sound so fair? . Macbeth’s ambition seems to take control of him as he continuously orders the witches to inform him of the prophecies in the lines â€Å"Stay, you imperfect speakers! Tell me more† and â€Å"Speak, I charge you! †. One can imagine Macbeth’s subsequent actions in the line â€Å"nothing is but what is not† as through it we realise that the only values t hat exists for Macbeth are those which he does not yet have, the Kingship. This continues to demonstrate how his ambition takes full control over him. Macbeth realises that he must act quickly as â€Å"The Prince of Cumberland† is â€Å"a step on which he must fall down, or else o’erleap†, which continues to indicate how his ambition is taking over him and triggers his thought of Duncan’s murder which will soon become a reality. Macbeth recognizes the various reasons of why he should not kill Duncan and is tormented about these doubts, however he resolves to his â€Å"Vaulting ambition, which o’erleaps itself and falls on the other†. However the loyalty shown to King Duncan in previous scenes is forgotten completely and his true colours are really being shown. We can see how Macbeth deceives Banquo by replying: â€Å"i think not of them† when Banquo says he dreamt of the witches. This is linked to the theme of â€Å"appearance vs. reality† as we see the â€Å"false face† Macbeth has put on. Macbeth’s guilty, overwrought brain induces him to see visions before he does the murder. His guilt becomes outwardly visible to his own eyes, which he calls â€Å"a dagger of the mind†. This is a sign of the great turmoil in his mind where this fearless soldier is now tormented by images of blood and fear of the unknown. After Duncan’s murder Macbeth realizes that because of the deed he has just committed he has lost the possibility of ever receiving blessing. He appears to be conscience stricken as he struggles to say â€Å"Amen†. He realises perfectly well the extent of his guilt as we see in the lines â€Å"Will all great Neptune’s Ocean wash this blood clean from my hand? No† and â€Å"The pluck out mine eyes†. Macbeth’s guilt induces loss of sleep and, since he has lost his peace of mind, his innocence and guilt will torture him. His guilt becomes clearly evident in the line â€Å"Wake Duncan with thy knocking! I would thou couldst† and this shows how he will be scarred and damned for eternity. Macbeth’s mind is tormented by the witches’ prophecy that Banquo’s descendants will be kings of Scotland and convinces murderers that Banquo has always been their enemy while forcing them to kill him. This imposes the reprehensive position with which he has become, even worse than the murderers. Macbeth’s guilt and wickedness is also embodied in the ghost of Banquo which appears to torture Macbeth at the banquet he has organised for the succession of the throne. As soon as Macbeth hypocritically mentions Banquo, he sees his ghost however Macbeth attributes his hallucination of the ghost to being a result of him being a beginner in murder. In later murders Macbeth appears to be quite hardened to the horrors of murder. He does feel guilt but this is not enough to keep him from committing further murders as he says that he is â€Å"in blood stepped in so far that should I wade no more returning were as tedious as going o’er†. Macbeth derives security from the witches as he typically interprets the apparitions in his favour, rejecting what is unfavourable to him. We remember Hecate’s words: â€Å"security is mortals’ chiefest enemy†. By the end of the play Macbeth becomes completely ruthless and irrational and decides that â€Å"The very firstlings of my heart shall be the firstlings of my hand†. He therefore resolves to attack Macduff’s castle and kill his family. This accentuates Macbeth’s evil even more while showing the degeneration in his character as he murders a defenceless woman and her children. Macbeth no longer has any soul searching as he does not justify himself anymore with soliloquies before doing his deeds. This causes him to become completely ruthless and unscrupulous, making him an outright villain. Although throughout the book Macbeth seems to be influenced by his wife and the witches, it is Macbeth and his will to become king that performs each and every deed. Macbeth could so easily have been a righteous and respectable person however it is his ambition and will that induces him to become a â€Å"hell hound† and a â€Å"dead butcher†. Although Macbeth has become a changed man his only kingly characteristic was his courage to fight until he, the lonely saddened yet ruthless character, died in battle.

Mao Zedong Essay Example | Topics and Well Written Essays - 1000 words

Mao Zedong - Essay Example Mao was raised as a peasant in a small village called Shaoshan in central China2. As a young man, Mao trained as a teacher; a profession that saw him serves briefly as a librarian in a university in Beijing. Mao was an avid consumer of Marxist literature, which instilled the policies of literature to the young scholar3. Mao would later lead the Chinese Communist Party (CCP) as a founder member in 1921. A troubled alliance with Kuomintang Party (KMT) turned problematic when the communists turned against the CCP forcing Mao to flee with many of his supporters to establish an alternative operational base. The second merger between CCP and KMT was primarily based on the need to engage the Chinese who posed a threat on the Chinese territory. Problems would later emerge between the two eventually culminating into a civil war. The outcome of the civil war favored the communists forcing the nationalists to KMT to flee. It was in 1949, after the civil war the Mao Zedong established The People ’s Republic of China. Although the Chinese, at first, embraced the party, Zedong would later convert it into an oppressive edifice that was impatient with all forms of rebellion. The communist experimentation included the nationalization of all industry and the forcing of formers into some collective groups. The communist leader then sought to customize his own brand of communism, which he thought would be Chinese in orientation4. Instead, he only succeeded in plunging the country into famine through the retrogressive policy well known as The Great Leap Forward. The failure of his style of politics mark the beginning of his decline in popularity as the people increasingly pulled back their support even as the regime vigilant against oppression. Some of the policies that collapsed during The Great Leap of Labor included his dream for mass mobilization of labor. This led to a decline in food production as the country grappled with the resultant famine. Following the rising deat h toll that resulted from the drive, the regime was forced to abandon the project. Multiple issues engaged the attention of the regime’s critics. The emerging political reality led to the growth of dissidents who had to flee as the regime became increasingly intolerant to popular opposition. One of the strategies by which Mao sought to quell internal dissent was by the introduction of Cultural Revolution. The ruthlessness that followed, which included the use of the army led to the death of many dissenters. The introduction of the Little Red Book marked the fervor with, which Mao Ze Dong sought to impress communist ideals within his own people5. The book marked an important part in the history of Marxism and the Chinese were forced to internalize the ideals, which were customized, summarized to suit the tastes of Mao Ze Dong as he wanted them. All Chinese were forced to carry the book and normally failure to comply was usually considered as a mark of treason. It is believed t hat police arrested thousands of Chinese people for non-possession of the book. One of the most notable periods during Mao’s time was the Gang of Four. They comprised of Mao Zedong’s wife, Jiang Qing and some of three most trusted colleagues.These were Zhang Chunqiao, Yao Wenyuan, Wang Hongwen. These four were accused later after Mao’s death of systematically manipulating the structures of the Communist Party and the famous Cultural

The children of King Tutankhamun Essay Example | Topics and Well Written Essays - 1000 words

The children of King Tutankhamun - Essay Example The two mummies are suspected to be his still born children of Tutankhamun, DNA testing is currently being undertaken by the Supreme Council of Antiquities in collaboration with the Cairo University‘s Faculty of Medicine. In ancient Egypt, a pharaoh’s family was buried in a tomb, which essential was similar as Pharaoh’s tomb (David 60). The mummified bodies discovered in the tomb were accorded the respect that the ancient Egyptian had on the dead. The Egyptians respected the gods and worshiped then sometimes even praying to the m for children. They thus saw children as pure and blessings from the gods. They were buried alongside their belongings with the belief that they would require them in their next life. Some people also believe that the pharaoh was buried, alongside these children for him, to start life as a newborn in the new life where they believed that he was headed (Fleming & Alan 57). The objects symbolize the children of the pharaoh; they tell us much about the Egyptian history. The way people lived and related with one another in that community. By the study of these mummies, then the scientists have been able top uncover much about the pharaoh’s life (Fleming & Alan 56). The two mummified bodies do not represent any gods; the gods could be represented by something else found in the tomb. It is believed that the ancient Egyptian did not use people as symbols to represent their gods. However, they did use certain objects like images of the gods casted in gold (David 67). In ancient Egypt, if the pharaoh’s children died at a tender age, then they were supposed to be buried beside their father in his tomb. This is what is suspected to have happened to the children of Tutankhamun. Studies by the archaeologists show that the two children might have been twins who died at a birth. They had several defects that might have caused their deaths (Zaki 67). The children were buried with the pharaoh in

Unlawful Justice Essay Example for Free

Unlawful Justice Essay Many people have disagreements on the death penalty. My opinion on this argument is that we should abolish the death penalty from our criminal punishment system. As someone once said two wrongs do not make a right and I think that he is right. It is not doing justice killing another person because that person killed someone. My friend says this If the person didnt mean to kill them they should live but, if they wanted to kill them then they should die(Holeman). More than half of the countries in the world have abolished capital punishment from law or practice. Some of these countries that have abolished it, to us are considered third world countries. Are we any better than these third world countries if we still use the death penalty and they dont? A total of 109 countries have abolished the death penalty. 749 prisoners have been executed since capital punishment was resumed in 1977. Almost all the states in the U.S. use the lethal injection if they even have the death penalty. Electrocution that used to be widely used is now the second most used. Very few states use the gas chamber, hanging, and firing squad and most of the states have lethal injection as a secondary. Most people see the lethal injection as the most humane but; all of them are very terrible deaths to die. On January 1st 2001 there were around 3,700 inmates on death row. The average cost to seek the death penalty is $218,112 and that is added to the total cost of the case. U.S. is the leader in killing kids worldwide. We have sentenced 160 children to death since 1973. There is not really an official age at which you can sentence a child to the death penalty. Mississippi sought the death penalty in 1996 for kids of the age of 13. Most kids sent to death row are colored and stats show that two out of three kids sent to death row are children of color. Also, almost 90% of people put  to death for committing a crime were convicted of murdering whites but, about half of all homicide victims in the U.S. are colored. It is so bad in Maryland that if you kill a white person you are seven times more likely to get the death sentence than if you murder a colored person. About 90 % of the people that the U.S. Government prosecutors tried and execute are Black or Latino. Many people that seek the death penalty only want it for people that are not white. Another major problem with the system is that even if you are innocent you have a high chance of being put on death row. Around 23 innocent people have been sentenced to death row and have been executed for crimes they did not commit this century. More than 69 people have been released from death row since 1972 for being wrongly convicted. That is more than one innocent person for every 100 convicts on death row. One example of mistaken guilt was of Robert Nelson Drew who was executed even after another man confessed to the murder. A few countries other than the U.S. show that we dont execute people that bad. Go live in Afghanistan they will stone you to death or maybe go to Sudan where you can be stoned or crucified and other countries even behead you. Another bad thing about the death penalty is that in Florida each of the states executions cost $3.2 million and life inprison only cost $600,000. Spending our taxpayers money on the death penalty takes away from more important stuff for example investigating drug crimes, domestic violence, and child abuse. If we did not have the death penalty we could have better education and rehabilitation. Around five years ago many Americans heavily supported the death penalty and around 80% of Americans favored executing convicted murders. According to the polls now it is at 66 percent that is a major drop. In ten or twenty years will we even have the death penalty? Now for the first time for a very long time people can debate whether we should have the death penalty or not.  Governor George Ryan of Illinois started up the train to debate the death penalty and has it moving. Many states in the U.S. are looking over the death penalty in their state. In the 1990s the death penalty was the main thing to do to get tough on crime movement. In the 90s the death penalty has seen the toughest increase in death row inmates. With President Clinton in office he expanded the federal death penalty to additional 60 more crimes. Now I come to my conclusion many people have disagreements on the death penalty but nobody will change my decision. If you look at the facts the death penalty has some major mess-ups. Nobody is going to be able to correct those fully and the only way to stop the mess-ups is to abolish the death penalty. Many innocent people are killed and a lot of jurors are racist and judge the crime poorly. Almost half of the countries in the world have abolished it why shouldnt we. What if you were wrongly accused of committing a crime and were put to death would justice have been served I think not. Do you see why it should be abolished? Maybe some day you will march against the death penalty even if you dont just please do not support it. Thank you for your time and I hope you learned a lot about the death penalty. Works Cited www.web.amnesty.org 2 April 2002 www.agitator.com 2 April 2002 www.abcnews.go.com 2 April 2002 www.derechos.org/dp/ 2 April 2002 www.uscourts.gov 2 April 2002 www.ncadp.org 2 April 2002 www.amnesty-usa.org 2 April 2002 www.alternet.org 2 April 2002 www.prodeathpenalty.com 8 March 2002 Pence, Alex. Death Penalty. Report by Alex Pence. 2001 Holeman, Spencer. Interview. 4 April 2002

The Drawbacks of Standardized Testing Essay -- High-Stakes Standardized

â€Å"†¦.American schools administer more than one hundred million tests per year† (â€Å"Facts† 125). Standardized tests are used frequently across the country in many schools to evaluate students on certain subjects. Usually, students are hammered with test prep by their teachers, as well as stressed to learn everything on time. Teachers worry about teaching to the test so they can have successful students as well not worry about bad test scores jeoprodizing their jobs. But the fact of the matter is that a lot more than studying can go into testing. From scoring/writing errors, to improper handling, the mistakes that can happen in standardized testing are wide. This isn’t a good thing when future classes as well as scholarship eligibility is determined by these tests. But, from causing student stress to scoring errors, standardized tests are causing people to rethink their significance to education. And what many parents and students are finding out, is t hat these tests are not as good as everyone once thought. As most people may assume, the preparation for standardized tests is long and time consuming, for both the teacher and the student. For the students, they must be constantly making sure they are on task for their normal schoolwork for the subject, as well as studying outside of class extra time. In some cases, students may have to give up activities they normally love to do (like sports, for example) to study hard for these tests that can dictate their future. This isn’t good for students either, even though they are trying to improve their grades. Since most colleges look for a well-rounded student, a people who quit an activity to focus on a test will be losing the well-rounded advantage on a college application. The student... ...e time to do what they enjoy. This will lead to more successful schools and students. Works Cited "Facts About Standardized Testing." Standardized Testing. Ed. Cynthia A. Bily. Detroit: Greenhaven, 2011. 125-128. Print. Landau, Elizabeth. "Standardized Tests Are Overemphasized In College Admissions." Standardized Testing. Ed. Cynthia A. Bily. Detroit: Greenhaven, 2011. 93-98. Print. Layton, Lyndsey. "As High-Stakes Tests Spread, Some Students Drop the Pencil." Washington Post. 15 Apr. 2013: A.12. SIRS Issues Researcher. Web. 04 Feb. 2014. Strauss, Valerie. "Massachusetts Professors Protest High-Stakes Standardized Tests." Washington Post. 22 Feb. 2013: n.p. SIRS Issues Researcher. Web. 04 Feb. 2014 Vogell, Heather. "Scoring Errors Jeopardize Tests." Atlanta Journal-Constitution. 22 Sep. 2013: A.1. SIRS Issues Researcher. Web. 04 Feb. 2014.

Literature Review on IT architecture

Literature Review Abstract The research is all about the use of information system in the organizations. There are many tools which are helpful in managing the whole organization. The business environment is getting highly competitive and many organizations are making strategies to grab the market share. A company was selected in order to understand the scenario. A conceptual frames work was developed in the mind to present the problem. The IBM organization was selected to conduct the research. Literature review presents the important theories and concepts along with the importance of he information system in organization.The introduction of the research was done by analyzing the problem which organization face because of the information. Literature suggested many systems which can improve the processes of the organizations. There are many other systems which can increase the performance infrastructure of service quality. The literature was extracted from different articles which imp roved the report. The report has many suggestions for the organizations. The study of this report can give solution to many problems which the company faced in the current scenario.The comparison was done in the later part of the report and the scenario and literature was matched in order to find loopholes in the system and to provide solution to incapability. Table of Contents Introduction 4 Literature Analysis 4 Current practice section 7 Comparison of Literature and current practice 10 Conclusion 11 References Literature 12 References Current Practice 12 Introduction Enterprise architecture is the process in which operation and structure of an organization is defined. The intention in the process is to achieve future and current objectives.One of the most agreed upon viewpoint is where business perspective, applications perspective, information perspective and technology perspective is part of the future objectives a company is likely to foresee. The use of enterprise architectur e includes properly documented processes, systems, infrastructure and applications. This assignment briefly discusses various theories of enterprise architecture particularly at the strategic level and thus explains the theory with a practical example which further glorifies the literature review.Literature Analysis The evolution of the enterprise information system and management is the core responsibility of the Chief Information Officer (CIO) of the company. The CIO information processing and decision making is aided by the technique or process known as Enterprise Architecture. A model based planning and management approach to evaluate management wise information system is called enterprise architecture. The complexity of business supporting system and its significance has been addressed in this enterprise architectural approach.The planning and problem information system is under the responsibility of the Chief Information Officer (CIO). Thus, it can be rightly stated that enter prise architecture is the best way to aid decision making of CIO (Stated et al. AAA). According to Eriksson and Pinker (2000), the importance of a good modeling framework should be emphasizes in the organization but the reason of choosing one model over the other is ambiguous. As a basic question, the model should be able to answer the questions pertaining to the reasons it is designed for.The enterprise architecture is successful in answering the question. The dilemma is to explore the probable questions the model is able to answer. In the enterprise architecture model it is possible to come across the questions of why and how of using the framework or model. In order to mitigate the risk involved, organizations can simply produce more than one model to select the most adequate one. Analysis of the enterprise architectures The decision making as followed by CIO can help in studying the architectural analysis model.The first step is to formulate scenario, the need to recognize the o ptions available to the CIO is the foremost step in order to foresee the information system of an organization. The possible future states of the company can be conjured by performing this step. The next step is to determine the criteria to decide upon; in this step criteria allow CIO to set a benchmark to evaluate different models. One of the important questions needed in setting the criteria are to find out business support, IT security and availability. In this paper, architectural theory or criteria is used to evaluate the model.After setting the criteria the next step is to analyze scenario, in which case one of the criteria is selected to evaluate both models and then so on and so forth. Stated et al. (AAA) explain that next, the firm undertakes the selection of the scenario where process selection of the model takes place on the Asia of the chosen criteria and the support offer to the decision making of CIO. Stated et al. (AAA) further elaborates stating that the birth of the enterprise architecture took place twenty years ago and designed to address two problems poor business alignment and system complexity.In poor business alignment the problem of IT system to align it with the cost is addressed. Kanji, H. And Burns, P. (2011) add that in system complexity entails the need to develop IT systems. The basic idea is to serve the organization with less cost involved but providing more value and utility. However, according to the theory of Stated et al. (AAA), the complexity and cost of these IT systems implemented in the organization have dramatically emphasized by now globally whereas the real value derived from the systems have decreased. Kanji, H. And Burns, P. 2011) stresses that the giant organizations fail to ignore such problems therefore the field of enterprise architecture is powerfully prophetic in the world today. Some methodologies of enterprise architecture are widely used in the world today however the large field makes use of mainly four me thodologies. According to Kanji and Burns (201 1), the taxonomy is given another name to the work of Coachman and is termed as the first methodology of the Enterprise architecture (EAI). Another methodology known as the Open Group Architectural Framework (TOGA) is more precisely or accurately defined as the process.The Federal Enterprise Architecture is defined as a method of creating enterprise architecture and thus also known as proscriptive methodology. The practice of architectural enterprise is known as the Gardner methodology. As articulated by Coachman (1982), the Canaan framework for enterprise is recognized s a framework which is contrary to the definition of the framework. The framework is defined as something that serves as a skeleton structure for construction. The second name given to the approach of Coachman is taxonomy and by definition it is a classification in ordered systems of organisms to give a natural relationship.The Coachman framework is in simple ways taxono my and organizing of architectural artifacts for instance models, documents and specifications. According to Coachman (1982), the enterprise manufacturing and engineering is around for more than thousand years and will remain for longer. However Kanji and Burns (2011) stress that the understanding of the process is changed with respect to time. The Canaan is the most frequently used technique in large firms due to ease of application and best responses. It is also desirable to cater for necessary complexities of the system design while Enterprise Architecture.Kanji and Burns (2011) also support the Open Group Architecture Framework (GOFF) which is which primarily used within four categories namely business architecture, application architecture, data architecture and technical architecture. The business recess to meet the desired goals is described in the business architecture. The designing of the application and their probable interaction is studied under application architecture. The access and organizing of the data store is termed under data architecture.Finally technical structure talks about the hardware and software to cater for application and access (Stated et al. , 2004). Kanji and Burns (2011) also explain the Federal Enterprise Architecture (FEE) which is done to amalgamate ubiquitous and functions under enterprise architecture. But Moms (2007) contends stating that this new methodology apparently s in the infancy stage so no noticeable work can be seen in the organization and there is not much talk about its failure. The last methodology employed in the Enterprise architecture (EAI) is Gardner.It is the practice rather than a process of an IT and research consulting organization Gardner. Literature Analysis summary The Enterprise Architecture is more of a theory than any thing practical. Above some methodologies are stated that shows different approaches to the EAI and can be studied when considering different perspective. It can also vary with r espect to the difference in opinion or difference in practice. These four approaches may be used by Giant Corporations to address different engineering, business and manufacturing issues.The large corporations are entitled to use complex systems which necessitate such EAI methodologies. Current practice section The implementation of the architectural enterprise is not resulted from designing the software or relating it with different business units. The organization itself along with processes affected must be changed sometimes in order to show flexibility and competency in the business functions. IBM has used EAI model in the multi-brand enterprise and multi divisional enterprise. The purpose of this model is to enhance the debate and sharing among the top executives within organization.It is also designed to reach at a common goal by ignoring most of the differences and reaching to the potential outcome. The global system practices are avoided by the corporations if the intended o utcome is local profit and loss only. In multi-local enterprises where P&L are regarded as the parameters to measure performance and that other performance measure are nonexistent. In this way two avenues left open for such kind of EAI. The first that change in the incentive system is needed to address the issue. In this way enterprise sharing of resource or enterprise integration can be enhanced which was much needed at MOM.The EAI system as employed in the IBM is based on four consenting I. E. Shared identity and purpose, common bonds of performance, shared knowledge and shared infrastructure. These elements when used together can help in integrating the organization with its functions (Gravesend, 2012). Figure 1 . Four factors necessary for integrating the organization Source: Adapted from Shoal S. And Grafton L. â€Å"Integrating the Enterprise. † MIT Sloan Management Review, Fall 2002, and Well P. , Suburban's M. , and Broadband M. IT Infrastructure for Strategic Agility . MIT Center for Information Systems Research Working Paper No. 329, April 2002 The CIO organization or IBM business transmission integrates all the business units across geographies and transform strategic business priorities into initiatives of transformation. The company is entitled for maintaining IT Landscape as per the strategic roadman provided. According to Gravesend (2012), any organization does require strategic planning. It provides them the leverage to enhance their capabilities and gives them a direction. There are many aspects of planning which collectively make a strategic plan.Strategic planning helps keep focus on the area that is most responsible for boosting the profit levels and overall performance of organization. Since it leads organization to be focused it automatically makes organization polish its skills that are more required in running the business in an efficient and effective way. Innovation and new offerings are always very important for any company to increase its sales. Variety in new products is the obvious way but the manager must work on the execution of the issuance of new product because most of the times poorly executed new offering perform poorly ND they end up in big losses.The basic need to implement EAI in the organization focused on the provision of the information and successful strategies in order to feed in the data before hand. This information should be sufficient enough for both stakeholders I. E. Team designing the software as well the top managers making use of the information stored. In order to address loop holes in the system, a best- practice approach must be used in the system. The imposed system should be open to any kind of re purposing and time should be saved by doing re purposing instead of re-inventing.Secondly, it is desirable that system provides future state of the IT landscape along with existing risk and cost analysis. One way of getting growth is to take full advantage of learning curve and ut ilizing economies of scale. Learning curve makes you more efficient in your production process. It tells you how to fully utilize your resources. Economies of scales help in reduction of average cost because of factors like managerial specialization and buying power. Strategic implementation is an ongoing process of an organization's plans which they made in order to survive and to earn profit for a longer period of time.It consists of series of action plans which are integrated to each other. Strategic implementation of the plans which were proposed for the extension and growth are very vital. The long term strategy can help them create a loyal customer and to get more profitable branches which can earn profit for at least five years. The implementation of EAI is found successful in the organization and supports the business functions across geographies. The Enterprise architecture used in the IBM is supported by Coachman methodology. His model is based on the integration of the or ganization which is clearly addressed in this section (lbs., 2013).Comparison of Literature and current practice Literature has enlightened many aspects of the information which can help any organization to prosper. The problem which they are facing is that they do not use any information system which integrates the employees. They are lacking in the internal information. According to literature there are many tools which will help the organization to increase their productivity. Software like management information system, decision support system and others can help to improve the information flow within the organization.The current situation is that they are losing customers because of the service delivery time. Information system will align all the departments and will provide the information about the customer which will increase the overall flow of information. Literature suggests that internal and external flow of information is very important for all the organization. Stakeho lders must be contacted in decision making process. Decision support system integrates all the stakeholders and provides the best possible solution to any business scenario.Internal information with the organization must be improved and transaction recessing system will be helpful to record all the business transactions. It was found in literature that information and feedback from employees and customer is very important and many organizations lose their customers because of this issue. Conclusion The report provides many aspects and after analyzing the literature and the other aspect it was found that companies must include information system in their system. It was found that communication with stakeholders is very important for any organization.They are the pillar of organization and help to build the reputation of NY organization. Organizations must contact different stakeholders and must take their views about the problems they are facing. The other dimensions which were found that management information system, decision support system and other systems are enhancing the capabilities of the organization. In service industry, the most important part is service delivery and these information systems are contributing to increase the performance. Internal and external sources of information are found very important for the organizations and they help to analyze the need of customer.

Compare Two Theories Of Learning Education Essay

This essay is traveling to be discoursing two different theories of larning within the Early Years Foundation Stage. The two theories that are traveling to be compared are the theory of Operant Conditioning which was conducted by Skinner and the second was the Social Learning Theory which was conducted by Bandura. The first theory that will be discussed is Operant Conditioning. B F Skinner was a behaviorist who studied kids ‘s behavior and from this he developed the theory of Operant Conditioning. Skinner developed the thought of Operant Conditioning the work of Edward Thorndike. One definition of Operant Conditioning is: â€Å" behavior that is followed by pleasant effects tend to be repeated and therefore learned. Behaviour that is followed by unpleasant effects tends non to be repeated and therefore non learned. † ( Alberto and Troutman, 2006 ; pg. 12 ) . Operant Conditioning consists of two different types of support. The first type of support is positive support. Positive support is a manner of reenforcing a coveted behavior in kids through positive feedback or wagess. For illustration, in footings of acquisition, a practician may praise a kid for giving the correct reply to a inquiry. There are two different types of positive support. These are positive reinforcing stimuluss and negative reinforcing stimuluss. Positive reinforcing stimulu ss are when a positive result is used as a wages. So for illustration, if a kid is acting a spine will be given to them at the terminal of the twenty-four hours. Negative reinforcing stimuluss are when something negative is taken off when the kid does something good. So for illustration, if a kid has non behaved and have been told that they are traveling to be losing some of their drama and the kid does something good subsequently on the kid will hold their drama returned. The 2nd type of support is negative support. This is besides known as penalty. Negative support can be explained by the remotion of a negative stimulation to increase the likeliness of the kid moving in the coveted manner. For illustration, if two kids are systematically speaking to each other negative support would affect dividing the two kids so that they can non speak to each other. There are two different types of negative support. These are negative penalty and positive penalty. Negative penalty is where some thing positive the kid has been given is taken off from them after bad behavior. If the school uses a chart system such as a rainbow chart to demo kids ‘s behavior and a kid has behaved throughout the twenty-four hours and had their name put on the rainbow, if they so misbehave they will be moved lower down the chart towards the cloud. Positive penalty is where the kid is misconducting and they have a negative response for it. An illustration of this is where the kid a child gets scolded for hapless behavior. Another illustration of this is where a kid stones on their and are told off for it. If they do it once more and fall off of the chair and hurt themselves they will larn non to make it once more. Children within the Early Years Foundation Stage are still larning the difference between what is right and what is incorrect. Operant Conditioning Theory is relevant to kids of this age group due to the fact that the cardinal construct of this theory is reward and penalty. If ki ds are rewarded for good behavior and punished for bad behavior systematically, they are more likely to larn the right manner to act. Skinner ‘s Operant Conditioning Theory can clearly be seen within my scene. Throughout my puting each of the categories use Operant Conditioning a batch with the kids. In my peculiar schoolroom, the instructor uses a system known as the rainbow system. The kids ‘s names start off on the Sun at the beginning of the twenty-four hours and if they behave truly good and work truly difficult so there name will be moved up to the rainbow and if they continue to work hard so their names move up to the pot of gold. At the terminal of the twenty-four hours if there are kids whose names are still on the pot of gold so they receive a spine. However, if the kids are being riotous, they are given a warning by the instructor and if they carry on so their names and moved down to the cloudy sky image and so if they still carry on their names will be moved down to the rain cloud. I feel that Operant Conditioning theory is relevant in my scene as it is used systematically throughout the sch ool. First, it is non merely in the EYFS it is used, it is besides used in all of the other categories through a virtue system. The virtue system is really good as if the kids get adequate virtues throughout the twelvemonth and their clip in the school they receive a wages. Besides, on Sports Day, they school is split into six different groups and if the virtues each kid gets throughout the twelvemonth for their group is added to the sum they receive on Sports Day and the group that wins is given the House Cup. Another ground why I feel that Operant Conditioning is relevant in my scene is due to the fact that it is consistent throughout the whole school. It is non merely used in the schoolroom, they besides use it in assemblies. For illustration, throughout the assemblies the practicians walk around and detect the kids and those that are acting throughout the whole of the assembly will have virtue points to manus to their instructor. However, there are some failings in the ways in w hich this system in used within my scene. For illustration, although it is a good thought, I feel that non all of the kids are recognised for their good behavior. Although I understand that it may be hard for the practicians to recognize all of the kids that are acting good, some of the kids may experience that they are non noticed for acting suitably. The 2nd theory in which is traveling to be discussed within this essay is Albert Bandura ‘s Social Learning Theory. Albert Bandura is a behavioristic theoretician. Social Learning Theory is based chiefly on Behaviourism and Cognitive Theory. The chief thoughts behind the Social Learning Theory are patterning and observation. An illustration of Social Learning Theory within a school scene is when a kid is misconducting and another kid who is really familiar with kid imitates their behavior. Social Learning Theory is relevant to the Early Years Foundation Stage due to the fact that the cardinal construct of this peculiar theory is fake and patterning. Children of this degree and age tend to copy others in footings of how they behave. They besides tend to copy those that are function theoretical accounts to them. Bandura ‘s Social Learning Theory is besides apparent within my arrangement. Throughout the school the instructors act as good function theoretical accounts for the kids and they try to acquire kids to retroflex good behavior. For illustration in my arrangement the instructors try to acquire the kids to retroflex good behaviors that they see within the schoolroom scene. So if a kid is non sitting softly and another kid is the instructor is likely to notice on the kid ‘s good behavior. Then the instructor will state the kid misconducting that should move how the other kid is moving. The theory is besides apparent within my arrangement through the practicians themselves. For illustration, kids tend to copy the ways in which their instructors behave, so the practicians within my puting behave in ways in which they want the kids to act so that the kids will retroflex good behavior. I feel that this theory is besides relevant in my arrangement. There are some strengths and wea knesses to this theory being used in the EYFS. First of all the strengths of utilizing this theory in my arrangement are that if a kid is acting good in the schoolroom, other kids around them are more likely to copy this behavior. However, a failing of this theory being used within my arrangement is that kids who are non behaving and are non addressed by the practician are besides likely to hold that behavior imitated by other kids in the category which could take to many of the kids acting in this manner. Operant Conditioning and Social Learning Theory are different in many different ways. First of all ; in Operant Conditioning the chief focal point is on honoring good behavior and penalizing bad behavior, but in Social Learning Theory the chief focal point is on kids retroflexing behaviors that they have observed and witnessed from their function theoretical accounts. Another manner in which operant conditioning and societal acquisition theory differ from each other is in footings of when kids learn. First of all, in operant conditioning, kids learn how to act from what they have experienced antecedently, whereas with societal larning theory, kids learn from each experience when they imitate a behavior from the practician or their schoolmates. Both of these theories are besides similar in many different ways. First of wholly, both of the theories focus on kids detecting behavior and behaving in a manner that they have learnt is the appropriate manner. So for illustration in operant conditioning the kids observe other kids around them acting to acquire wagess or they themselves have behaved in order to acquire wagess and they have learnt that to acquire the wages they need to act the same manner in which they did earlier. In societal acquisition theory the kids observe other people around them acting in a peculiar manner and they imitate this behavior, particularly if it is person they consider a function theoretical account or it is person who they are really good friends with. To reason, both of these theories are really utile to utilize in a schoolroom puting when working with younger kids. However, from my experience I feel that Bandura ‘s Social Learning Theory, may non be the best theory to utilize when working with the EYFS due to the fact that the kids are really immature and make non rather understand the construct of good and bad behavior and they do be given to copy the behavior of those around them that they are friends with. Overall, I do experience that although there are restrictions when utilizing Social Learning Theory both Operant Conditioning and Social Learning Theory do work good together in helping practicians in educating the kids within the EYFS.

The Rise and Fall of Pol Pott Essay Example

The Rise and Fall of Pol Pott Essay Example The Rise and Fall of Pol Pott Essay The Rise and Fall of Pol Pott Essay At that time, Cambodia was a part of French Indochina. When POI Pot was born, he was given the name Sloth Sara; he did not take on the name POI Pot until 1976. When Sara was a young boy he was sent to live in Phonon Penn with his elder siblings who had ties to the royal palace and the royal family, On account of Cars family ties to the royal family during the sass and sass he, as well as many other Cambodia who lived in the palace, existed in isolation from impeding influences like the global economic depression. In the palace, Sara entered into an entirely Cambodia world, free from Vietnamese and Chinese Influences; also, Sloth Sara, more than likely absorbed or overheard entrench sentiments that were wide-spread among Cambodia officials. Therefore, the time at the palace, strengthened Saras Khmer identity. Living in Phonon Penn, Sloth Sara had access to education. After completing primary school, Sloth Sara was one of twenty Cambodia boys to be selected as the first class to attend the College Nonrandom Shannon in 1942. The school was located In Compton Champ. Several of Saras classmates at Nonrandom Shannon later became Communists. Kavas Siphon a teacher at the school who taught the boys math, physics and philosophy Is said to be Sloth Saras first role model. Siphon was remembered as honest, Inspiring, loving and helpful ;the way many witnesses described Sloth Sara before his reign in Cambodia. At Nonrandom Occasions Sara remained a mediocre student; upon failing the entrance exam for high school he attended a school in Phonon Penn studying carpentry. However, in 1949 he received a scholarship from the Cambodia Government to continue his education In Pairs, France. In Paris, Sloth Sara was formally introduce to communism. Five of the twenty-one young men Sloth Sara traveled to Paris with later became influential in the Cambodia Communist Movement. These men joined the Communist party because it was the popular thing to do at the time; communism offered exciting possibilities to many and communism was presented as the party of choice for the global future. Cars associations and friends he made while studying in Pairs had a decisive influence on his care «. The most Important one to mention Is Nils Tarantellas wilt lend Sara; Sara was also a citizen of Cambodia on scholarship in Paris. While Sloth Saras school life suffered during his time in France, the roots of his political life were formed. He became obsessed with communism and the belief system behind it. Sloth Sara failed to take his school examinations; as a result, Sara lost his scholarship and returned home in 1952 with no formal degree. However, the knowledge and experiences he gained in Pairs concerning his political affiliations would later set him up to be the leader of the Khmer Rouge. In 1950, Cambodia students who were studying in France formed a Marxist Circle affiliated to the French Communist Party as its Khmer-language section. This leftist group talked about ways to improve the lives of the common people One of the leaders of this circle was lend Sara; POI Pot Joined as a member but was rather inactive. Sara attended irregularly, kept in the background, and made little impression on his colleagues. However, a quote from Sara at these meetings later emerged in 1976; the source quoted Sloth Sara as saying the following: Without a solidly built and solidly directed Party, no theory can be applied and the enemies of socialism will profit from these occasions to replace the leadership. I will direct the revolutionary organization; I will be its secretary general, I will hold the dossiers, I will control the ministers and I will see to it that they dont deviate from the line fixed in the peoples interest by the central committee. This quote brings us insight into Sloth Saras intentions concerning the future of his country as well as his goal to stabilize and fortify security in Cambodia; this would allow the country the opportunity to prosper. From this quote and his actions after he returned to Cambodia it appears that Sloth Sara planned to be the leader in a Cambodia revolution that was already brewing. In 1951, Sloth Sara delved deeper into the possibilities of the Communist movement. He had Just returned from a labor battalion in the renegade Communist state of Yugoslavia. His experience in Yugoslavia was exciting to say the least. The country was banding together in preparation for a potential Soviet invasion; everywhere, roads, factories, railroads, and hydraulic centers were being built. This was Saras first introduction to large scale social manipulation and public works. At the point it was at, Yugoslavia appeared to be a country filled with hope, possibilities, industrialization, and unity; Yugoslavia was a positive example of what communism could do for a country. The exciting transformations that were occurring in Yugoslavia were most certainly an impact on Sloth Saras views of communism and the potentials it could offer Cambodia and the Khmer people. Sloth Sara desired to see a change in his country and society because he felt that the oppression and injustices his people were subject to was a crime of French Imperialism and the monarchy. He believed that his country would be able to prosper once these two factors were taken out of the political equation. Sara desired to build Cambodia economy as well as institute individual liberties. Sloth Sara formally Joined the French Communist Party in 1952 before he returned to Cambodia. After losing his scholarship to study in France, Sloth Sara returned back to Cambodia in 1953 where political tensions between the democrats who controlled the National Assembly and Prince Nonrandom Shannon were on the rise. Shortly before Sara returned back to Cambodia, Prince Shannon had dissolved the National Assembly, Localisms ten Democratic cadent, Ana Imprisoned Democratic parliament members in order to exercise absolute power. He explained his actions in the quote below: I am the natural ruler of my country, the people know but the King, and my authority has never been questioned F the French left Indo-China, we shall have independence, true, but for how long? I therefore collaborate in the military sense with the French for the defense of our liberty. This quote gives us insight to Prince Schnooks political affiliations; he was tightly wound up in a mission to please the French.. Saras mission was to gain liberty for his country and institute programs to create a stable and eventually industrialized economy. Therefore, these two mens opinions about t he future of Cambodia greatly differed and eventually caused tensions. The publics reactions to the princes absolutism soon changed Schnooks mind and in February 1953, he traveled to France to beg the French President Aerial or independence. VIM Redid comments: If Shannon was to Safeguard the throne, it was necessary and perhaps urgent, that he should work openly for his countrys freedom . Prince Shannon promised the Cambodia people independence from France in three years; it was the first significant role to the nationalist movement but, Sloth Sara and many others found this as an insignificant event; it was too little too late. Sara shared in the desire to drive the French out of Cambodia, but he did not want Cambodia to be placed under neighboring Vietnam rule either , at the time this was a valid possible outcome. Sara wanted Cambodia to be liberated from its ruler and remain free. The year after Sara returned from Paris, Shannon was able to negotiate Cambodia liberty from France; Cambodia was now governed by a royal monarchy. Sloth Saras first political writing entitled Monarchy or Democracy addressed his concerns of absolute monarchy. Sara stated that a monarchy [was] a doctrine which bestows power on a small group of men who do nothing to earn their living so that they can exploit the majority of the people at every level [the] people must eliminate [a monarchical rule] because it befriended imperialism while it anointed to be hostile to the people, and knowledge. Further, Sara commented that only the National Assembly and democratic rights gave the Cambodia people a chance to breathe a little. Due to Saras primary account above, it is accurate to conclude that at this time, Sara was not wrapped up in the intricate ideals of communism. It appears that Sloth Sara first and foremost wanted to end the colonization and oppression of his country; secondly, he wanted to build a country that offered prosperity to the majority of the people, not Just the upper class. Eventually, after studying, reading, watching and experiencing, Sara concluded that he ideology of communism was best suited to complete his dreams for his country. After returning from France, Sloth Sara Joined the underground communist movement; politics commanded Sloth Saras life. In secret, he prepared himself and his colleagues for an eventual seizure of power Very little is known about Saras early political life. Several months after returning from France, Sara Joined a Vietnamese- Khmer unit and later Joined the Indochina Communist Party. Here he learned about party discipline, organization and theory, as well as the importance of concealment. Sara worked in secret supporting radical political candidates in hopes of one day running in a Cambodia election. Minion, Sara became a teacher of French, History, Geography and Civics at a college in Phonon Penn. It is likely that a strengthened relations Detente Nils Dormer teacher, Nava Slogan, lead Sara Into a teaching career. This time frame was the last Sara lived in the open before he escaped to the jungle and formed the Khmer Rouge. As a teacher, Sloth Sara was honest, humane, easy to befriend and respect; a very different description than people would describe him as during his reign in Cambodia. Sloth Saras personality throughout his life is a mystery to many experts. From several different accounts, people described Saras nature as being even-tempered, calm, respectful, and honest. When he talked his voice was smooth, hypnotic, and persuasive. After meeting Sloth Sara in the late sass, one man accounts that he remembers concluding that he could make a life- long friend with Sloth Sara. These descriptions of a gentle and trustworthy personality make it hard for one to imagine Sara as a murderous, oppressive ruler involved in genocide. Sloth Sara has left us with many mysteries about himself and is party; the first of many is his personality. It is often wondered whether Sloth Sara masked his true personality and faked being the honest and inspiring man many people identified him to be in order to conceal another agenda. In 1963, when Sara fled to the Jungle, he abandoned his double life between teacher and revolutionary. Instead he became a full time revolutionary and had the time to further develop his plan for power. After Sara fled he became even more mysterious; he kept to himself and his varying personality caused frequent changes in his partys direction. The pseudonym name, POI Pot, that Sloth Sara adopted when he came to power in Cambodia is another mystery. Other communist leaders of the twentieth century (I. E. Stalin and Ho Chi Mini) took on revolutionary names while they were in the underground in order to hide their true identities from the police and in some cases to inspire their followers. Sloth Sara took the name POI Pot, a name with no inspirational meaning, only after gaining power in Cambodia concealing his former identity to the nation he governed as well as the rest of the world; POI Pots true identity was not officially known until 1979. By 1962, Sloth Sara had gained a substantial amount of power in the Cambodia Communist Party, enough to become the leader of the party. By then, tensions had risen to a dangerous level between Prince Shannon and the communist party. Sloth Sara along with lend Sara and other members of the party were forced to escape into the Jungle. In the Jungle, Sara formed an army that was later known to the world as the Khmer Rouge. The army began a war against Schnooks government which lost power in 1970 due to a military coup that was supported by the United States. Out of outrage, Shannon Joined his former enemy, Sloth Sara, and together they fought Cambodia new military government. Due to the United States military involvement in the Vietnam War as well as Vietnam and Cambodia geographical closeness, the North Vietnamese set-up military fortresses in eastern Cambodia. In 1970 the United States attacked Cambodia in attempts to drive the North Vietnamese from Cambodia; this effort failed and only drove the North Vietnamese further into Cambodia and caused them to form ranks with the Khmer Rouge. From 1969-1973 the United States bombed North Vietnamese refugees in eastern Cambodia. The series of bombings killed up to 150,000 Cambodia farmers. Out of fear, Cambodia farmers left their lands and escaped to the city of Phonon Penn, Cambodia capital. As a result, of the mass number of people entering the city and the large loss in the agricultural industry, Cambodia Tacit a weakened economy as well as a gallants amount AT corruption weaved Into the military led government. Consequently, POI Pot was able to draw popular support during this time. Minion the United States withdrew its military forces from Vietnam as well as military support from Cambodia; this left POI Pot with an opportunity to take power in Cambodia. POI Pot and his regime were able to take control of Cambodia at the time they did for several different reasons; the United States had left Vietnam, as well as pulled their military support from Cambodia ; the current government was filled with corrupt political and military leaders which caused them to lose popularity among the Khmer people; and the Khmer Rouge were tough, regimented, and their vision of a new society was attractive and gained the support of many people. The Khmer Rouge appeared to be a breath of fresh air for the Khmer people. They had a plan to solve many of the problems Cambodia had faced for centuries. The Cambodia Revolution, led by POI Pot, was meant to change the peoples role in their country and government. Revolutionaries and supports of the revolution wanted the Khmer people to wake up to face their individual and collective problems and Join together in order to work for the good of the single being and the country. The revolutionary army that was created was suppose to fight together and sever the people without foreign influences. The revolutionaries rallied the people together to serve their nation; the restructured society was not to have any notion of personal status. Citizens of Phonon Penn anxiously awaited for the arrival of their new rulers. A personal account from Theory Seen comments on this: she watched her parents cheering on the Khmer Rouge as its soldiers marched into Boom Penn. On April 17, 1975, one hundred battalions of the Khmer Rouge seized Phonon Penn, the capital of Cambodia, and renamed the country Democratic Kampuchea. The soldiers who took the capitol were mainly young men. POI Pot wasted no time at all enacting his plan; he began by announcing that This is Year Zero. From there, Capitalism, western culture, city life, and all foreign influences were to be extracted from society. Foreigners were removed from the country, embassies closed, media outlets disbanded, money was prohibited, and schools and clinics were closed. Also, freedom of movement, and leisure activities were greatly reduced; if one violated any of the new rules the punishments were severe; repeat offenders were either imprisoned or killed . Anyone who opposed the new government was killed. Members of the previous military government, educators, public servants , Vietnamese, middle class members, and the educated were identified, imprisoned, tortured and eventually killed. Immediately after the seizure, the new regime ordered the evacuation of the cities. The citizens were given ten minutes to pack enough food rations for two days before they were forced to leave their homes and set off for the country side at gunpoint; reports suggest almost 20,000 died along the way. Genes parents who days earlier had welcomed the new regime now had a totally different perspective. Her father had been killed by Khmer Rouge soldiers and her mother had been imprisoned and later died under the control of the new regime. The cities evacuation played into POI Pots economic stimulus plan that included creating an agrarian utopia which was inspired by Mao- Testing Great Leap Forward and was to be the new of the rest of the world. However, the Khmer people were forced into labor camps which are more famously Known as ten over work, starvation, torture, and disease, the majority of the early deaths were those of children or the elderly. In the Killing Fields, life was hard. The Khmer Rouge forced its people into pointless, back breaking labor. Any free time one had was spent at political meetings trying to avoid saying anything that could have one singled out for punishment or death At this point, it is accurate to say that any economic stimulus plans were at a stand-still and Human Rights no longer existed; he Khmer people were treated worse than animals. The new regimes leaders as well as their rationale stayed concealed from their citizens as well as the rest of the world. The news that filtered into the outside world was usually horrible. Refugees spoke of the forced agrarian labor, starvation, random executions and the very secretive regime. Which leaves one to question what was POI Pot thinking at this time? This Khmer Rouge revolution was the purest form of the Marxist-Leninist movement. No other regime tried to go so quickly or so far. No other inflicted as many casualties on he countrys population The revolution can be viewed in some aspects as an attempt to break free from capitalism and attempt to rearrange the future into a social and economic utopia. The revolution failed to administrate a stable government in several areas. First, the regime was too weak to trust its own members and spent much time and resources interrogating, torturing and killing anyone they determined as an enemy to the party including their own party members. POI Pot had such a thirst for power but a profound sense of distrust that he approved the torture and execution of over 20,000 people; most of the people that were killed were actually loyal to the Khmer Rouge and POI Pot. Secondly, the regime, like many before it, failed to fix the food shortage or revolutionize education and hygiene injustices faced by the poor- the people who the revolution was fought for. Eventually, it became obvious that POI Pot had failed at his number one mission: to find a way for the people of Cambodia to prosper; instead POI Pot oppressed and alienated his people further Upon Vietnamese invasion in 1979, the Khmer Rouge regime was expelled. However, until 1991, the country remained in a state of struggle between different regimes. Finally, these different group leaders Joined together and signed a UN-sponsored peace accord This agreement inspired democratic opportunities to the Khmer people such as civil, human and political rights. In the early sasss Cambodia was the worlds nation building project ; attempting to get Cambodia back on its feet from the wrath and destruction POI Pot caused. In 1993 the UN held democratic elections in the country; at last giving the Khmer people the first real chance to prosper as an independent nation. However, this opportunity was lost due to yet another corrupt government in power. After 1979, POI Pot and other loyal followers were reduced to fighting a guerilla war against the Vietnamese until 1997 when POI Pot was caught by the government and put on house arrest. POI Pot died in April 1998 never having to take responsibility for the 2,000,000 people he murdered, the countless lives he ruined, and the country he permanently scarred. Sloth Sara witnessed in his young life the injustices done to his people through imperialism and monarchical rule. Upon Journeying to France and Joining the Khmer-language section of the French Communist Party, Sara gained insight on possible waves of the future. In his mind, Cambodia could only prosper as an independent nation without an solute monarchy. Returning none Trot France, saloon Sara worker along ten sloe AT other political radicals to oust French and monarchical power. Sara escaped into the jungle along with other members of the Cambodia Communist Party due to Shannon backed advocates labeling the members as Reds. POI Pot and the Khmer Rouge were able to gain power in Cambodia in 1975 due to several factors including: an alliance with Prince Shannon that gained popular support for the party; popular support for he Khmer Rouge was also gained due to a corrupt military controlled government already in power. POI Pot was obsessed the idea of an agrarian utopia and once in power he instituted projects that wiped out democratic, capitalist and industrialized influences from the country. Instead of promoting Human Rights POI Pot stripped his people from having any humane resemblances by making them all wear gray jumpsuits, and filling their time with monotonous, meaningless Jobs that were tiring. POI Pot and his regime executed anyone they regarded as an enemy of the state and any more died at the hands of disease, starvation, over-work, and unsanitary conditions.