The Civil War Essays -- American History Essays

The Civil War The Civil War is acknowledged as the greatest war in American history. Known as "The War that Never Ended". Nearly three million fought, and 600,000 died. It was the only war fought on American soil by Americans, and for that reason we have always been fascinated with The Civil War. On April 12, 1861, at 4:30 AM, Confederates under General Pierre Beauregard opened fire upon Fort Sumter in Charleston, South Carolina with the use of 50 cannons. The Civil War began. The Civil War lasted 4 years, from 1861 until 1865. The Civil War has been called the first modern war by many historians. The Civil War was caused by an endless amount of conflicting forces, principles, and prejudices, instigated by sectional differences and pride, and set into motion by a most unlikely set o...

The Roles of Greek and Roman Women Essay -- Greek, Roman, Women, femin

Greek and Roman women lived in a world where strict gender roles were given; where each person was judged in terms of compliance with gender-specific standards of conduct. Generally, men were placed above women in terms of independence, control and overall freedom. Whereas men lived in the world at large, active in public life and free to come and go as they willed, women's lives were sheltered. Most women were assigned the role of a homemaker, where they were anticipated to be good wives and mothers, but not much of anything else. The roles of women are thoroughly discussed in readings such as The Aeneid, Iliad, Sappho poetry, and Semonides' essay. Most women in ancient Rome were viewed as possessions of the men who they lived with. Basically they were handed from their father to their new husband at the time of their marriage and submitted any property they owned, or dowry they were given, to their husband. There were however two types of marriage in ancient Rome, Manus and sine Manus. Under the first type, Manus, the woman and all of her property and possessions were placed under the control of her husband and he could do with them how he pleased. Under the second type, sine Manus, the woman remained under the control of her oldest male relative, usually her father or brother. This type of marriage gave women a lot more freedom because they could carry out their own cash businesses, own their own property, and accept inheritance money (Gill, 5). Aside from the two different forms of marriage that was allowed, marriages in ancient Rome were very similar to those of the ancient Greeks. Girls married young, usually in their early teens, and many marriages were arranged by the family, usually the male head of the home. ... ...literature I couldn’t help but compare my lifestyle to the woman in the stories. Women today are no longer looked upon only to supervise over their home and family, they are not forced into marriages, and they are not blamed for all the world’s problems. Today’s society is not a patriarchal one; in fact today men and woman appear to be equal to one another. Works Cited Virgil. "The Aeneid" Book IV (lines 254-257, and lines 654-656) Gill, N.S. "Comparisons Between Ancient Greece and Ancient Rome", pages 1-8 Homer. â€Å"The Illiad† by (Book I, IV) Frost, Frank J. "Greek Society in the Age of Polis" (5th Edition) Pages 92, 93 Semonides of Amorgos (c. 625 B.C.) An Essay on Women ( lines 10-12) Semonides of Amorgos. â€Å"Women.† c. 7th cent. B.C.E. Trans. Diane Arnson Svarlien. Web. 7 Oct. 2014 The Roles of Greek and Roman Women Essay -- Greek, Roman, Women, femin Greek and Roman women lived in a world where strict gender roles were given; where each person was judged in terms of compliance with gender-specific standards of conduct. Generally, men were placed above women in terms of independence, control and overall freedom. Whereas men lived in the world at large, active in public life and free to come and go as they willed, women's lives were sheltered. Most women were assigned the role of a homemaker, where they were anticipated to be good wives and mothers, but not much of anything else. The roles of women are thoroughly discussed in readings such as The Aeneid, Iliad, Sappho poetry, and Semonides' essay. Most women in ancient Rome were viewed as possessions of the men who they lived with. Basically they were handed from their father to their new husband at the time of their marriage and submitted any property they owned, or dowry they were given, to their husband. There were however two types of marriage in ancient Rome, Manus and sine Manus. Under the first type, Manus, the woman and all of her property and possessions were placed under the control of her husband and he could do with them how he pleased. Under the second type, sine Manus, the woman remained under the control of her oldest male relative, usually her father or brother. This type of marriage gave women a lot more freedom because they could carry out their own cash businesses, own their own property, and accept inheritance money (Gill, 5). Aside from the two different forms of marriage that was allowed, marriages in ancient Rome were very similar to those of the ancient Greeks. Girls married young, usually in their early teens, and many marriages were arranged by the family, usually the male head of the home. ... ...literature I couldn’t help but compare my lifestyle to the woman in the stories. Women today are no longer looked upon only to supervise over their home and family, they are not forced into marriages, and they are not blamed for all the world’s problems. Today’s society is not a patriarchal one; in fact today men and woman appear to be equal to one another. Works Cited Virgil. "The Aeneid" Book IV (lines 254-257, and lines 654-656) Gill, N.S. "Comparisons Between Ancient Greece and Ancient Rome", pages 1-8 Homer. â€Å"The Illiad† by (Book I, IV) Frost, Frank J. "Greek Society in the Age of Polis" (5th Edition) Pages 92, 93 Semonides of Amorgos (c. 625 B.C.) An Essay on Women ( lines 10-12) Semonides of Amorgos. â€Å"Women.† c. 7th cent. B.C.E. Trans. Diane Arnson Svarlien. Web. 7 Oct. 2014

Maturity and Emerging Adulthood

In his article â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† (2000) Jeffrey Arnett proposes that a new term be put to use for the period between adolescence and adulthood. Arnett claims that â€Å"emerging adulthood† is a better label for those people between the ages between 18 and 25. With little prior attention given to this age span, theories from researchers such as Eriksen (1968), Levinson (1978) andKeniston (1971) tended to lump the youthful period starting at age 11 or so and continuing until the mid-20’s along with adulthood, making no distinction between the earlier and later phases. It is Arnett’s belief that due to the numerous changes, explorations, experimentations and explorations that occur when a young person leaves high school, there should be a completely separate categorization.Adulthood, as defined by Arnett through his research, is a period in one’s life in which demographics, subje ctive perceptions and identity explorations are no longer ambiguous (Arnett 474). He points to differences between the 1950’s and the 1990’s regarding the age in which a person perceives himself to be an adult– in an earlier time period most persons in their early twenties had already married, held jobs and had one or more children, defining them as adults. In the 1990’s not only did most of his subjects not hold jobs, they were unmarried, without children and attending school.Consequently, the age at which most researchers of an early period defined adulthood changed along with the population which not only no longer adheres to such standards to define adulthood but usually does not attain the stability and responsibility to be considered adults until their 30’s. Emerging adulthood is not adolescence, the â€Å"forgotten half† or young adulthood and Arnett proves it by pointing out the limitations of each.Article #2: â€Å"Growing up is ha rder to do†In an article from the American Sociological Association, Furstenberg et al (2004) refers to the period between the ages of 18 and 25 as early adulthood. The researchers make the assertion that becoming an adult now takes longer than it once did and is defined differently than it was in the period immediately after World War II. In the 1950’s, couples were usually married by their early 20’s, the husband held a job and most likely they had one or more children.Citing demographic trends, Furstenberg, et al. claims that now it is more likely that people in their early 20’s are getting an education and relying on their families for financial and other support. They point to several reasons for this lag in becoming an adult: the changing role of women in society, the establishment of Social Security benefits which made it unnecessary for young couples to take care of their aging parents by working after completing high school and changing economic f orces which require the acquisition of more skills before being able to land a good job that in order to support oneself (Furstenberg et al 39). It is taking longer for adolescents to reach adulthood and the growing demands on this age group occur because of â€Å"new demands on families, school and government† (40). Furstenberg and his colleagues expect that reforms must take place in both the school system and the military to ease the transition and cause young adults to grow up and become self sufficient more quickly.Maturity and Emerging Adulthood: A New Phase in Life?Recently, both sociological and psychological research has introduced the advent of a new phase in life referred to as either â€Å"emerging adulthood† or â€Å"young adulthood†. These terms apply to a nebulous period in a person’s life, roughly between the ages of 18 and 25, when an enormous amount of existential changes take place. Two theories were examined for the purposes of this pa per: â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† Arnett, 2000) and â€Å"Growing up is harder to do† (Furstenberg et al, 2004). It is Arnett’s theory that â€Å"emerging adulthood† is the proper way to categorize this period while Furstenberg et al prefers to refer to it as â€Å"young adulthood†.Both sets of research point to the differences between the era of the 1950’s and more current times, making the assertion that the concept of adulthood, as well as its reasons for occurring later have changed due to a number of factors. The logos, ethos and pathos of each article will be examined and compared, showing that even without the scientific jargon used in the Arnett article, the Furstenberg treatise makes an arguably better case for defining the years following high school and college as â€Å"young adulthood† through its easy to understand concepts, its logical reasoning for the chang es taking place and its exploration of current circumstances regarding family, education and lifestyle.Arnett (2000) begins his research article by defining the period he deems emerging adulthood in terms of age, based on analogies to previous research which tended to lump together both the years of youth and the early years of adulthood. He presents a theoretical background on the subject, supporting evidence, explanation of the term emerging adulthood and a final cultural context.He appeals to readers’ sense of logic by citing the research findings and then defining the demographics which identify his characterization. Arnett narrowly defines the demographics of his studied group and further relates statistics which show changes in residence, responses to questions regarding a subjective definition of adulthood and respondents’ answers and a graph showing peak exploratory behavior. Using specific terminology and definitions, Arnett makes his point by employing terms which evoke a sense of scientific and psychological accuracy in his findings.Furstenberg, et al (2004) also use logos in their rhetoric. Citing survey results accomplished by other teams in both the 1950’s and closer to 2000, the findings are presented logically but without the use of scientific terminology. Factual data is used to show the differences between survey respondents’ definition of what it means to have reached adulthood. Analogies are made between the two groupings of subjects studied with allowances made for the particularly different roles of women in the two eras in order to indicate that there are now less people in the age group of 18 – 25 who are considered to be â€Å"adults† through a traditional definition of the term.Their study, in a manner similar to Arnett’s, makes a case for the introduction of a new defining period of life which they call young adulthood by pointing to previous research as well as laying out facts regard ing the changes that have taken place since the 1950’s. The conclusion of the article urges readers to think about the implications inherent in modifying existing systems of school and military preparedness training for young people.In terms of ethos, Arnett employs reliability, competence and respect for the researchers who have gone before him in making strides towards defining life phases and everything that occurs to go along with them. His research is thorough and includes extensive study in the subject, with a slant toward the psychological aspects of the period of emerging adulthood. He gives credit where credit is due and interprets previous findings with a fair and balanced explanation. His use of terminology that is beyond the understanding of most people, however, tends to produce a work that, while considered ethical, is almost meant to be condescending.Ethically, the Furstenberg article also meets the criteria of demonstrating reliability in its research findings and summaries, competence through the use of its authors’ credentials and clear understanding of the subject and respect for its readers by portraying the research results and conclusions in language easily understood by a layperson. Several snippets of interviews with subjects falling within their defined age range show that the researchers took a â€Å"hands-on† approach to their study and portrayed these descriptions in a fair and balanced manner without making judgment.An interesting facet of the study is their assertion that socio-economic levels play a key role in the development of a young person into an adult as defined in their study – those subjects in lower socio-economic levels tended to grow up much faster due to the increased urgency to find stable work, marry at a younger age and support a family and its needs. The ethos of the article is arguably more favorable in that it uses a more appropriate level of vocabulary.The article written by Arnett is least of all employing pathos to state its points. There is no visual imagery nor an emotional tone, example or emotion-invoking language. The study is very clear cut and a good example of a proponent of psychology attempting to convince the reader that his methods, rationale and findings are of a scientific nature. Not relying on emotions and keeping the article grounded in factual information ensures that it will not appeal to the subjective nature of its readers. Accordingly, pathos has no place in his writing and neither does Arnett attempt to rectify this lack.In contrast, Furstenberg et al clearly enjoy relating their research and its findings in a more conversational manner. Using visual images with corresponding descriptions of the people depicted within, the reader is given a sense of being introduced to some of their subjects. The readers of the article learn a bit about the lives of the respondents as well as their social and economic circumstances and the reasons they have reached the age of 25 or older without feeling they can be defined as an adult. Descriptions of life in the 1950’s when most couples in their mid-20’s were married and raising a family, evoke a good feel for the era and encourage the reader to relate these portrayals to â€Å"many of today’s grandparents† (33). An emotional response is the result, making the results of the study seem more relevant and interesting.Both articles made a valid point in demanding the usage of a new term for the period between youth and adulthood. Clearly, evidence from both Arnett and Furstenberg et al show that there are differences not only in the social structure of today’s society but also in the role of a young adult. After World War II, the GI Bill encouraged young men who had served in the military to receive an education through subsidies and then settle down to raise a family. No longer is there a need to support parents during this phase of life; convers ely it is usually the parents who provide financial and other support to their emerging adults. No longer do older children feel obligated to stay at home but often go through a variety of residences as they experience life in college, romantic relationships and explorations of the world at large.There has also been a change in economics not only in the United States but in the world at large. These changes are reflected in the lack of job security which often necessitates the need for further education and training (Smith). Women, in particular, have experienced a changing role due to economics. No longer expected to stay at home and be a mother, most couples find it financially necessary for the woman to obtain a job and in order to find one that is well-paying, she, too, must get an education. There is a greater percentage of young adults in today’s society who receive an education which is necessary to compete in today’s top job markets.The three indicators of adul thood which are agreed upon by both Arnett and Furstenberg et al are: financial independence, completion of education and a stable, independent home. Back in the 1950’s most were considered adults if they were married and had children while the husband held a job which could sustain his family. Today’s young adults are putting off marriage in favor of completing their educational requirements and exploring their independence. Many of them experience a delay of a decade or more between the completion of high school and the start of life as a couple (Smith).The research in both Arnett’s (2000) and Furstenberg’s et al (2004) articles is just the beginning of studying a life phase which merits further investigation. While both articles were well-written and appealed to the logos and ethos of their readers in a comprehensive manner by citing appropriate research and evidence, it was Furstenberg’s study â€Å"Growing up is harder to do† however, t hat a made for a more compelling read based on its use of pathos in the writing style. The concepts and facts outlined were compelling and it will be interesting to note what further research comes about based on their conclusions and recommendations for reform of educational and military establishments.Works CitedArnett, Jeffrey J. â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties†. American Psychologist, May 2000. 55:5, 469-80.Furstenberg, Jr., Frank, Kennedy, Sheela, McLoyd, Vonnie C., Rumbaut, Ruben G. and Settersten, Jr., Richard A. â€Å"Growing up is harder to do†. American Sociological Association, 2004. 3:3, 33-41.Smith, Christian. â€Å"Getting a life†. Books & Culture, 2007. Retrieved December 11, 2007 from the Books & Culture Website: http://www.christianitytoday.com/bc/2007/006/2.10.html.

Purpose and History Essay

The Code of Ur-Nammu assumed an understanding that the law descended from the gods, and the king or ruler was the administrator of the law on the part of the people. Under this code, severe penalties were considered to be unnecessary for the majority of crimes. Since people believed to know how they should behave towards each other, monetary fines served as a reminder of how to behave (Mark, 2014). The structure of the Code of Hammurabi is very particular, with each offense having a distinct discipline. The punishments tended to be extremely critical compared to today’s modern day standards, many of the offenses resulted in death, disfigurement, or the use of what we know today as â€Å"Eye for eye, tooth for tooth† (Lex Talionis â€Å"Law of Retaliation†) philosophy. The Code of Hammurabi is one of the earliest examples of law where the assumption of innocence has been incorporated, and the accused and accuser have the opportunity to produce and present evidence on their behalf. However, no provisions were made for extenuating circumstances to be presented in order to alter any prescribed punishment. History of prison development During the early colonial years, prisons had not yet been developed as a form of punishment for crimes. The colonists did however use jails, copying the English system of gallows, in order to hold defendants who were awaiting trial or for those already convicted and were awaiting their corporal or capital punishment. These jails had deplorable conditions. Poor men, women, and children were all housed together, with very little food or sanitary conditions. Offenders who could afford it paid a fee in order to avoid jail; this early bail system enabled the rich to pay a fee in order to be released. The conditions in both the English and colonial jails during the 1600s and 1700s were so deplorable that few doubted the need for reform (Richard P. Seiter, 2011). Comparison of the Pennsylvania and Auburn system The Pennsylvania system was known as the â€Å"separate and silent† system, with silence enforced and inmates not allowed to see or talk with each other. Through this approach, it was believed that offenders would not be morally contaminated and be trained in crime by other prisoners. There were several problems with the Pennsylvania system. First, it was almost impossible to keep prisoners from seeing and communicating with each other. Second, it was very expensive to operate, as a requirement to keep prisoners separated this increased the number of staff members needed. Third, there was very limited productivity by inmates, as a requirement to work alone in their cells did not allow for as much production of goods for resale as was desired. Fourth, opponents of the operation of the Pennsylvania prisons suggested that the solitude imposed on prisoners made many of them mentally ill. Finally, the planned operation was modified almost immediately. Two prisoners were placed in a cell together so one could learn a trade from the other and increase the production of goods. The warden of the Eastern Penitentiary, Samuel Wood, used prisoners as servants in his home and allowed them to communicate. The Pennsylvania system seemed doomed from its beginning and forced prison operators in other states to search for new approaches to overcome the problems. Although there was great interest in the Pennsylvania system, only two states (New Jersey and Rhode Island) adopted its â€Å"separate and silent† system. However, both soon abandoned the Pennsylvania system in favor of the improved system that was created in Auburn, New York (Richard P. Seiter, 2011). The Auburn system became known as the â€Å"congregate and silent† system as officials continued to reduce the spread of criminal ideas by inmates through silence and strict discipline. Barnes and Teeters describe the enforcement of the system through lockstep marching with eyes downcast, hard work and activity while outside cells, and prohibitions of inmates even being face to face. After the operation of Auburn was copied at Sing Sing prison in New York, as well as at prisons in other states, the Auburn system was recognized as better than the Pennsylvania system. The prisons were cheaper to build and operate, the congregate style allowed production of goods and more income for the state, and fewer prisoners developed mental health problems. Other prisons being built across the country adopted the Auburn system. The operation of prisons for sentenced  offenders received international attention, and many countries sent representatives to examine the operation of both the Pennsylvania-style and Auburn-style prisons. Although the Pennsylvania style of prisons was seldom favored in the United States, most international visitors found advantages in both, and many preferred the Pennsylvania system because of its effort to avoid contamination among prisoners. During the first half of the nineteenth century, the Auburn style of silence, hard work, separation at night, congregation during the day to maximize production of goods, and strict control was the method used for most American prisons (Richard P. Seiter, 2011). Impact and involvement of prison labor over time Throughout US history, there have been many laws both morally and ethically concerning prison labor. The Hawes-Cooper Act and the Ashurst-Sumner Act made interstate trading of prison-made goods illegal. During the 1970’s, many of laws regarding prison labor were amended. The Justice System Improvement Act of 1979 allowed for the privatization of prisons and the transport of their goods across state lines. Once this change in the law took place, the prison industry profits sky rocketed from $392 million to $1.31 billion. Prison industry partnerships benefit both businesses and inmates. Businesses are provided with a stable, motivated work force, with reduced overhead, an alternative to overseas operations, and a â€Å"made in the USA† label. Inmates are provided with income to offset the cost of their incarceration, allows for compensation to victims and provides the inmates family with support. Inmates have the ability to learn a trade and gain valuable work experience (â€Å"U.S. Prison Labor At Home and Abroad†, 2003). References Mark, J. J. (2014). Ancient History Encyclopedia. Retrieved from http://www.ancient.eu.com/Ur-Nammu/ Richard P. Seiter. (2011). Corrections an introduction. Retrieved from Richard P. Seiter, CJA234 – Bachelor of Science in Criminal Justice Admin/Human Services website. U.S. Prison Labor at Home and Abroad. (2003). Retrieved from http://www1.american.edu/TED/jail.htm

How to be a good student

Time management Planned and don't put off your plan Pay attention in your lesson Take note and Review by Creating mind map Stage II: Planning (Outlining) Stage Ill: Writing f you want to be a good student, you should follow these advices that I will mention below. The firstly of them is that you should pay attention in your lesson. In fact, teacher is the person who concludes all main points of your lesson and tell it to you in an interesting and clear way in class.As a result, eying attention in your lesson is the best way help you save time to understand what you are learning in the book. The second advice is taking note and reviewing your lesson by creating mind map. In my opinion, listening to our teachers just like collect the information; however, a good student have to gain their own knowledge. One solution is taking note what you think is necessary, and then, you put all information you collected in your brain by remembering an imaginative noted mind map.Last but not least, l anding for your target, and manage your time weekly in order to reach your goal. Indeed, the more suitable plan you make, the more effective work you done. Accordingly, you should have long-term, short-term plan as well as weekly, monthly timetable. In addition, you also should rearrange your schedule so often that them are agreed with your aim; likewise making sure your timetable is enough flexible for you to not put off your work. In conclusion, these above â€Å"how to be a good student' advices only work when you want.

A Love Letter

Dear Chanel; In this letter, I would like to express my love for your products. I have always been a fan of just about everything that your company has to offer, but in particular, I love your handbags and your shoes. They have always been a big part of my life and I am a fan for a number of reasons. When compared to other companies out there, it is clear that Chanel makes the finest handbags and shoes on the market.I love your products because they are both stylish and classic. They combine the best of modern style with the old time classic feel that all of your customers demand. When I wear a pair of your shoes or carry one of your handbags, I feel like I am combining the old with the new. I am indulging my tendencies to set new trends, while remaining classy and traditional. This is why I love Chanel and their products. They are just better than any other shoes and handbags that you will find out on the market.I love Chanel shoes because they always feature the newest style. They are always setting trends and looking to do new things that other companies have not been able to do before. When I go out in a pair of Chanel shoes, I know that people are going to turn and look. I like that about their shoes.I love Chanel handbags for the same reason. While they are trendsetting and they stay up with the times, they still allow me to look as classy as I possibly can. This is a really cool part of wearing Chanel products. They make all of the other companies out there look silly.

Analysis of all constitutes of successful service delivery Essay

Analysis of all constitutes of successful service delivery - Essay Example Thus, prior to direct interaction with the service, consumers form own expectations about experiences related to the service consumption. In such way, customers establish own standards against which in the future the quality of the service received will be compared in accordance with the disconfirmation model. In case if the expectations about the service consumption were greater then the actual quality of product received, the outcome is negative disconfirmation or, in the other words, dissatisfaction with the service received. Whereas, if the expectations were smaller then the quality of the services received, the outcome is positive disconfirmation or product satisfaction. (Lovelock, C., & Wirtz, J. 2004). The higher customer satisfaction is, the greater is the possibility of customer loyalty in the post consumption stage. Thus, customer satisfaction and loyalty are directly related. The concept of customer loyalty is of vital importance as repurchase of services gives significant advantages to the service producer: a continuous stream of profit, reduction of marketing costs, growth of per-customer revenue, decrease in operating costs, increase in referral, increase in price premium (Youjae, Y., Suna, L. 2004). In relation to the customer loyalty, the service recovery concept should be emphasized, as customer loyalty is often seen as a consequence of successful service recovery. ... Thus, service recovery significantly influences customer's attitudes alongside with behavioral intentions and results in a possibility of customer loyalty when successfully executed (Lovelock, C., Patterson, P.G., & Walker, R.H. 2001). Customer Expectations of Services: Formation As previously stated, customer expectations are formed during the first two stages of customer purchase decision and are closely related to knowledge about a service a customer already has. The expectations formation process is not only influenced by marketer's communications, but also is shaped by word of mouth communication, past experience, and personal need. While marketer's communication is a relatively simple concept, word of mouth communication and past experience should be further categorized. Scholars distinguish two sources of customer knowledge about a service: external research and internal research. While internal search is directly linked to previous experiences and influences both the level of desired and expected services, external search category unites implicit and explicit promises (marketer's communication) and word of mouth secondary information received from second sources. Consequently, the two major types of knowledge are distinguished: experience and familiar ity, knowledge received through direct involvement and second hand knowledge, respectively (Palmer, A. 2001). Customer service expectations can be categorized into 5 overall dimensions: reliability, tangibles, responsiveness, assurance, and empathy. The formation process is affected by numerous factors; in general, price is considered to be the dominant one. In the article "Understanding Customer Expectations of Service" by Parasuraman, A., Berry, Leonard L., Zeithaml, Valarie (1991), authors