Lincoln Electric Essay Example for Free

Lincoln Electric Essay Lincoln Electric’s CEO Massaro was right in his evaluation that, business sectors in creating nations would become quicker and yield a better yield. This procedure was basic and in arrangement with the associations objective to arrive at half outside deals income. As leader of Lincoln Asia, Mike Gillespie faces an extraordinary test with his choice to enter the Indonesian market. In the event that Mr. Gillespie chooses to enter Indonesia, he should likewise conclude whether to do only it or through a joint endeavor, and how to structure worker remuneration. It would seem that Gillespie directed enough corporate human sciences exploration to distinguish reasonable customer item needs that Lincoln Electric will have the option to give (stick consumables versus programmed consumables fragments). I comprehend that putting resources into Indonesia offers numerous advantages to the association, for the most part towards expanded overall revenues and piece of the overall industry of consumable items (for additional data with respect to the vital anticipating entering Indonesia see Exhibit 1). Notwithstanding, as I would see it, Gillespie needs more information to settle on an educated choice with respect to this move. Dread of a revived Civil War, shaky expansion rates, and different exercises in the nation uncovered both financial and political shakiness. Different issues to be considered incorporate work issues of Indonesia 1. I would prescribe further market and social examination to help his dynamic. On the off chance that Gillespie chooses to enter Indonesia, it is my suggestion to enter with an accomplice. I bolster this proposal in light of the fact that, through his own market investigation and counsel it was recognized that because of the political structure a neighborhood join forces with inside and out information, and political associations would be fundamental for progress. I comprehend that a joint endeavor will diminish Lincoln Electrics overall revenues, however as I would see it, the joint endeavor will limit speculation hazard, particularly if an accomplice can give capital towards the expense of building an office. Gillespies decision in accomplices ought to be dependent on a predefined set of models. These measures ought to incorporate flow relations/contracts with Lincoln Electric, flow piece of the overall industry, information on neighborhood market and culture, political and business contacts. The accomplice ought to likewise be able to withstand any money related hazard toward this speculation. See table 2 for a breakdown of both expected accomplices and how they contrast with the standards. I would suggest a joint endeavor with the two organizations (Tira and SSHJ). The purpose behind this proposal is because of the assorted advantages, which the two organizations can bring to the endeavor. Be that as it may, I have concerns with respect to the faithfulness of either accomplice to the Lincoln Electric brand. On the off chance that we apply the social trade hypothesis to this circumstance, one could conjecture that when more than one accomplice is remembered for a business relationship, the reliability of every colleague may diminishes because of rivalry and dread of bias 2. It is Gillespies aim to actualize a piecework pay structure and I bolster this choice. It is likewise the aim of Lincoln Electric to surpass the lowest pay permitted by law prerequisites and winning rates. Gillespie has concerns in regards to the capacity for all workers to meet the lowest pay permitted by law utilizing piecework remuneration. It is my suggestion to set the base day by day standard at the lowest pay permitted by law rate. I would likewise execute a forceful execution reward paying out month to month versus yearly. I would energetically suggest further social examination with an emphasis on time recognitions and work impression of the nearby culture. The pay structure ought to be balanced over the long haul and ideal patterns in pay are recognized.

History of Digital Computer

The History of Digital Computers B. RANDELL Computing Laboratory, University of Newcastle upon Tyne This record depicts the historical backdrop of the improvement of advanced PCs, from crafted by Charles Babbage to the soonest electronic put away program PCs, It has been set up for Volume 3 of â€Å"l’Histoire Generale des Techniques,† and is in the primary dependent on the early on content composed by the writer for the book â€Å"The Origins of Digital Computers: Selected Papers† (Springer Verlag, 1973). . Charles Babbage THE main electronic advanced PCs were finished in the late 1940’s. By and large their designers were ignorant that almost all the significant useful qualities of these PCs had been concocted over a hundred years sooner by Charles Babbage. It was in 1821 that the English mathematician Charles Babbage got keen on the chance of motorizing the calculation and printing of numerical tables.He effectively built a little machine, which he calle d a â€Å"difference engine,† prepared to do consequently producing progressive estimations of basic logarithmic capacities by methods for the strategy for limited contrasts. This urged him to design a full-scale machine, and to look for money related sponsorship from the British government. During the following 12 years both Babbage and the administration emptied significant entireties of cash into the endeavor at building his Difference Engine.However the task, which required the development of six interlinked including systems, each fit for including two different digit decimal numbers, along with a programmed printing component, was impressively past the innovative abilities of the period †without a doubt it has been guaranteed that the endeavors exhausted on the Difference Engine were more than advocated just by the enhancements they created in mechanical designing hardware and practice.Although Babbage’s plans for a Difference Engine were to some degree unti mely, the fundamental plan was vindicated when in 1843, propelled by their insight into his work, George and Edvard Scheutz effectively showed a working model distinction motor. A last form of this model was finished 10 years after the fact, with monetary help from the Swedish government. A few other distinction motors ere developed in the decades that followed, yet such machines never accomplished the significance of progressively customary ascertaining machines, and when multi-register bookkeeping machines opened up in the 1920’s it was discovered that these could be utilized basically as contrast motors. Anyway Babbage’s thoughts before long advanced a long ways past that of a specific reason computing machine †in actuality nearly when he began take a shot at his Difference Engine he got disappointed with its limitations.In specific he wished to stay away from the need to have the most noteworthy request of distinction steady, so as to have the option to utiliz e the machine straightforwardly for supernatural just as mathematical capacities. In 1834 Babbage began dynamic work on these issues, and on issues, for example, division and the need to accelerate the piece of the expansion instrument which managed the osmosis of convey digits. He built up a few exceptionally sharp strategies for convey absorption, yet the time investment funds so possible would have been at the expense of a lot of complex machinery.This drove Babbage to understand the upsides of having a solitary incorporated math instrument, the â€Å"mill,† separate from the â€Å"figure axes,† I. e. , segments of plates which acted only as capacity areas as opposed to aggregators. Babbage’s first thought for controlling the sequencing of the different part components of the motor was to utilize â€Å"barrels,† I. e. , turning pegged chambers of the sort utilized in melodic automata. He previously intended to utilize a lot of auxiliary barrels, with b y and large control of the machine being indicated by an enormous focal barrel with replaceable pegs.However in June 1836 he made the significant stride of embracing a punched card component, of the sort found in Jacquard looms, instead of the somewhat constrained and bulky focal barrel. He did as such in the acknowledgment that the â€Å"formulae† which determined the calculation that the machine was to perform could along these lines be of practically unbounded degree, and that it would be a straightforward issue to transform from the utilization of one equation to another.Normally recipe cards, each indicating a number juggling activity to be performed, were to be perused by the Jacquard system in arrangement, however Babbage likewise imagined implies whereby this grouping could be broken and afterward recommenced at a before or later card in the succession. Besides he permitted the decision of the following card which was to be utilized to be affected by the halfway outco mes that the machine had obtained.These arrangements permitted him to guarantee that calculations of inconclusive unpredictability could be performed heavily influenced by relatively little arrangements of equation cards. Babbage talked at once of having a store comprising of no under 1000 figure tomahawks, each equipped for holding a marked 40-digit decimal number, and wanted to accommodate adding numbers from cards to the store, and for punching or printing the estimations of numbers held in the store.The development of numbers between the factory and the store was to be constrained by an arrangement of â€Å"variable cards,† each indicating which specific figure pivot was included. In this manner a number juggling activity whose operands were to be gotten from the store and whose outcome was to be come back to the store would be determined by an activity card and a few variable cards. He obviously proposed these various types of control cards to be in independent arrangeme nts, read by isolated Jacquard mechanisms.Thus in the space of maybe 3 years Babbage had shown up at the idea of a universally useful computerized PC comprising of a store, number juggling unit, punched card information and yield, and a card-controlled sequencing instrument that gave emphasis and contingent expanding. Additionally in spite of the fact that he kept on in regards to the machine, which he later came to call the Analytical Engine, as being essentially for the development of scientific tables, he had an exceptionally away from of the theoretical advances he had made.Basing his case on the unbounded number of activity and variable cards that could be utilized to control the machine, the simplicity with which entangled contingent branches could be worked from a succession of straightforward ones, and the way that programmed information and yield, and numerous exactness math, were given, he expressed that â€Å". . . apparently the entire of the conditions which empower a limited machine to make counts of boundless degree are satisfied in the Analytical Engine . . . . I have changed over the interminability of room, which was required by the states of the issue, into the endlessness of time. Since isolated, however related, groupings of cards were expected to control the Analytical Engine the idea of a program as we probably am aware it presently doesn't show up c1early in contemporary depictions of the machine. Anyway there is proof that Babbage had understood the way that the data punched on the cards which controlled the motor could itself have been controlled by a programmed machine-for instance he proposed the chance of the Analytical Engine itself being utilized to aid the planning of long arrangements of control cards.Indeed in the portrayal of the utilization of the Analytical Engine composed by Lady Lovelace, as a team with Babbage, there are sections which would seem to show that it had been understood that an Analytical Engine was complete ly fit for controlling representative just as arithmetical amounts. Most likely Babbage himself understood that the total Analytical Engine was unreasonable to construct, however he spent a significant part of an incredible remainder planning and updating systems for the machine.The acknowledgment of his fantasy needed to anticipate the improvement of an absolutely new innovation, and a period when the extensive funds and offices required for a programmed PC would be made accessible, the need finally being broadly enough valued. He was a century comparatively radical, for as one of the pioneers of the advanced electronic computerized PC has composed: â€Å"Babbage was moving in a universe of sensible plan and framework engineering, and knew about and had answers for issues that were not to be examined in the writing for an additional 100 years. †He passed on in 1871, leaving a colossal assortment of building drawings and reports, yet just a little segment of the Analytical En gine, comprising of an expansion and a printing component, whose get together was finished by his child, Henry Babbage. This machine and Babbage’s building drawings are presently in the Science Museum, London. 2. Babbage’s direct replacements Some years’ after Babbage’s demise his child Henry Babbage recommenced take a shot at the development of a mechanical computing machine, putting together his endeavors with respect to the structures his dad had made for the Mill of the Analytical Engine.This work was begun in 1888 and continued irregularly. It was finished uniquely in around 1910 when the Mill, which consolidated a printing component, was shown at a gathering of the Royal Astronomical Society. By this date anyway crafted by a little-known replacement to Charles Babbage, an Irish bookkeeper named Percy Ludgate, was at that point very much progressed. Ludgate began work in 1903 at 20 years old on a completely novel plan for performing number-crunching on decimal numbers.Decimal digits were to be spoken to by the horizontal situation of a sliding metal bar, as opposed to the precise situation of an outfitted circle. The fundamental activity gave was increase, which utilized a convoluted system for computing the two-digit items coming about because of multi

Blog Archive Beyond the MBA Classroom Lounging at Yales Gryphons Pub

Blog Archive Beyond the MBA Classroom Lounging at Yales Gryphons Pub When you select an MBA program, you are not just choosing your learning environment, but are also committing to becoming part of a community. Each Thursday, we offer a window into life “beyond the MBA classroom” at a top business school. Located in a Gothic-style building on York Street in the heart of Yale Universitys Old Campus,  Gryphon’s Pub  has been run by the schools Graduate Professional Student Center since the 1970s. This members-only club is managed by Yale graduate students and features several lounges, a big-screen TV, pool tables and nightly drink specials. Membership dues, which were $20 in 2014, are considered a bargain, given the $2â€"$4 cover charge (which members are not required to pay) and the frequency with which students tend to find themselves at Gryphon’s! For in-depth descriptions of social and community activities at the Yale SOM and 15 other top MBA programs, check out the  mbaMission Insider’s Guides. Share ThisTweet Beyond the MBA Classroom Yale University (School of Management)

John Steinbeck s Of Mice And Men - 1808 Words

First Entry: Page 15 â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place. . . . With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ in our jack jus’ because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us.† Before George and Lennie got to the Ranch they stop and camp out in a clearing. In this passage, George explains their relationship. In Of Mice and Men, Steinbeck honors male friendships, suggesting that they are the most adequate way to overcome the loneliness that infiltrates the world. George relates that†¦show more content†¦Second Entry: Page 60-61 (Paragraph 5) â€Å"S’pose they was a carnival or a circus come to town, or a ball game, or any damn thing.† Old Candy nodded in appreciation of the idea. â€Å"We’d just go to her,† George said. â€Å"We wouldn’t ask nobody if we could. Jus’ say, ‘We’ll go to her,’ an’ we would. Jus’ milk the cow and sling some grain to the chickens an’ go to her.† In this portion of the novel, George describes their idea of the farm to Candy. At first, when Candy overhears George and Lennie discussing the farm they intend to buy, George is defensive, telling the old man to mind his own business. However, as soon as Candy offers up his life savings for a payment George is quick to retract. The farm is the incentive that keeps the men going. Life is hard for the men on the ranch, but George, Lennie, and now Candy continue on because they believe that one day they will own their own place. The idea of this dream rests in the freedom it signifies, its escape from the strenuous work and strong will of others. It provides comfort from psychological and even physical turmoil, most evidently for Lennie. Under their current circumstances, the men must work to please the boss or his son, Curley, but they dream of a time when their work will be easy and supervised themselves. George’s words describe a typical American dream of independence and the ability to

English poetry - Free Essay Example

Sample details Pages: 10 Words: 2909 Downloads: 3 Date added: 2017/09/23 Category Literature Essay Type Argumentative essay Did you like this example? 1st Assignment for Grade 11/12 English POETRY Please read over all three poems below several times. Hope is the thing with feathers by Emily Dickinson Hope is the thing with feathers That perches in the soul And sings the tune without the words And never stops at all And sweetest in the Gale is heard And sore must be the storm That could abash the little Bird That kept so many warm Ive heard it in the chillest land And on the strangest Sea Yet, never, in Extremity, It asked a crumb of Me. 2 Mirror by Sylvia Plath I am silver and exact. I have no preconceptions. What ever you see I swallow immediately Just as it is, unmisted by love or dislike. I am not cruel, only truthful The eye of a little god, four-cornered. Most of the time I meditate on the opposite wall. It is pink, with speckles. I have looked at it so long I think it is a part of my heart. But it flickers. Faces and darkness separate us over and over. Now I am a lake. A woman bends over me, Searching my reaches for what she really is. Then she turns to those liars, the candles or the moon. I see her back, and reflect it faithfully. She rewards me with tears and an agitation of hands. I am important to her. She comes and goes. Each morning it is her face that replaces the darkness. In me she has drowned a young girl, and in me an old woman Rises toward her day after day, like a terrible fish. The Road Not Taken by Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I sha ll be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and II took the one less traveled by, And that has made all the difference. ASSIGNMENT After reading through all three poems several times, choose one you feel best able to create a personal response and analysis for. The personal response should include a discussion of what the poem seems to be about, what you feel the poet’s message is, what ways the poet conveys this message such as style and technique and how the poem makes you feel. Next, please analyze this chosen poem for the literary feature of motif. A motif is a recurring theme, idea, symbol or other literary feature within a given piece of literature. It is important to know that there is rarely only one right answer and so how you support your own interpretation is of upmost importance. Support would therefore include direct evidence from the poem itself. Do not worry if you feel you don’t understand any of these poems at all – try your absolute best with one of them to type approximately one full page. 2nd Assignment English 11/12 Unit: The Things They Carried by Tim O’Brien 1. Please read the background information below for the novel and then follow the assignment instructions at the end of the text. The Things They Carried by Tim O’ Brien The author Tim O’Brien is not unlike the character called â€Å"Tim† that he created for his novel, The Things They Carried, as both author and character carry the stories of similarly experienced lives. O’Brien not only shares the same name as his protagonist but also a similar biographical background. Readers should note and remember that although the actual and fictional O’Briens have some experiences in common, The Things They Carried is a work of fiction and not a non-fiction autobiography. This distinction is key and central to understanding the novel. The Early Years Like â€Å"O’Brie n,† Tim O’Brien, born William Timothy O’Brien, Jr. , spent his early life first in Austin, Minnesota, and later in Worthington, Minnesota, a small, insulated community near the borders of Iowa and South Dakota. The first of three 4 children, O’Brien was born on October 1, 1946, at the beginning of the post- World War II baby boom era. His childhood was an American childhood. O’Brien’s hometown is small-town, Midwestern America, a town that once billed itself as â€Å"the turkey capital of the world,† exactly the sort of odd and telling detail that appears in O’Brien’s work. Worthington had a large influence on O’Brien’s imagination and early development as an author: O’Brien describes himself as an avid reader when he was a child. And like his other main childhood interest, magic tricks, books were a form of bending reality and escaping it. O’Brien’s parents were reading enthusiasts, his father on the local library board and his mother a second grade teacher. O’Brien’s childhood is much like that of his characters—marked by an all- American kid-ness, summers spent on little league baseball teams and, later, on jobs and meeting girls. Eventually, the national quiescence and ontentment of the 1950s gave way to the political awareness and turbulence of the 1960s, and as the all-American baby boom generation reached the end of adolescence, they faced the reality of military engagement in Vietnam and a growing divisiveness over war at home. Education and Vietnam O’Brien was drafted for military service in 1968, two weeks after completing his undergraduate degree at Macalester College in St. Paul, Minnesota, where he had enrolled in 1964. He earned a bachelor’s degree in government and politics. An excellent student, O’Brien looked forward to attending graduate school and studying political science. During the course of his college career, O’Brien came to oppose the war, not as a radical activist but as a campaign supporter and volunteer of Eugene McCarthy, a candidate in the 1968 presidential election who was openly against the Vietnam War. In 1968, the war in Vietnam reached its bloodiest point in terms of American casualties, and the government relied on conscription to recruit more soldiers. Further, graduate school deferments, which exempted students from the draft, were beginning to be discontinued, though O’Brien did not seek out this recourse. Disappointed and worried, O’Brien—like his character â€Å"Tim O’Brien†Ã¢â‚¬â€ spent the summer after his graduation working in a meatpacking plant. Unlike his character, however, O’Brien passed his nights pouring out his anxiety and grief onto the typewritten page. He believes it was this experience that sowed the seeds for his later writing career: â€Å"I went to my room in the basement and started pounding the typewriter. I did it all summer. My conscience kept telling me not to go, but my whole upbringing told me I had to. † O’Brien hated the war and thought it was wrong, and he often thought about fleeing to Canada. Unlike his fictional alter ego, however, he did not attempt it. 5 Instead, O’Brien yielded to what he has described as a pressure from his community to let go of his convictions against the war and to participate—not only because he had to but also because it was his patriotic duty, a sentiment that he had learned from his community and parents who met in the Navy during World War II. â€Å"It’s not Worthington I object to, it’s the kind of place it is,† O’Brien told an interviewer. â€Å"The not knowing anything and not tolerating any dissent, that’s what gets to me. These people sent me to Vietnam, and they didn’t know the first thing about it. † O’Brien ultimately answer ed the call of the draft on August 14, 1968 and was sent to Army basic training at Fort Lewis, Washington. He was later assigned to advanced individual training and soon found himself in Vietnam, assigned to Firebase LZ Gator, south of Chu Lai. (The appendix of this book includes a map of Vietnam, including areas referred to in the novel. ) O’Brien served a 13-month tour in-country from 1969 to 1970 with Alpha Company, the Fifth Battalion of the 46th Infantry, 198th Infantry Brigade, American Division. He was a regular foot soldier, or, as commonly referred to in veterans’ slang, a â€Å"grunt,† serving in such roles as rifleman and radio telephone operator (RTO). He was wounded twice while in service and was relatively safe during the final months of his tour when he was assigned to jobs in the rear. O’Brien ultimately rose to the rank of sergeant. After returning from his tour in March 1970, O’Brien resumed his schooling and began graduate wor k in government and political science at Harvard University, where he stayed for nearly five years but did not complete a dissertation. The Things They Carried: A brief summary Called both a novel and a collection of interrelated short stories, Tim O’Brien’s The Things They Carried is a unique and challenging book that emerges from a complex variety of literary traditions. O’Brien presents to his readers both a war memoir and a writer’s autobiography, and complicates this presentation by creating a fictional protagonist who shares his name. To fully comprehend and appreciate the novel, particularly the passages that gloss the nature of writing and storytelling, it is important to remember that the work is fictional rather than a conventional non-fiction, historical account. Protagonist â€Å"Tim O’Brien† is a middle-aged writer and Vietnam War veteran. The primary action of the novel is â€Å"O’Brien’s† remembering the past and working and reworking the details of these memories of his service in Vietnam into meaning. Through a series of linked semi-autobiographical stories, â€Å"O’Brien† illuminates the characters of the men with whom he served and draws meaning about the war from meditations on their relationships. He describes Lt. Jimmy Cross as an inexperienced and ill-equipped leader of Alpha Company, both in-country and at a post-war reunion. Years after the war, the two spent an afternoon together remembering their friends and those who were killed. 6 In the introductory vignette, O’Brien describes each of the major characters by describing what they carry, from physical items such as canteens and grenades and lice to the emotions of fear and love that they carry. After the first chapter, the narrator is identified as â€Å"Tim O’Brien,† a middle-aged writer and veteran. â€Å"O’Brien† relates personal stories, among them a story tha t he had never divulged before about how he planned to flee to Canada to avoid the draft. O’Brien,† who spent the summer before he had to report to the Army working in a meatpacking factory, left work early one day and drove toward Canada, stopping at a fishing lodge to rest and devise a plan. He is taken in by the lodge owner, who helps him confront the issue of evading the draft by taking him out on the lake that borders Canada. Ultimately, â€Å"O’Brien† yields to what he perceives as societal pressures to conform to notions of duty, courage, and obligation, and he returns home instead of continuing on to Canada. Through the telling of this story, â€Å"O’Brien† confesses what he considers a failure of his convictions: He was a coward because he went to participate in a war in which he did not believe. As a writer, O’Brien constantly analyzes and comments upon how stories are told and why they are told. For example, he tells the story of Curt Lemon’s death and proceeds to analyze and explain why it holds an element of truth. Ultimately, he surmises, â€Å"truth in a story is not necessarily due to ‘factual’ accuracy. Instead, if the story affects the reader or listener in a personal and meaningful way, then that emotion is the truth of the story. O’Brien tests these ideas by relating the stories that others told in Vietnam, like the story of a soldier who brought his girlfriend to Vietnam and grows more and more terrified as she becomes fascinated by the war and ultimately never returns home. The soldiers who hear the story doubt its truth, but are drawn into the story nonetheless, showing that factual accuracy is less important to truth than emotional involvement. The recurring memory of the novel that O’Brien recalls as a sort of coda,or repeated image, is the death of his friend and fellow soldier, Kiowa. Kiowa was a soft-spoken Native American with whom â€Å"Oâ₠¬â„¢Brien† made a strong connection. The scene of Kiowa’s death in a battlefield becomes the basis for several of the novel’s vignettes: â€Å"Speaking of Courage,† â€Å"In the Field,† â€Å"Field Trip,† and â€Å"Notes. † In each of these, O’Brien recalls snippets of memory and builds an indictment against the wastefulness of the war. In â€Å"Speaking of Courage,† the fictional â€Å"O’Brien† presents a story that he wrote about a Vietnam comrade named Norman Bowker. O’Brien† describes Bowker’s difficulty adjusting to civilian life after he returns from Vietnam as he recalls his own ease slipping back into the routine of daily life, which for him was graduate school. In the end, in â€Å"Notes,† â€Å"O’Brien† describes how Bowker suggested that he (â€Å"O’Brien†) write a story about a veteran with problems readjusting and intense feelings of survivo r guilt. â€Å"O’Brien† realizes that he must not have put the memories of Vietnam behind him because he constantly writes about them. Finally, â€Å"O’Brien† remembers a girl from his childhood who died from cancer, the first dead body he saw before being in-country. He describes how as a little boy, 7 â€Å"Timmy,† he could dream her alive and see and talk to her. He recognizes the similarity of his ability to animate her in his mind and his writing about Vietnam. Contextual Background : The Vietnam War The Vietnam War was also known as the second Indo China war and was fought in Vietnam between 1959 and 1975. It involved the North Vietnamese and the National Liberation front in conflict with United States forces and the South Vietnamese army. The first Indo China war took place between 1946 and 1954, when the Vietnamese struggled for independence from France. At the end of this war the country was temporarily divided into North and South V ietnam. North Vietnam came under the control of the Vietnamese Communists who had opposed France and wanted Vietnam under communist rule. The south was controlled by non-Communist Vietnamese. The United States became involved in Vietnam because American policy makers believed that if the entire country fell under Communist rule, Communism would spread throughout South East Asia. Therefore, the United States helped create the anti- Communist South Vietnamese government. In 1965 The US sent troops to stop the South Vietnamese government from collapsing. However, the US failed in its goal and in 1976 it became the Socialist Republic of Vietnam. During the war, approximately 3. 2 million Vietnamese were killed as well as another 1. 5 million Lao and Cambodians. Nearly 58,000 Americans lost their lives. The Troops The first combat troops were mainly volunteers. However, the escalation of the war meant that more draftees were needed. In 1965 about 20,000 men per month were inducted int o the military. In 1968 this number had doubled. The average age of these conscripts was 19. Those conscripted were mostly from the poorer sections of US society. They did not have access to the exemptions available to upper and middle class youths. By 1968 it was apparent that the draft system was discriminatory and unfair. Costs of the War †¢ The US spent $ 130 billion directly and the same again in indirect costs ( e. g. war widow and veteran benefits) †¢ Serious inflation in the U. S meant an increase in the cost of living †¢ 58,000 lost their lives †¢ 300,000 wounded – half of them seriously †¢ Many veterans suffered post traumatic stress disorder – 20,000 committed suicide and many suffered anxiety and depression 8 Effects in Vietnam 10% of all bombs failed to explode and continued to kill and maim long after the war ended †¢ defoliants destroyed 15% of timber resources and led to a serious decline in rice and fish production â₠¬â€œ main sources of food in Vietnam †¢ 800,000 orphans created in South Vietnam alone †¢ 1. 3 million people left the country †¢ Normal trade relations between Vietnam and the US were finally completed in 2001. Information taken from enotes, yahoo! education and various history documents. 2. Now read the first chapter from the novel The Things They Carried. †¢ Comment on O’Brien’s writing style. List exactly what the different soldiers carried with them. †¢ Consider the double entendre (double meaning) of the title. Explain what the double meaning might be based on the background information and the chapter you have just read. Discuss why the soldiers carry these things? †¢ Discuss what you think of the novel so far. This written work should be approximately two typed pages and support is necessary for your thoughts/ideas. Remember to draw directly from the background information and novel for your support. Feel free to continue reading i f you would like to. See you soon, Mr. White and Ms. Halverson Don’t waste time! Our writers will create an original "English poetry" essay for you Create order

Case Study Ford Vs. Wainwright Case - 1426 Words

Facts of the case Ford vs. Wainwright case was of a man from Florida that was sentenced to execution because of his conviction of murder of a police officer during a robbery. Despite his argument of insanity, he was still thought to be eligible for execution. As he stayed in prison his mental state seemed to diminish. He became confused and delusional overtime and obsessed with the Ku Klux Klan. He felt conspired against and thought it was because others wanted him to commit suicide. He believed that the prison guards, part of the conspiracy, had been killing people and putting the bodies in the concrete enclosures used for beds. He believed that his female relatives were being tortured and sexually abused somewhere in the prison. He began to refer to himself as the pope and reported having appointed nine new justices to the Florida Supreme Court. Ford was appointed to a doctor that reviewed his illness, but Ford later decided not to work with him because he felt that the doctor also was part of the c onspiracy theory. According to Farringer (2001), â€Å"Justice Powell s concurring opinion, on the other hand, found that the appropriate standard is whether the prisoner is aware of the punishment she is about to suffer and the reasons she is to suffer it† (p.2441). Ford was interviewed again and thought he should go free because of his condition and understanding of what the law was about mentally ill patients and how it would be considered inhumane in his mind because of theShow MoreRelatedLife or Death: The Death Penalti1012 Words   |  4 Pagesthose people that oppose the idea of capital punishment. I oppose this action for many reasons. One being that capital punishment drains millions of dollars from more effective safety precautions (Morgenthau 14). A second, a 1987 study in Stanford Law Review identified 350 cases in this century in which innocent people were wrongly convicted of crimes for which they have received the death penalty; of that number 23 were executed ( Morgenthau 14). Lastly, research has shown that nearly all Death Row inmatesRead MoreCapital Punishment Is The Lawful Infliction Of Punishment1300 Words   |  6 Pagesonto a pregnant woman, which has bee a common law traced back to ancient times. Several Supreme Court cases added to the limitations of capital punishment. The court case Coker vs. Georgia, added that rape against an adult woman should be unconstitutional to be a punishment of the death penalty. It was viewed as excessive punishment and a violation of the eighth amendment. Ford vs. Wainwright withheld the penalty of insane persons to be eligible for the death penalty until proven of mental competencyRead MoreCapital Punishment : An Issue Of Bias1878 Words   |  8 Pagesthe fairness of the administration of punishment† (Cohen and Smith). The statistical study suggested that defendants had a higher probability of receiving the death penalty for a case involving a white victim than a black victim. The Death Row Report U.S.A., revised summer of 2013, showed that of the 1964 national victims since 1977, 1499 were White, 298 were Black, and to support Cohan and Smith’s claim of white vs. black victims, the report broke down the racial demographic further to show that moreRead More What Would be Your Candidates Position on th e Death Penalty?3810 Words   |  16 Pagesto their moral teachings, especially that justice consists of the ideal â€Å"an eye for an eye† (Heim 2), but they feel that it is unnecessarily used in the United States (Bedau). Therefore in a case like this the argument of the death penalty’s legality is no longer an issue, it becomes an issue of in what cases can the death penalty be fairly implied (EWTN). This issue is rather important because the majority of Americans with religious affiliations are mainly Jewish and Christian, and their beliefsRead MoreIss 225 John Molloy Final Exam Study Guide Fall Semester 20128139 Words   |  33 Pages`ISS 225: POWER, AUTHORITY EXCHANGE Study Guide, Final Exam, Fall 2012 Unit IV: Courts and Civil Liberties Professor Molloy The final exam will be given in the regular classroom 109 South Kedzie Hall Section 001 will take its final on Monday, Dec. 10 from 7:45-9:45 a.m. Section 002 will take its test on Monday, Dec. 10 from 12:45 - 2:45 p.m. The classroom is not large enough to accommodate two large sections, so you must take the exam when it is scheduled by the universityRead MoreStrategic Marketing Management337596 Words   |  1351 Pagesexposure to marketing principles, if not to marketing practice. The intended market of the book comprises the following segments: âž ¡ Students reading for degrees involving marketing (especially MBA candidates and senior undergraduates following business studies programmes) âž ¡ Students of The Chartered Institute of Marketing who are preparing for the Marketing Planning paper in the CIM’s Diploma examinations âž ¡ Marketing practitioners who will benefit from a comprehensive review of current thinking in the field

Early American Literature Essay Example For Students

Early American Literature Essay Early American literature consisted mainly of diaries, journals, short stories, and Indian creation stories. Since some of the language used was of older English and other languages, early American literature was difficult to read. The first story I read was Spanish Explorers in the New World. This story was a journal of Cabeza de Vacas travels and discoveries in the New World. After having a shipwreck, he and his fellow sailors were made slaves of the Indians. They walked barefoot, bleeding and ate raw meat for food. He also described how one tribe took over land. De Vaca gave detailed accounts on how the Indians lived which I found interesting. The males lived in the estufas, while women lived in the house. For a proposal, the male would weave a blanket and place it before the female. Spanish Explorers In The New World was interesting because of the detail with the Indians as opposed to other stories which involve no action. The second piece of early American literature I read was The General History. The Jamestown colony as plagued from the beginning by unfortunate circumstances. While out exploring, John Smith was captured by the Indians. After being brought to many chiefs, John Smith was brought to the emperor of the Pamaunkee. The emperor had planned to kill John Smith at first by placing his head against a rock and bashing it in. Then Pocahontas, the emperors daughter, threw her head in the way and prevented his death. The emperor then decided to let Smith live and to have him as a slave. This story also had more action than some other which I read which does make it interesting, but every once in a while it is difficult to understand due to the Old English. This story was insightful into the lives of one tribe of Indians near Jamestown. The third passage I read was an excerpt from The Bay Psalm Book. In this the Puritans had re-edited the Bible and tried to simplify its words. Their version was modified to rhyme and to have what the Puritans referred to as plainness. They believed that life should be plain and stiff. This version of 23 A Psalm of David was difficult to decipher and I thought that the meaning had mean changed some. In conclusion, I have learned that early American literature was exciting in some cases, such as those of real life people and their adventures, and boring and difficult to comprehend in others, such as in the plainness of the Puritans.