William Shakespeare s Romeo And Juliet - 2004 Words

William Shakespeare s Romeo and Juliet is completely compressed in Shakespeare s preface: Two family units, both alike in respect, in reasonable Verona where we lay our scene. From old resentment break to new uprising where common blood make common hands unclean. From forward the deadly loins of these two adversaries, a couple of star crossed darlings who take their life (Universal, 1996). This film is a wonderful finish of the chief s amazing capacity to make an effective presentation, to choose a practical, however dreamlike setting, to pick sensible on-screen characters, and to authorize specific emotional impacts. Sitting in the theater, viewing this film surprisingly, I heard static break into intrude on the starting credits. A commentator, sounding genuine, went ahead the screen in an exceptional report. I sat up to focus. She was reporting a catastrophe that had as of late happened in some spot called Verona. I was pulled in supposing it to be a genuine extraordinary report. Ok hah!! It was a trap. A trap to get individuals to do exactly what I did. Prepared are we to listen to reports, our life-line in present day society, where we get a ton of our data. A trap, and I succumbed to it- -so did other people -how sharp. At that point the sound of crying, chorusing heavenly attendants shouting irate serenades reverberated around the theater (awesome encompass sound impact). Pictures (cuts from the film) flashed sporadically on the screen. A dim, evil voice retoldShow MoreRelatedWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. The two children overcome various obstacles such as hiding their chemistry fromRead MoreWilliam Shakespeare s Romeo And Juliet 966 Words   |  4 Pages Beauty Over Gold â€Å"Beauty provoketh thieves sooner than gold.--William Shakespeare, 1623. In his book As You Like It, William Shakespeare pointed out the supremacy of love rather than the want of gold and wealth. Truly, beauty is more important to thieves than wealth. Many of the thieves in this world would rather have an elegant woman than to obtain precious rubies. After all, what good is a prosperous man if he doesn’t have a charming woman? Two famous men grab my attention who didn’t fear forRead MoreWilliam Shakespeare s Romeo And Juliet Essay1024 Words   |  5 PagesRomeo and Juliet is a tragedy written by William Shakespeare early in his career about two young star-crossed lovers whose deaths ultimately reconcile their feuding families. It was among Shakespeare s most popular plays during his lifetime and, along with Hamlet, is one of his most frequently performed plays. Today, the title characters are regarded as archetypal young lovers. Romeo and Juliet belongs to a tradition of tragic romances stretching back to antiquity. The plot is based on an ItalianRead MoreWilliam Shakespeare s Romeo And Juliet1124 Words   |  5 PagesThe play Romeo and Juliet is a tragedy written by William Shakespeare early in his career about two young star-crossed lovers whose deaths ultimately reconcile their feuding families. It was among Shakespeare s most popular plays during his lifetime and, along with Hamlet, is one of his most frequently performed plays. Today, the title characters are regarded as archetypal young lovers. Romeo and Juliet belongs to a tradition of tragic romances stretching back to antiquity. Its plot is based onRead MoreWilliam Shakespeare s Romeo And Juliet861 Words   |  4 Pagesgreatly shown in the play Romeo and Juliet by William Shakespeare. It was love at first sight with Romeo Montague and Juliet Capulet. Meeting at a party and falling in love to get married without even spending quality time with each other. Romeo and Juliet couldn t tell there parents because the Capulets and Montagues are long term rivals. Both Romeo and Juliet had to find different ways and excuses to make this marriage work. A big problem was developed. Romeo kills Juliet s cousin and is banishedRead MoreWilliam Shakespeare s Romeo And Juliet1770 Words   |  8 Pagesof Romeo and Juliet. The story of two destined lovers who were killed by their own doing. But what if they weren t two destined lovers who got unlucky, but doomed partners that were never going to have a good-life to begin with.William Sha kespeare gives us a view of early signs of gang conflict in the early age of Verona, Italy. He gives us a perspective of the norms and customs of Italy during the Setting of William Shakespeare s most famous story. Romeo and Juliet, by William Shakespeare, givesRead MoreWilliam Shakespeare s Romeo And Juliet1616 Words   |  7 Pageslove can also cause some of life s most controversial battles. These battles could stem from lack of patience, disagreement of moral values, and in some cases, an absence of attraction overall. In Romeo and Juliet by William Shakespeare, the issues that drive Romeo Montague and Juliet Capulet s to each of their dreadful misfortunes are inevitable. When it comes to many of Shakespeare s plays, Aristotle s theory is used to describe them as tragedies. Romeo and Juliet is known by many as a tragedyRead MoreWilliam Shakespeare s Romeo And Juliet1264 Words   |  6 Pagestheater-going public the most important dramatist in English literature, Shakespeare oc cupies a well-known position in the world of talented authors. His canon contains thirty-seven plays, written in the late sixteenth and early seventeenth centuries. Additionally, throughout the years, they continue to sustain critical attention, with the majority of his works circling tragedies, one being Romeo and Juliet. William Shakespeare s Romeo and Juliet speaks to the timeless appeal of star-crossed lovers. Their loveRead MoreWilliam Shakespeare s Romeo And Juliet924 Words   |  4 PagesWilliam Shakespeare’s Romeo and Juliet is a tragedy that follows the so-called love of two teenagers. The two fall in love at a masked ball and have a secret marriage. Throughout the play, their actions show how ridiculous love is, and how it is a danger to anyone who become twisted in its choking grasp. However, in the death of the youth and survival of the elders, an alternative explanation for the tragic events may be found. Although Shakespeare seems to be mocking love throughout the play, itRead MoreWilliam Shakespeare s Romeo And Juliet1279 Words   |  6 Pagesour lives. The great, classic writers teach timeless, valuable life skills. Shakespeare was the greatest writer of all time. His writings mainly consisted of dramas and sonnets. Romeo and Juliet, as well as, A MIdsummer Night’s Dream were written about the same time period. He was able to inter relate everything that wrote. For example, the tale of Pyramus and Thisbe could possibly be an advertisement for Romeo and Juliet. The basic structure of the two dramas is the same; two forbidden lovers meet

Mind or Body Philosophy Paper Free Essays

Alexandra Williams Philosophy 1100 The Mind and/or Body Argument For thousands of years philosophers have acknowledged a boundary between or physical selves and our mental selves. However with the passing of time and the advancements of science whether we are governed by our minds or just our bodies has been debated more and more. There are a long line of ancient thinkers who contemplated the mind-body relationship issue starting with Plato and Aristotle (Waller, 2011). We will write a custom essay sample on Mind or Body Philosophy Paper or any similar topic only for you Order Now Without knowing what we are run by we can never truly reach our full potential because we may be limited by our physical or mental selves. The mind or body argument consists of arguments for the existence of only the mind, the body, and a combination of the two. Many philosophers put faith in the idea that our bodies are separate entities than our minds. Because they are absolutely certain that we do think they feel they can be sure that we are our minds. Bodies just happen to be our anchors and we can surely live without them. Rene Descartes once stated â€Å"I exist as a thinking thing. What then is it that I am? A thinking thing. What is a thinking thing? Is it a thing that doubts, understands, affirms, denies, wills, abstains from willing, that also can be aware of images and sensations? †¦ It is certain that I am truly distinct from my body, and I can exist without it. † (Dr. Bob Zunjic, University of Rhode Island). The idea of our existence truly being only our minds we could very well leave our own bodies and without needing to feed our bodies or be weighed down by the frailty of them who knows how long we could live or how much we could learn? While materialist believe that everything is made of matter Aristotle had an argument against this â€Å"if the intellect were material then it could not receive all of the forms. If the intellect were a specific material organ (or part of one) then it would be restricted to receiving only certain kinds of information, as the eye is restricted to receiving visual data and the ear is restricted to receiving auditory data. Since the intellect is capable of receiving and reflecting on all forms of data, then it must not be a physical organ and, hence, it must be immaterial† (Waller, 2011). While many philosophers believe that the mind is the ultimate power house others believe that the body is. For the last hundred years or so materialism has been the dominant theory in metaphysics. With the rapid advances of science the ideas that our existence is merely physical have been more prominent. Materialism or physicalism is the idea that everything that exists is no more extensive than it’s physical properties, meaning that there is nothing that exists that isn’t tangible. Because scientists have been able to explain things that many accounted to the work of a higher power before many have come to believe that existence is simpler to explain than it was previously. The idea of Ockham’s razor is used to argue against arguments of the mind. Ockham’s razor basically says that simple explanations are typically the best (Waller,2011). Why try to argue that God made the planets orbit the earth with no proof when it is easier to say and prove that all planets revolve around the sun? Materialists believe that we can only be sure of the things that we can touch or see so there is only one substance in the world: matter. Many people have an issue with materialism and the argument of body over mind however because it leads to moral issues. If the only things that exist are physical, things that we can see, touch, etc. then how can there be religion? We cannot see God therefore, in a materialist’s opinion, he cannot exist. There are obviously philosophers that believe in both mind by itself or matter by itself, but there are those who believe in a combination of the two as well. While some philosophers choose to believe that either the mind or the body is superior to the other many philosophers believe that both mind and body are what we are made of. According to Bertrand Russell â€Å"the stuff of which the world of our experience is composed is, in my belief, neither mind nor matter, but something more primitive than either. Both mind and matter seem to be composite, and the stuff of which they are compounded lies in a sense between the two, in a sense above them both, like a common ancestor. † (The Analysis of Mind, 1921) To philosophers who believe this, beings are a combination of their physical and mental actions and abilities. Rene Descartes is closely associated with the idea of dualism, which is the idea that mental occurrences are non-physical and that the mind and the body are distinct. He associated the mind with consciousness and self-awareness and differentiated it from the physical brain of a person. Descartes is known as the first philosopher to note the difference between the mind and body. Dualists make their points with such examples as when they body is injured it causes pain to the mind and that at times, even when they body is hurt the mind postpones pain in the form of shock. If the body or the mind simply existed by themselves then we wouldn’t feel pain because it’s a physical action with a mental response. You need both in the equation to get pain as the result. Dualism also has an advantage because it is consistent with our experiences. When we have ideas or feelings we don’t think of them in concepts of size, weight, color, shaper, etc. We think of them in terms of good, bad, wise, immature, or otherwise. It also helps explain certain things like human abilities. Things like the ideas of freedom, morality, ethics, and other things that make us discernibly human. Now on top of dualism, Descartes proposed a theory called interactionism, believing that the body and the mind had an actual point where one began and the other ended. He believed it to be where the pineal gland is because at the time they didn’t know what it did. However with the explanation of the pineal gland’s real purpose came the expulsion of interactionism (Waller, 2011). Also dualism came under skepticism because of it’s tendency to be a more complex explanation of things than was needed. Metaphysical issues such as the mind or body dispute are one of the most debated subjects in the philosophical world. So many great minds have been stumped by this issue. To label existence as purely physical means the dismissal of the idea of a higher power. To say that life is purely mental fails to explain how radically different realities interact, such as sensations like pain. Even the idea that both interact together can be challenged because there is no way to fully explain how the two connect and are translated into each other. Sadly this is a question unlikely to have a solution ever, or at least no time in the near future. This can almost be frightening because until we have an answer to these inquiries we won’t be able to truly know ourselves or the things around us. In agreement with Thomas Nagel †What is needed is something we do not have: a theory of conscious organisms as physical systems composed of chemical elements and occupying space, which also have an individual perspective on the world, and in some cases a capacity for self-awareness as well. In some way that we do not now understand, our minds as well as our bodies come into being when these materials are suitably combined and organized. The strange truth seems to be that certain complex, biologically generated physical systems, of which each of us is an example, have rich non-physical properties. An integrated theory of reality must account for this, and I believe that if and when it arrives, probably not for centuries, it will alter our conception of the universe as radically as anything has to date. †(The View From Nowhere, 1989). Works Cited Nagel, Thomas. The View From Nowhere. N. p. : n. p. , 1989. Print. Waller, Bruce N. Consider Philosophy. N. p. : n. p. , n. d. , 2011. Print. Zunjic, Bob. University of Rhode Island. N. p. , n. d. Web. 24 Apr. 2012. How to cite Mind or Body Philosophy Paper, Essay examples

Context Human Services

Question: Discuss about the Context Human Services. Answer: Introduction Chenoweth and McAuliffe (2005) depicts that human service is defined as a unique approach to fulfilling the societal demands from the interdisciplinary knowledge base of an individual. The primary objective for associating with the human work is to improve the quality of living of community. On the other hand, Jamrozik (2009) states that any significant alteration over time due to the action of some individuals that results in a difference of behavior patterns and cultural valuesis known as social change. In this essay, I am going to discuss whether human service work can be seen as an opportunity for social change or people consider it as a means of maintaining social order. Discussion The experience I gather until now, make me realized that human have to work for a better life for every individual living in the society. Thus, social change is necessary and it can be achieved by effective human services. I learned for Fawcett et al. (2010) that the standard of living can be evaluated from whether all people are safe, adequately fed, adequately housed or not and are they getting proper education and have a safe life for the survival. However, I also believe that human services can be provided especially to those who are trying to survive and do have enough resource for fulfilling the basic requirements. In the fast moving world, the needs and numbers of survivors are never ending and it is difficult for a person to provide fund, offer them employment, and developing resources for each one of them. According to current statistics, there are 2,548,496 people living below the poverty line in Australia, which resembles the 13.9% of the total population of the nation. 33 .2% of those people are working poor and 61.2% of them are unemployed and cannot fulfil their daily requirements (Acoss.org.au 2016). Moreover, the most affected group from this adversity are the women, children and elderly people, sole parents, overseas people, physically challenged the person, aboriginal, and Torres Strait islander people. I also came to learn that from four decades Australian Government provided funds for voluntary work through the Australian NGO Cooperation Program (ANCP) and the cost that is estimated for the betterment of the society from Australian government is $127.3 million for poverty reduction programs and to support community-level economic development (Department of Foreign Affairs and Trade 2016). I also want to add that improve the livelihoods for women and enhancing the associativity between the communities, government and the private sector can be a significant step regarding the effective social change. Non-profit organizations in Australia works for making positive social change and consider human service work as an opportunity for social change. Moreover, from O'Connor et al. (2006), I also studied that there are some groups, who are providing social services but are not working for social change. These people are working to feed and educate their family members so that there living of standard can be enhanced. Saunders (2015) also portrays that the higher income group consumes 47% of the nations wealth and the middle-class people takes control over the 44% of the wealth. This results in the majority of the people struggling with 9% of the wealth and leaving them in a state of poverty where they cannot fulfill their minimum requirements. More difficult is raised due to the improper division of this 9% wealth among 80% of the poor people, which lead to the unusual crime and depletion of the societal value. Figure1: Economic Pyramid (Source: Saunders 2015) Therefore, from the above data and findings, I think that people have to work for social advancement in the society so that everyone should get an equal chance for a safe and secure living. It is also mentioned by the above writer that people at the bottom of the pyramid need more preferences and provision of required facilities. The human service for the buffer zone is the offering of desired employment according to their capability and knowledge. The social work in such circumstance should be the provision of job training so that they can be trained for the job they are hired in an organization. In addition to that, from the journal written by (Jamrozik 2009), I came to learn that social work and human services share many similarities regarding the good motive of the person while they have some differences. A human service resembles the work broader work within a community in a community-based setting; while, in social work, an individual work directly with clients to implement social programs. These human services can be provided by visiting the areas where people need these facilities like education, medicine, food and shelters. Some social worker provides free education, free treatment and general check-up and medicines, some of them also build infrastructure for them. I further agree with Chenoweth and McAuliffe (2005), where it is depicted that organization, earning high revenue are doing charity work and donate a portion of the amount for the betterment of the society and the needy people. Ife (2012) portrays that this activity can resemble as social means of maintaini ng social order for that organization where they have to maintain a good reputation in the society for promoting corporate social responsibility. These organizations are often associated with the charitable institute and social workers who works for the betterment of the society on behalf of them. Thus, social work and human service work possess similarity, however, relying on the purpose with which they are heading. Conclusion I concluded from the entire discussion and study is that every people in the society is associated with social work and human services but the purpose they are associating with these activities is different. However, I firmly believe that human service work can be seen as an opportunity for social change so that everyone in the society can have the same chance for a better life with the adequate facility. Australian government spends huge revenue for the betterment of the society. They also spend money on their education, good health and shelter for poorly-income group as a work for their human service. Reference List Acoss.org.au. (2016).Poverty ACOSS. [online] Available at: https://www.acoss.org.au/poverty-2/ [Accessed 23 Aug. 2016]. Chenoweth, L. and McAuliffe, D., 2005.The road to social work human service practice: An introductory text. Cengage Learning Australia. Department of Foreign Affairs and Trade. (2016).Australian NGO Cooperation Program. [online] Available at: https://dfat.gov.au/aid/who-we-work-with/ngos/ancp/Pages/australian-ngo-cooperation-program.aspx [Accessed 23 Aug. 2016]. Fawcett, B, Goodwin, S, Meagher, G Phillips, R 2010., Social Policy for Social Change Palgrave Macmillan, South Yarra. Ife, J., 2012.Human rights and social work: Towards rights-based practice. Cambridge University Press. Jamrozik, A., 2009 Social Policy in the Post-Welfare State, Australian Society in the 21st Century 2ndedn NSW Pearson Education, Australia. O'Connor, I., Wilson, J.E. and Setterlund, D.S., 2006.Social work and welfare practice. Pearson Education Australia. Saunders, P., 2015. Closing the gap: the growing divide between poverty research and policy in Australia.Australian Journal of Social Issues,50(1), p.13.

To Autumn free essay sample

„To Autumnâ€Å", the speaker experiences the beauty of autumn in its fullest way. What makes this ode so profound is the use of certain words which create a unique atmosphere and of course the clear structure which makes it easy to understand. The poem is an ode that contains three stanzas, each stanza has got eleven lines. Obviously, there is a change of pattern which makes this odes even more interesting. The rhyme scheme of the first stanza is: ABABCDEDCCE while the rhyme scheme of the last two stanzas is: ABABCDECDDE. As one can see, Keats creates the first four lines of each stanza equally. After that, he changes the scheme. Furthermore in line 15, third stanza, the word â€Å"wind† has to be pronounced differently so that it rhymes with the word â€Å"find† two lines earlier. All these little disharmonies create a certain atmosphere through the poem. In the beginning the speaker describes autumn as the â€Å"season of mists† which slowly builds up the melancholic atmosphere. We will write a custom essay sample on To Autumn or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This atmosphere continues through the whole ode. One can’t read this ode without creating certain images. For example, there’s the wonderful sun of autumn which helps the flowers to grow again so that the bees can continue their work (â€Å"And still more, later flowers for the bees†). By that Keats expresses the importance of autumn for the whole nature and the process of certain goods. So the speaker clearly glorifies autumn. In the second stanza it becomes even clearer. In the second stanza the speaker describes autumn as a goddess (â€Å"Thy hair soft-lifted by the winnowing wind† l. 15) who came to the land to guard the processes on earth. Again, because the speaker personalises autumn, there’s a certain magic which makes this ode so powerful and yet so melancholic. It seems as if the time stands still while the speaker tells us about the beauty of the goddess autumn. This shows the authors passion and intelligence to use exactly the right words so that he creates this unique atmosphere. Why does he describe autumn as a goddess and not as a mighty god? Maybe he wants to show the fragility of this beautiful season which is so underrated by many people. By describing autumn as a female god, the speaker underlines the aspect of romanticism and beauty. Even if autumn is not really interacting, the speaker can obviously feel the season’s power and aura so that he’s able to describe the â€Å"goddess autumn†. Autumn only watches over everything without interaction (â€Å"Thou watches the last oozings hours by hours† l. 22). In the third stanza, the speaker even raises the importance and strength of autumn. At the beginning of the third stanza, the speaker says that we can easily forget the sound of spring because autumn creates its own music. In this stanza, an important signification occurs: The nightingale and the swallows. The redbreast whistles from a garden-croft; And gathering swallows twitter in the sky. Again, Keats uses the nightingale as in his other ode, â€Å"Ode to a Nightingale†, to create a certain mood. The nightingale and the swallows who gather and disappear in the sky can be seen as a metaphor of humanity. Again, Keats discusses the themes of mortality, change and temporality. Even the themes of mythology and normal life appear by understanding the swallows as a metaphor of humanity. While nature and its beauty will always be there and will always have great power, the human being is not immortal and thus humanity will disappear one day. By describing autumn as a goddess, Keats even reinforces the idea of an immortal nature. A goddess clearly can’t die and therefore autumn will always be there. Plus, autumn is describes as a source of creativity; when autumn’s over, the whole scenery is going to change. The flowers won’t flourish anymore, the trees will lose their leaves and thereby their colour. Maybe we can even see the gathering of the swallows as a fear. Humanity fears nature with all its might and strength. To pick up the aspect of change and temporality, the swallows can also be seen as a symbol of change and disappearance. That means, autumn will be gone pretty soon and winter’s coming. Plus, the speakers describes a day that is dying and ending. (â€Å"While barred clouds bloom the soft-dying day† l. 25). As we can see, the ode really leaves much space for interpretations. Plus, this line is the most impressive of the whole ode. It leaves us nearly speechless but meditative. Will everything be gone one day and what if we won’t leave any traces behind? On the other hand, it even creates to me personally an image of helplessness because we can’t do nothing against the process of nature. We can’t stop the sun from going down or autumn from changing into winter. That reveals to me the vacuity of humanity compared to the whole universe and nature aspect. It is pretty impressive that Keats creates so many different emotions and thoughts by writing one ode. Even in one line he puts so many expressions and feelings that one could easily discuss the meaning of a certain word for a long term. Obviously, the speaker tries to create a certain atmosphere and a certain image of autumn which he again (like in â€Å"Ode to a nightingale†), puts indirectly in contrast with the mortality of humanity. Thus, he produces this strong melancholic feeling which leaves us contemplative.

400 Million Years of Shark Evolution

400 Million Years of Shark Evolution If you went back in time and looked at the first, unremarkable prehistoric sharks of the Ordovician periodabout 420 million years agoyou might never guess that their descendants would become such dominant creatures, holding their own against vicious marine reptiles like pliosaurs and mosasaurs and going on to become the apex predators of the worlds oceans. Today, few creatures in the world inspire as much fear as the Great White Shark, the closest nature has come to a pure killing machineif you exclude Megalodon, which was 10 times bigger. Before discussing shark evolution, though, its important to define what we mean by shark. Technically, sharks are a suborder of fish whose skeletons are made out of cartilage rather than bone; sharks are also distinguished by their streamlined, hydrodynamic shapes, sharp teeth, and sandpaper-like skin. Frustratingly for paleontologists, skeletons made of cartilage dont persist in the fossil record nearly as well as skeletons made of bonewhich is why so many prehistoric sharks are known primarily (if not exclusively) by their fossilized teeth. The First Sharks We dont have much in the way of direct evidence, except for a handful of fossilized scales, but the first sharks are believed to have evolved during the Ordovician period, about 420 million years ago (to put this into perspective, the first tetrapods didnt crawl up out of the sea until 400 million years ago). The most important genus that has left significant fossil evidence is the difficult-to-pronounce Cladoselache, numerous specimens of which have been found in the American midwest. As you might expect in such an early shark, Cladoselache was fairly small, and it had some odd, non-shark-like characteristicssuch as a paucity of scales (except for small areas around its mouth and eyes) and a complete lack of claspers, the sexual organ by which male sharks attach themselves (and transfer sperm to) the females. After Cladoselache, the most important prehistoric sharks of ancient times were Stethacanthus, Orthacanthus, and Xenacanthus. Stethacanthus measured only six feet from snout to tail but already boasted the full array  of shark features: scales, sharp teeth, a distinctive fin structure, and a sleek, hydrodynamic build. What set this genus apart were the bizarre, ironing-board-like structures atop the backs of males, which were probably somehow used during mating. The equally ancient Stethacanthus and Orthacanthus were both fresh-water sharks, distinguished by their small size, eel-like bodies, and odd spikes protruding from the tops of their heads (which may have delivered jabs of poison to bothersome predators). The Sharks of the Mesozoic Era Considering how common they were during the preceding geologic periods, sharks kept a relatively low profile during most of the Mesozoic Era,  because of intense competition from marine  reptiles like ichthyosaurs and plesiosaurs. By far the most successful genus was Hybodus, which was built for survival: this prehistoric shark had two types of teeth, sharp ones for eating fish and flat ones for grinding mollusks, as well as a sharp blade jutting out of its dorsal fin to keep other predators at bay. The cartilaginous skeleton of Hybodus was unusually tough and calcified, explaining this sharks persistence both in the fossil record and in the worlds oceans, which it prowled from the Triassic to the early Cretaceous periods. Prehistoric sharks really came into their own during the middle Cretaceous period, about 100 million years ago. Both Cretoxyrhina (about 25 feet long) and Squalicorax (about 15 feet long) would be recognizable as true sharks by a modern observer; in fact, theres direct tooth-mark evidence that Squalicorax preyed on dinosaurs that blundered into its habitat. Perhaps the most surprising shark from the Cretaceous period is the recently discovered Ptychodus, a 30-foot-long monster whose numerous, flat teeth were adapted to grinding up tiny mollusks, rather than large fish or aquatic reptiles. After the Mesozoic After the dinosaurs (and their aquatic cousins) went extinct 65 million years ago, prehistoric sharks were free to complete their slow evolution into the remorseless killing machines we know today. Frustratingly, the fossil evidence for the sharks of the Miocene epoch (for example) consists almost exclusively of teeththousands and thousands of teeth, so many that you can buy yourself one on the open market for a fairly modest price. The Great White-sized Otodus, for example, is known almost exclusively by its teeth, from which paleontologists have reconstructed this fearsome, 30-foot-long shark. By far the most famous prehistoric shark of the Cenozoic Era  was Megalodon, adult specimens of which measured 70 feet from head to tail and weighed as much as 50 tons. Megalodon was a true apex predator of the worlds oceans, feasting on everything from whales, dolphins, and seals to giant fish and (presumably) equally giant squids; for a few million years, it may even have preyed on the equally ginormous whale Leviathan. No one knows why this monster went extinct about two million years ago; the most likely candidates include climate change and the resulting disappearance of its usual prey.

Major General Joseph Wheeler in the Civil War

Major General Joseph Wheeler in the Civil War Major General Joseph Wheeler was noted cavalry commander who served in the Confederate Army during the Civil War (1861-1865) and the US Army during the Spanish-American War (1898). A native of Georgia, he was largely raised in the North and attended West Point. Electing to side with the South during the Civil War, Wheeler gained notoriety as a cavalry commander with the Army of Tennessee. Serving in almost of its major campaigns, he became its senior cavalry officer. Winning a seat in Congress after the war, Wheeler volunteered his services when war with Spain was declared in 1898. Given command of a cavalry division in V Corps, he took part in the Battle of San Juan Hill and Siege of Santiago. He remained in the army until 1900.      Fast Facts: Joseph Wheeler Rank: Major General (Confederate States), Major General (United States)Service: Confederate Army, US ArmyNickname(s): Fightin Joe, Little JoeBorn: September 10, 1836 in Augusta, Georgia, USADied: January 25, 1906 in New York City, New York, USAParents: Joseph Wheeler and Julia Knox HullSpouse: Daniella Jones Sherrod (m. 1866)Children: Lucy Louise Wheeler, Annie Early Wheeler, Ella Wheeler, Julia Knox Hull Wheeler, Joseph M. Wheeler, Caroline Peyton Wheeler, Thomas Harrison WheelerConflicts: Civil War, Spanish-American WarKnown For:  Battle of Shiloh, Battle of Perryville, Battle of Stones River, Knoxville Campaign, Atlanta Campaign,  March to the Sea, Battle of Bentonville,  Battle of San Juan Hill Early Life Born on September 10, 1836 in Augusta, GA, Joseph Wheeler was the son a Connecticut native who had moved south. One of his maternal grandfathers was Brigadier General William Hull who served in the American Revolution and lost Detroit during the War of 1812. Following his mothers death in 1842, Wheelers father encountered financial difficulties and moved the family back to Connecticut. Despite returning north at a young age, Wheeler always considered himself a Georgian. Raised by his maternal grandparents and aunts, he attended local schools before entering the Episcopal Academy in Cheshire, CT. Seeking a military career, Wheeler was appointed to West Point from Georgia on July 1, 1854, though due to his small stature he barely met the academys height requirement. Early Career While at West Point, Wheeler proved to be a relatively poor student and graduated in 1859 ranked 19th in a class of 22. Commissioned as brevet second lieutenant, he was posted to the 1st US Dragoons. This assignment proved brief and later that year he was ordered to attend the US Cavalry School at Carlisle, PA. Completing the course in 1860, Wheeler received orders to join the Regiment of Mounted Riflemen (3rd US Cavalry) in the New Mexico Territory. While in the Southwest, he took part in campaigns against the Native Americans and earned the nickname Fighting Joe. On September 1, 1860, Wheeler received a promotion to second lieutenant. Joining the Confederacy As the Secession Crisis began, Wheeler turned his back on his northern roots and accepted a commission as a first lieutenant in the Georgia state militia artillery in March 1861. With the beginning of the Civil War the following month, he officially resigned from the US Army. After brief service at Fort Barrancas near Pensacola, FL, Wheeler was promoted to colonel and given command of the newly-formed 19th Alabama Infantry. Taking command at Huntsville, AL, he led the regiment at the Battle of Shiloh the following April as well as during the Siege of Corinth. Back to the Cavalry In September 1862, Wheeler was shifted back to the cavalry and given command of the 2nd Cavalry Brigade in the Army of Mississippi (later Army of Tennessee). Moving north as part of General Braxton Braggs campaign into Kentucky, Wheeler scouted and raided in front of the army. During this period, he incurred the enmity of Brigadier General Nathan Bedford Forrest after Bragg reassigned the bulk of the latters men to Wheelers command. Taking part in the Battle of Perryville on October 8, he aided in screening Braggs withdrawal after the engagement. A Quick Rise For his efforts, Wheeler was promoted to brigadier general on October 30. Given command of the Second Corps, Army of Tennessees cavalry, he was wounded in a skirmish in November. Quickly recovering, he raided into the rear of Major General William S. Rosecrans Army of the Cumberland in December and continued to harass the Union rear during the Battle of Stones River. After Braggs retreat from Stones River, Wheeler earned fame for a devastating attack on the Union supply base at Harpeth Shoals, TN on January 12-13, 1863. For this he was promoted to major general and received the thanks of the Confederate Congress. With this promotion, Wheeler was given command of a cavalry corps in the Army of Tennessee. Embarking on a raid against Fort Donelson, TN in February, he again clashed with Forrest. To prevent future conflicts, Bragg ordered Wheelers corps to guard the armys left flank with Forrests defended the right. Wheeler continued to operate in this capacity during the summers Tullahoma Campaign and during the Battle of Chickamauga. In the wake of the Confederate victory, Wheeler conducted a massive raid through central Tennessee. This caused him to miss the Battle of Chattanooga in November. Corps Commander After supporting Lieutenant General James Longstreets unsuccessful Knoxville Campaign in late 1863, Wheeler returned to the Army of Tennessee, now led by General Joseph E. Johnston. Overseeing the armys cavalry, Wheeler ably led his troopers against Major General William T. Shermans Atlanta Campaign. Though outnumbered by the Union cavalry, he won several victories and captured Major General George Stoneman. With Sherman nearing Atlanta, Johnston was replaced in July by Lieutenant General John Bell Hood. The following month, Hood directed Wheeler to take the cavalry to destroy Shermans supply lines. Departing Atlanta, Wheelers corps attacked up the railroad and into Tennessee. Though far-ranging, the raid did little meaningful damage and deprived Hood of his scouting force during the decisive stages of the struggle for Atlanta. Defeated at Jonesboro, Hood evacuated the city at the beginning of September. Rejoining Hood in October, Wheeler was ordered to remain in Georgia to oppose Shermans March to the Sea. Though clashing with Shermans men on numerous occasions, Wheeler was unable to prevent their advance to Savannah. In early 1865, Sherman embarked on his Carolinas Campaign. Joining a reinstated Johnston, Wheeler aided in attempting to block the Union advance. The next month, Wheeler may have been promoted to lieutenant general, however debate exists as to whether he was confirmed in this rank. Placed under the command of Lieutenant General Wade Hampton, Wheelers remaining cavalry took part in the Battle of Bentonville in March. Staying in the field after Johnstons surrender in late April, Wheeler was captured near Conyers Station, GA on May 9 while attempting to cover President Jefferson Davis escape. Spanish-American War Briefly held at Fortress Monroe and Fort Delaware, Wheeler was permitted to return home in June. In the years after the war, he became a planter and lawyer in Alabama. Elected to the US Congress in 1882 and again in 1884, he remained in office until 1900. With the outbreak of the Spanish-American War in 1898, Wheeler volunteered his services to President William McKinley. Accepting, McKinley appointed him a major general of volunteers. Taking command of the cavalry division in Major General William Shafters V Corps, Wheelers force included Lieutenant Colonel Theodore Roosevelts famed Rough Riders. Arriving in Cuba, Wheeler scouted ahead of Shafters main force and engaged the Spanish at Las Guasimas on June 24. Though his troops took the brunt of the fighting, they forced the enemy to continue their retreat towards Santiago. Falling ill, Wheeler missed the opening parts of the Battle of San Juan Hill, but rushed to the scene when the fighting began to take command. Wheeler led his division through the Siege of Santiago and served on the peace commission after the citys fall. Later Life Returning from Cuba, Wheeler was dispatched to the Philippines for service in the Philippine-American War. Arriving in August 1899, he led a brigade in Brigadier General Arthur MacArthurs division until early 1900. During this time, Wheeler was mustered out of the volunteer service and commissioned as a brigadier general in the regular army. Returning home, he was given an appointment as a brigadier general in the US Army and placed in command of the Department of the Lakes. He remained in this post until his retirement on September 10, 1900. Retiring to New York, Wheeler died on January 25, 1906 after a protracted illness. In recognition of his service in the Spanish-American and Philippine-American Wars, he was buried at Arlington National Cemetery.

Capital Asset Pricing Model Essay Example | Topics and Well Written Essays - 2500 words

Capital Asset Pricing Model - Essay Example In most business, risks are often associated with each venture that entities partake. Logically, every endeavour can be affected by several stressors and will result to unsure forecasts. Indeed, firms are unaware of the exact benefits that an investment despite the forecasts provided by financial analysts. In determining the return that investments will likely provide, organisations make use of cash flows. Comparing the cash the flowed out from the investment to the cash that flowed in because of the investment appears to be a near accurate approach that results to better understanding of investment returns. Basically, there are certain tools and mechanisms used by firms to justify the use of cash flows. In particular, discounted multi-period risky cash flows are used to determine benefits coming from investments. Accordingly, the capital asset pricing model is one option that most financial analysts prefer. The succeeding discussions will tackle on the use of capital asset pricing model as basis for discounted multi-period risky cash flows. The prevalence of investments has led to several ideas particularly on the side showing benefits attributed to such activities. For investors, it is important to determine the exact amount that will be gained from the investment. Essentially, there were several methods developed to address this need. Taggart (1999) created capital budgeting analysis model that makes use of the discounted cash flow. Accordingly, this model enables investors to forecast the values of cash flow components. Among the models, this is considered as widely used because of the perceived precision. Another useful model was developed by Mahoney and Kelliher (1999), which focuses on the capital budgeting model that integrates uncertainty in the cash flow estimates. Using the Monte Carlo simulation, the model can serve as a practical and useful tool. The model, however, is embedded with higher level of complexity that can affect capital budgeting decisions. Moreover, Winston (1998) devised a model for multi-period capital budgeting using Silver Tool, which is an application in Excel. The model provides several advantages including selection of the best project considering all constraints and circumstances. Aside from the mentioned models, Ragsdale (2001) illustrated a model that uses Solver to determine optimal combination of capital budgeting investments as affected by capital constraints and maximising the Net Present Value. In this process, optimal selection of investment is ascertained considering vital risks that include the probability of success of minimum and maximum revenues with the other aspects previously mentioned. Data tables, as showed by Benninga (2000) can be used in capital budgeting analysis. The process involves computing for the point estimate of NPV, and the NPV is calculated using predetermined growth rates. The results are useful in evaluating the risk of the project with the given NPV ranges. Interestingly, Mayes and Shank (2001) focused on the use of different applications for capital budgeting analysis. This involves the collaboration of the models presented earlier in this discussion. Part of their model was to incorporate risk-adjusted discount rates and Monte Carlo simulation to evaluate project risks. According to Fama (1970), multi-period investment consumption can be associated with an individual's

Chinas One-Child Policy Case Study Example | Topics and Well Written Essays - 2000 words

Chinas One-Child Policy - Case Study Example Environmental Issue: The main reason and environmental science driving the whole policy is considered to be the ‎overpopulation. China covers around one fifth of the world’s population whereas it has quite a ‎lesser proportion when it comes to arable land. ‎ Benefits Due to the One Child Policy: The policy has assisted in economic fields as there has been a decrease in unemployment ‎and natural resources. The rate of exploitation has also drastically dropped down (Fong, 2006). ‎ Detailed Description of Policy: One child policy is overall an extremely controversial topic that is always in debates across ‎the planet. At every place you will find some believers and so as the disbelievers of the policy. ‎ Promotion: The overall scenario by the government was seen and they believed that a birth control policy ‎was extremely significant in order to avoid the problems faced by China then and even to avoid ‎the threats in the upcoming days. ‎ Current Status: In 2010, according to a report and survey it was estimated that these days the policy ‎implementation hasn’t been up to the mark and numerous families are violating it (Hvistendahl, ‎‎2010). ‎ Conclusion: The Chinese government claims that their one child policy had caused about three to four ‎hundred million fewer people in 2008. It is therefore the Chinese leaders and authorities believe ‎it as a great and leaping success towards helping and improving China’s current economic ‎growth. ‎ The essay aims to presents detailed analysis of the case study focused upon ‘China One Child policy’. The policy basically refers to population control measures implemented by the Chinese government with the intention to control the growth of the population of the country. The policy aims to restrict the population growth by putting restriction on the number of children a Chinese couple could have (Merli and Raftery, 2000). The essay presents an overview of

Thesis guidelines Essay Example for Free

Thesis guidelines Essay The Use and Purpose of the Guidelines At the Faculty of Technology, there are five different guidelines for writing theses: guideline for bachelor’s degree in business studies, guideline for bachelor’s degree in technology, guideline for master’s degree in business studies, guideline for master’s degree in technology, and general writing guideline for the Faculty of Technology. The guidelines for specific degrees contain instructions for the structure, printing and submitting of the theses. The general writing guideline contains information about the formatting of text and the use of sources and references. The student is required to use two of these guidelines, 1) general writing guideline for the Faculty of Technology and 2) guideline for appropriate degree. The purpose of the above guidelines is to ensure that theses at the faculty fulfil the requirements concerning academic writing and layout. This guideline is for students studying at Faculty of Technology and writing their master’s thesis for the degree of Master of Science in Economics and Business Administration. In addition, students are required to use the general guideline for the Faculty of Technology. 2 TABLE OF CONTENTS page 1. MASTER’S THESIS AND ITS PURPOSE 4 2. FROM MASTER’S THESIS TO GRADUATION 5 2. 1. Thesis Subject 5 2. 2. Credits 5 2. 3. Supervision 5 2. 4. Assessment, Approval and Grading 5 2. 5. Maturity Essay 7 2. 6. Publicity 9 2. 7. Further Details 10 3. MASTER’S THESES IN FOREIGN LANGUAGES 11 4. THE STRUCTURE OF THE MASTER’S THESIS 12 4. 1. Title 12 4. 2. Covers 12 4. 3. General notes on printing and editing 13 4. 4. Title page 13 4. 5. Abstract 14 5. EDITING THE MASTER’S THESIS 15 5. 1. Introduction 15 5. 2. Theory and background information 15 5. 3. Main subject of the thesis 16 5. 4. Discussion and results. 17 5. 5. Conclusions 17 APPENDICES APPENDIX 1. Glossary 19 19 3 APPENDIX 2. Title page of a Master? s Thesis 22 APPENDIX 3. Abstract page of a Master? s Thesis 23 APPENDIX 4. Assessment criteria for master’s theses and licentiate theses 24 4 1. MASTER’S THESIS AND ITS PURPOSE According to regulations concerning the degree Master of Science in Economics and Business Administration (higher university degree), the student is required to write a master’s thesis (pro gradu) and pass a written maturity essay. Master’s thesis is a personal independent academic work prepared by the student. The student is advised to start preparing the master’s thesis in the second year of higher degree studies. The student has to sign up for a research seminar group of the major subject. The master’s thesis must show familiarity with previous work in the field and must demonstrate ability to use research methods and academic style. The aim of the master’s thesis is to improve the student’s ability for independent research work and its practical application as well as to enable the student to apply different research methods both independently and in groups. Furthermore, master’s thesis must demonstrate the student’s ability to use relevant literature and to present research results as well as show ability for doctoral studies. 5 2. FROM MASTER’S THESIS TO GRADUATION 2. 1. Thesis Subject The student has to prepare a master’s thesis in order to obtain the degree of Master of Science in Economics and Business Administration (higher university degree). The subject of the thesis is suggested by the student and approved by the thesis supervisor of the major department. Teachers may provide help in choosing the subject. 2. 2. Credits. During the advanced level studies of master’s degree studies, the student prepares a master’s thesis, which comprises 30 ECTS. 2. 3. Supervision The Master’s thesis is supervised by a teacher of the major field. The supervisor gives general guidance during the writing process and more detailed advice when necessary. The supervisor gives feedback about the thesis and may ask the student to report on the progress of the work. 2. 4. Assessment, Approval and Grading The thesis must be submitted to the faculty in 3 or 4 bound copies. One copy should be submitted to each examiner of the thesis. In addition, one or two copies should be submitted to the Amanuensis, depending on whether or not the student gives permission to publish the thesis online in Tritonia database. An electronic copy of the whole thesis and an abstract must be saved to the Tritonia’s database regardless of the student’s 6 decision on public availability. The work and abstract are submitted to Tritonia by filling in a thesis form at http://www. tritonia. fi/? d=140l=1. The thesis cannot be approved unless the work is successfully submitted to Tritonia. Theses copies submitted to the University are not returned to the student. One copy of the thesis must be submitted to the Amanuensis if the student allows his or her work to be made publicly available outside the Tritonia network. If the wok is not to be shown publicly, two copies must be submitted. In addition, an abstract without page number must be submitted to the Amanuensis of the Faculty of Technology. The student should submit only the abstract which is written in the language used in the thesis. The evaluation time for a Master’s thesis is 30 days. This means that the thesis has to be left to the examiners and the Amanuensis for evaluation approximately 5 weeks before the expected acceptance date. If the Master’s thesis is the last study attainment of the student, it should be available for the Dean’s decision at least 10 days before the deadline for submitting the application for degree certificate (which is 28 days before the graduation day). The Dean usually processes theses two times each month. It is recommended that students check the schedule for graduation well beforehand from the university web pages at http://www. uwasa. fi/english/studies/degree-and-postgraduatestudents/academic-information/graduation/. The schedule of the Dean’s thesis processing is available from the Amanuensis, if needed. Two evaluators assigned by the Head of the appropriate department make a statement about the thesis to the Dean within 30 days of the day the thesis is submitted for evaluation. Usually one of the evaluators is the supervisor of the thesis. The student is reserved the right to see the statements and a suggestion for the grading before the work is taken to the Dean for approval. The Dean decides on approval of the thesis and confirms the grade based on the statements and suggestion made by the examiners. The grading scale for Master’s thesis is sufficient, satisfactory, good, very good, and excellent. After the Dean’s decision has been made, the student will receive a notification about the grade of the thesis and a copy of the evaluators’ statement by post. 7 The student dissatisfied with the thesis grading may apply to the degree committee of the University of Vaasa in writing for rectification of the evaluation of the Masters thesis within 14 days of the day when the grade was released (Universities Act 558/2009, Section 82, and the University of Vaasa Degree Ordinance, Section 13). An appeal cannot be made against the decision made by the degree committee on the request for rectification of the decision concerning the evaluation of a study attainment. 2. 5. Maturity Essay In order to obtain the degree of Master of Science in Economics and Business Administration, the student also has to pass a written maturity essay. In the maturity essay, the student is expected to demonstrate knowledge of the subject matter of the master’s thesis in a supervised examination. In addition, the student is expected to show ability to write fluent Finnish or Swedish (see exceptions below). Finnish students write the maturity essay in the language in which the student has received elementary education (Finnish or Swedish). A completed maturity essay in the language of elementary education gives the student excellent language proficiency in the appropriate language (in compliance with Decree A 481/2003). In case the student has already completed a maturity essay for a bachelor’s degree in the same language, the maturity essay for the higher degree concerns only content, not language proficiency. In this case, the language of the maturity essay is determined by the faculty (see Decree on University Degrees, section 16 subsection 3; or the University of Vaasa Degree Ordinance, Section 17). The same applies in all cases where the student has already completed a maturity essay for another higher education degree; the maturity essay concerns only content. Students who have completed their elementary education in a language other than Finnish or Swedish or have received elementary education outside Finland are not 8 required to prove their language proficiency in the maturity essay. Also in these cases the language of the maturity essay is determined by the faculty. International students who have not received their elementary education in Finnish or Swedish but have obtained sufficient language proficiency in Finnish or Swedish may complete their maturity essay in Finnish or Swedish. In this case, language proficiency is assessed according to the criteria used for Finnish students. A successfully completed maturity essay gives the student good language proficiency in Finnish or Swedish in compliance with Decree A 481/2003, and it will be stated in the degree certificate as well. The Maturity essay can be completed on any of the general examination days. Registration must be made with a form and registration envelope available at the Academic Affairs office. The form is available also at the web pages of the Language Centre. The student may register for the maturity essay only after the Master’s thesis has been left for inspection in its final form. The examination date for maturity essay must be agreed on with the thesis supervisor and should be at least 7 days after the thesis has been left for inspection. In the maturity essay, the student is given two or three questions on the subject of the student’s master’s thesis. The student is required to answer one of the questions by an essay. The essay should be written for a reader that is familiar with the appropriate field but has not studied the specific research topic of the master’s thesis. In other words, the maturity essay should comprise an independent text and the student should not assume that the reader is familiar with the master’s thesis. In addition to academic content, the essay must also demonstrate good language proficiency and comprise a logical, well-structured whole. It must present the topic in writing, not by graphical presentations like tables or charts. The essay must also have a heading (otherwise the examiner evaluating the language of the thesis will not be able to see whether the essay really answers the question). The essay must have an introduction and a conclusion. Suggested length of the essay is approximately one examination sheet 9 (four pages). It should be written on each line of the paper with empty lines separating between paragraphs. After the first draft, it is advisable to rewrite the maturity essay, with special emphasis on clear handwriting. Words should be clearly separate and the difference between capital and lower case letters should be clearly shown. The essay must show knowledge of the basics of grammar and punctuation. Excessive use of abbreviations should be avoided. Sentences and clauses must be clearly connected, and they should be logical and show variation. Incorrect reference relationships must be avoided. Word order must be unambiguous and fit the structure of the presented information. The essay must be written in a factual style. Further advice is available at: www. uwasa. fi/kielipalvelut/opiskelu/kypsyysnayte/. The result of the maturity essay must be given within 30 days from the date of examination. The grading scale for maturity essay is pass/fail (no other grade). In case the maturity essay is failed on the basis of its content, the student must meet with the thesis supervisor in order to receive feedback before registering for a retake. If the reason for failing is related to problems in the language, the student must contact the examiner responsible for evaluating the language of the essay. 2. 6. Publicity All theses are public documents. According to the Act on the Openness of Government Activities (621/1999), official documents shall be in the public domain, unless specifically otherwise provided by the law. A master’s thesis becomes public when it has been officially approved. With commissioned theses, the commissioner may demand that a thesis or parts of it have to remain non-public in order to protect business or professional secrets. In this case, those parts of the work that contain such secrets are not integrated into the master’s thesis, but annexed to the thesis as background material. The background 10  material must conform to the general guidelines on writing master’s thesis and must be left for inspection at the same time and in as many copies as the master’s thesis. The background material is not bound together with the master’s thesis but submitted separately with its own title page and titled BACKGROUND MATERIAL. However, general, non-specific information from the background material should be incorporated in the text of the master’s thesis whenever possible. The minimum requirements for the master’s thesis proper are that it specifies the theoretical framework, research methods, material and its analysis, and has a list of references. It must comprise an independent, readable whole. Background material is evaluated together with the actual master’s thesis but is not made public. After the evaluation, the background material is archived and kept in a secure place at the appropriate department. Use of non-public background material must always be discussed in advance with the thesis supervisor. 2. 7. Further Details For information on layout and other technical details of mater’s thesis, see faculty’s general guidelines on writing theses. Further advice is given by the staff of the faculty and departments. 11 3. MASTER’S THESES IN FOREIGN LANGUAGES The student may write the master’s thesis also in languages other than Finnish or Swedish. For practical reasons, this language is usually English as the evaluators of the thesis have to master the language in order to be able to evaluate the academic quality of the thesis. Using a language other than Finnish or Swedish must always be discussed with the thesis supervisor in advance. International students are advised to consult the thesis supervisor and amanuensis about their thesis and maturity essay before they start preparing their master’s thesis. The student is personally responsible for expenses resulting from for example use of language consultant etc. Appendix 1 shows the names of the departments, subjects, study programmes and modules in Swedish, and English. 12 4. THE STRUCTURE OF THE MASTER’S THESIS Master’s thesis can be structured as follows: Title page Table of contents (Symbols and abbreviations) (Pictures) (Tables) Abstract Introduction Main body text (methods, discussion, results) Conclusions List of references Appendices Parts in parentheses are not compulsory. 4. 1. Title. The title of the master’s thesis should be short, clear and expressive of the content (field and orientation). The student may use a subtitle in order to add focus to the title. No abbreviations should be used in the title. 4. 2. Covers The master’s thesis must be bound in hard, dark blue covers (marble blue for licentiate theses for the Faculty of Technology), page size A4. It is advisable to reserve enough time for the printing process – at least a week. 13 Lettering on the front cover should appear in the colour Gold and font Palatino, Times New Roman or equivalent: MASTER’S THESIS or LICENTIATE THESIS. Centred, bottom margin 200mm (font size 34pt) Author’s name (bottom right corner with 30–35 mm margins from bottom and right, font size 20 pt) Lettering on the spine of the thesis should appear in the colour Gold and font as above: Author’s name (on the left of the spine with 40mm margin on left) Year of publication (on the right of the spine with 30mm margin on right) 4. 3. General notes on printing and editing The student should pay attention to the printing quality of the master’s thesis. The hard copy of the master’s thesis should be printed out with a laser printer or equivalent. When attaching images, tables or appendices, care should be taken so that the final thesis is free of smudges and extra marks. The thesis must be printed, single-sided, on standard A4 paper. 4. 4. Title page The title page must follow the format requirements (appendix 2). Title page must state the following: University of Vaasa, Faculty of Technology, study subject (in capital letters, bolded and centred) Author’s name (centred) Title of the thesis (in capital letters, bolded and centred) and possible subtitle (bolded and centred) Study subject and the type of thesis (right alignment). Possible study programme (right alignment) Place (in capital letters and bolded) and year (bolded) 14 Title page should not be numbered 4. 5. Abstract The master’s thesis must include a one-page abstract (in Finnish/Swedish and in English, international students only in English). The abstract page is numbered and bound after list of symbols and abbreviations or, in case there is no list of symbols and abbreviations, after table of contents, before introduction. When the thesis is left for inspection, the student must also submit one separate, unnumbered abstract page. The separate abstract must be submitted in the language in which the thesis is written, and it is needed as an enclosure of the acceptance decision. The abstract page must state the research problem, material, research methods and major results of the thesis. The abstract should be understandable without having to consult the thesis itself. In the abstract, the student should use established terminology. References or quotations are not to be used. The title of the master’s thesis on the abstract page must be identical with the title on the title page. See examples of abstract in Appendix 3. Fill out ALL parts of the abstract page and take into consideration the margins of the page. The student must give 1-5 keywords. The first keyword should state, as specifically as possible, the field of study. It is followed by the other keywords which further specify the subject of the thesis. You may discuss the keywords with the assistant or your supervisor, if necessary. Keywords can also be searched from the VESA subject thesaurus of the library of the University of Helsinki. 15 5. EDITING THE MASTER’S THESIS. The master’s thesis consists of an introduction, main body text (which may include several chapters), and a conclusions chapter. The specific content, approach and emphasis of the thesis are chosen by the student and revised according to the supervisor’s comments. There are many different ways to prepare a (good) master’s thesis on the same topic. The only general rule is that the first chapter of the thesis is an introduction and the last presents the conclusions. 5. 1. Introduction The introduction should capture the reader’s interest. It gives the background for the choice of topic and presents the goals of the thesis. It limits the topic and gives a general outline of the approach to the research problem. Furthermore, the introduction should place the thesis in context by referring to other previous or contemporary academic studies on the topic. It also outlines the content and structure of the thesis. In case the thesis is a part of a larger project, the introduction must clearly define the author’s contribution to the project. The introduction does not give any details of the theory, methods or results of the thesis. The length of a typical introduction is 2-3 pages. 5. 2. Theory and background information In the chapter after the introduction, the student should give the technical, theoretical and other background information needed in order to understand the solutions and methods used in the later chapters. The theory part should focus only on things that are relevant to the thesis. However, it should not waste time on things that are self-evident to the reader (in other words, there is no need for a textbook-type presentation of the 16 basics in the field). The student’s own new methods are not presented in this section but given later in the thesis. The ‘ideal reader’ for the thesis could be defined as a person who is a professional in the field but unfamiliar with the particular topic. Thus all terms and symbols are to be explained when they are introduced but not later in the work. If several theories are used, it is advisable to present them in separate chapters. In addition to theory, the background information may include for example a company’s old products, a system that is about to be replaced, important standards, internal policies of a company, and possible other parts of a project (in case the thesis forms part of a larger project). These elements are to be explained in as much detail as is relevant for understanding the solutions in and the overall significance of the thesis. Whether this should be placed in the theory part of the work is case-specific and depends on the amount of background information of the thesis. The background information could also be integrated in the general outline of the thesis or be given in a separate chapter or appendix. A more detailed structuring and titles of the chapters (including the main title) are planned and executed on the basis of the work itself. It is highly important that the theoretical part of the work is closely connected to the later description and analysis of the work. In some clearly constructive work, the theory part may be relatively short. The length, however, is not the mere objective, but emphasis should be put on the contents. 5. 3. Main subject of the thesis After theory and background information, the student should focus on the main subject of the thesis and apply the theory to a specific research problem. The structure, headings and analysis in this section depend on the subject and on the approach chosen by the 17  student (and approved by the supervisor). There is no one correct way to approach the main subject of the thesis. In case the thesis includes scientific data (such as measurements etc. ), the appropriate study or experiment must be explained in such detail that the reader can understand all steps of the process. Methods must be presented in a manner that enables replication. For example the mathematical leads of new findings must be presented in such detail that the reader does not have to make extensive calculations in order to follow the process. In case of generally known methods, a short description or reference is sufficient. Less known methods, especially those developed by the author of the thesis, are to be described in much deeper detail. There should always be a clear connection between the theory and the application sections of the thesis. 5. 4. Discussion and results The last section of the main body text (before conclusions) consists of a ‘Results’ chapter or of two separate chapters with headings ‘Discussion’ and ‘Results’. In ‘Discussions’, the student may make comparisons between theory and (for example) measurement results as well as suggest lines of further research or application. The ‘Results’ chapter should focus primarily on the final results of the study, what the student found out and how it relates to the literature. The results should also be placed in the context of the possible earlier studies on the topic. 5. 5. Conclusions Conclusions chapter briefly summarises the whole thesis from start to finish. Aspects of the work that were discussed in the introduction are revisited in the conclusions chapter in order to find out whether initial plans were followed and initial goals achieved. 18 At the end of the conclusions chapter, the student may discuss possible future research on the subject. If this requires more extensive discussion, it can be placed in a separate chapter at the end. The conclusions chapter should be no more than 3 pages long and should not introduce any new ideas or include references to source materials. 19 APPENDICES APPENDIX 1. Glossary Faculty, departments, study subjects, study programmes and orientations in Swedish and English Teknillinen tiedekunta Tekniska fakulteten Faculty of Technology Matemaattiset tieteet Institutionen for matematik och statistik Department of Mathematics and Statistics Sahko- ja energiatekniikka Institutionen for elektro- och energiteknik. Department of Electrical Engineering and Energy Technology Tieto- ja tietoliikennetekniikka Institutionen for datavetenskap Department of Computer Science Tuotantotalous Institutionen for produktion Department of Production Study subjects: Automaatiotekniikka energiatekniikka automationsteknik energiteknik automation technology energy technology 20 fysiikka fysik physics matematiikka materiaalitekniikka matematik materialteknik mathematics materials science sahkotekniikka talousmatematiikka elektroteknik ekonomisk matematik electrical engineering business mathematics tietoliikennetekniikka telekommunikationsteknik  telecommunications engineering tietotekniikka tilastotiede datavetenskap statistik computer science statistics tuotantotalous produktionsekonomi industrial management Study programmes and orientations: Teknisen viestinnan koulutusohjelma Utbildningsprogram for teknisk kommunikation Technical Communication Programme 21 Tietotekniikan koulutusohjelma ohjelmistotekniikka tietoliikennetekniikka Utbildningsprogrammet for datateknik programmeringsteknik telekommunikationsteknik Degree Programme in Information Technology Software Engineering Telecommunications Engineering Sahko- ja energiatekniikan koulutusohjelma  automaatiotekniikka sahkotekniikka Utbildningsprogrammet for elektro- och energiteknik automationsteknik elektroteknik Degree Programme in Electrical and Energy Engineering Automation Electrical Engineering 22 APPENDIX 2. Title page of a Master? Thesis (partly shortened in the example) UNIVERSITY OF VAASA FACULTY OF TECHNOLOGY SUBJECT (E. G. COMPUTER SCIENCE) Author’s name TOPIC OF THE THESIS Subtitle Master’s Thesis in e. g. Computer Science (Degree Programme) VAASA 20XX 23 APPENDIX 3. Abstract page of a Master? s Thesis UNIVERSITY OF VAASA Faculty of Technology Author: Topic of the Master’s Thesis: Instructor: Degree: First name Last name Name of the thesis (subtitle) First name Last name Master of Science in Economics and Business Administration Major subject: (e. g. Computer Science) Degree Programme: (only if Degree Programme in Multimedia systems and Technical Communication) Year of Entering the University: 20xx Year of Completing the Master’s Thesis: 20xx Pages: xxx ABSTRACT: KEYWORDS 24 APPENDIX 4. Assessment criteria for master’s theses and licentiate theses Grade Theoretical knowledge, literature and sources Strong theoretical knowledge; excellent use of source materials; criticism  of source materials is wellgrounded Research problem Original; shows familiarity with and understanding of the subject. Results are interesting. Strong theoretical knowledge; very good use of source materials; demonstrates the student’s familiarity with the subject 3. No significant flaws in dealing with the subject; study produces clear results Good theoretical knowledge; no significant flaws in use of source materials 2 Inconsistencies or clear mistakes; results are difficult to interpret Satisfactory theoretical knowledge; use of source materials is rather limited; flaws in criticism of source materials  Confusing and difficult to follow; several inconsistencies and mistakes; results are questionable Sufficient familiarity with the subject; theoretical knowledge is limited; number of source materials is limited (often mainly Finnish sources). 5 4 1 General Original; shows independent thinking; results are interesting and make a contribution to knowledge of the subject with which it deals Research method and empirical part Methodologically justified; empirically thorough and systematic Text, structure, language and layout Textually fluent and stylistically excellent; technical documentation is excellent; clear and logical  structure; layout is flawless Clear and well-grounded research problem; questions are well-formulated; good research strategy and approach Methodologically correct; empirically correct Textually fluent; Language and layout are flawless; very good technical documentation; clear and logical structure Good research problem; clearly formulated questions; fairly successful solution to research problem Not clearly formulated or bears some inconsistencies; goal not quite achieved No significant mistakes; empirical part prepared rather well Wrongly or confusingly formulated; academic approach is lacking; goals  not achieved Methodologically weak; serious empirical flaws Textually good; Good technical documentation; no serious weaknesses; very few mistakes; layout fairly flawless Textually rather clumsy; incomplete technical documentation; grammatical errors; some weaknesses in structure; layout problems Textually clumsy; technical documentation is weak and unpolished; grammatical errors; flawed structure; weak layout Interesting and welldefined research problem; challenging questions; mature research strategy and approach Clear methodological and empirical flaws. Thesis process Excellent thesis process;  the student is motivated; agreements were kept; the student took responsibility and shows outstanding ability for independent research Excellent thesis process; the student is motivated; agreements were kept; the student took responsibility and shows good ability for independent research Good thesis process; the student is mostly motivated; agreements were mostly kept Flawed thesis process; the student needed extra guidance; occasional lack of motivation and responsibility The student’s motivation is rather weak; the student needed extra guidance; lack of responsibility; the process was prolonged.

Racism and White Privilege in the Education System Essay -- Finding Fr

Many people in the United States society believe that people of all cultures, races, and ethnicities are now on an even playing field. People with this belief support their logic with the argument that since equal rights for people of color and women have been required by law for some time now, we are all inherently as equal as claimed in the Declaration of Independence. Many believe that race is no longer an issue, a viewpoint frequently referred to as color-blindness. National polling data indicated that a majority of whites now believe discrimination against racial minorities no longer exists. (Gallagher, 96) Color-blindness allows a white person to define himself or herself as politically and racially tolerant and then proclaim their adherence to a belief system that does not see or judge individuals by the â€Å"color of their skin.† (Gallagher, 98) Many Caucasians in particular are of the opinion that because they listen to hip-hop or cheer for their favorite black, prof essional sports player that they are not racist. Still others believe that because they have a black president, we see black people in the commercial of products we consume, or enjoy television shows with black people that they are actually acknowledging race. In order to examine and dismantle this series of misconceptions, we will turn to the work of various scholars of social justice and privilege, including Peggy McIntosh, Patricia Hinchey and Johnathon Kozol as well as the story of Patricia J Williams. Through a careful examination of these works with the support of some key statistics, it is the goal of this paper to demonstrate the existence of a privileged and unprivileged America, despite the color-blindness many may profess to have integrated into their p... ...hools. New York: Crown Pub. McIntosh, P. (1988). White Privilege and Male Privilege. Wellesley College Center for Research on Women: Working Paper No. 189, 1-20. SueN. (2011, Nov 10). Thom Hartmann Program. Retrieved from Transcript: Thom Hartmann: The Big Picture: A "Race Based" Bake Sale? 26 September '11: http://www.thomhartmann.com/blog/2011/11/transcript-thom-hartmann-big-picture-race-based-bake-sale-26-september-11 Wight, V. R., Chau, M., & Aratani, Y. (2010, Jan). National Center for Children in Poverty. Retrieved from Who are America’s Poor Children?: http://www.nccp.org/publications/pub_912.html Williams, P. (2010). Of race and risk. In Race, Class, & Gender: An Anthology (7th ed.). Belmont: Wadsworth. Zinn, H. (2007). Why Students Should Study History. In W. e. Au, Rethinking Our Classrooms, Volume 1 (pp. 179-181). Milwaukee: Rethinking Schools.

Effects of Computer Games to young student Essay

Introduction It is known that we are living in the technological era. Computers became an irreplaceable tool in everyday life of almost every person. The adult users generally use it for business purposes while youngsters for computer games. Computers are part of our life and are a very important component in many spheres of modern life. And nowadays majority of young people spend their time either gaming or surfing the net. Computer games have become one of the favorite past time of young people from kids, teens and even adults. These habits turn to an addiction that has a tremendous effect on young people. In an increasingly technology-dependent based society, people will continue to use computers not only for business but also for pleasure. Computers have become a social and economic necessity that permeates every part of our lives, it is feasible that in the future, every person in the world may own or use a computer. Therefore, necessary precaution must be taken in exploring all the uses of computers, and the negative consequences of using them on a daily basis. Acknowledgement We would like to use this opportunity to acknowledge the people who helped us to accomplish our research paper. First of all we would like to thank the students who had a big part in accomplishing our research paper. They all gave their insights about our topic and honestly answered all the questions we asked. We also give the thanks to the Psychologists and Sociologists who gave us much information and enlightened us about our topic. We would also like to thank our friends who are always there to help us and encourage us to make a successful research paper. I also thank my partner in this research who is always there to help me accomplish the tasks in our research paper, and lastly we would to thank our lord Jesus Christ for the strength and hope he gave us for the times we feel like we can’t finish our research paper. Background of the study Controversies about computer gaming addiction being linked to violence have been rampant since the 80’s. Studies show that most delinquents have had  some time playing video games before doing a crime. Although little to no proof is exhibited till today, we hope to share our insights on this matter. This research provides an exemplary background concerning a specific addiction amongst teens which is gaming, be it Pc or console, this research paper tackles the psychological aspect of a gamers behavior from consistent influence with factors emanating from games ranging from violent to educational ones, for as computer games grow in popularity, the negative and positive effects of usage should be studied.   Statement of the Problem This study aims to answer the following.  What psychological reason implies to game addiction.  How violence is usually associated with certain gaming genres. How game developing should be continued or discontinued?  If games can affect human behavior dramatically that it can change the very being of a person. If simulation can replace human interactions in the future. Objective of the Study The general objective of this study is to understand the true nature of gaming. Specifically, this research aims to fulfill the following:  To understand why majority of the youth prefer isolation through gaming rather than socialization, To know why addiction is prominent in today’s generation; and To the ultimate reason of addiction to gaming. Significance of study This section will provide brief description on the various significances of the study given the three categories Educational, Technological and Psychological. To students. The proposed study serves the students as their reference or guide to today’s temptation with present day technological marvels. It will also help students into taking computer related courses to enlighten the next generation on the matter on computer addiction. To experts. The proposed study will help Psychologists and Sociologists to have a deeper understanding to the said matter. By this study they will come up  with easier and effective treatment varying from correction to prevention. To future researchers. The proposed study will benefit and help them as a guide. The study can also open in development in association to whatever obstacle lies in the future with reference to this subject. Scope and Limitation of the study This research paper focuses on the nature of how PC/Console games contribute to today’s society, mostly students, for they are what make up the majority number of gamers, and whether it be negative or positive, this research paper aims to give a better understanding of how this form of entertainment can give such a huge impact to today’s society. CHAPTER II Materials & Methods In order to gather valuable data, the researchers conducted an oral interview with fellow gamers in a local computer shop (computer shop name disclosed). Oral interview was used since it is more applicable to the kind of problem being studied and because their eyes were glued to the screen at the moment of the questioning. The Oral interview was a five-item interview that deals with the student’s background and how gaming affected him/her academically. The questions asked are: 1. Who or How was computer gaming introduced to you? 2. How often do you play? 3. Does gaming affect your class standing? 4. For you, is gaming good or bad? 5. What genre of game do you prefer? CHAPTER III Results A total of 5 students were interviewed on the 4th of April 2014, somewhere between the times of 13:00 to 15:00. The survey only lasted for not more than two minutes and the volunteers were very cooperative. The gathered date revealed that the first 3 of 5 interviewees were doing exceptionally well in school despite spending some 8 hours of gaming on a daily basis, where they  favored a MOBA genre particularly LOL. The three of them were childhood friends and played together most of the time. Interviewee 4 is a scholar in a prestigious school (FEU-East Asia College). Despite admitting the she is a gaming addict; her habit never hindered her studies and managed to maintain an excellent streak of grades since her admission in the year 2012. She started playing games when her now ex-boyfriend introduced the MOBA game LOL. Interviewee 5 is an average person, with average grades, above passing; stating that for him, gaming was just a past-time, spending some 6-8 total hours of gaming, at home and in a computer shop. He favored the game Dragon Nest which is an MMO-RPG game. He started playing it because he found it curious and fun. CHAPTER IV Conclusion We came to the conclusion that gaming addiction was mostly related to the influence of the number of players that play the game. Curiosity then mostly by invitation is how a player starts with a game. Addiction, we believe, arises from peer pressure, or in worst cases, withdrawal from society due to negative treatment from people.

Leadership/Drum Major Paper Essay

I think I would make a great drum major because I believe people take me as a leader and respect and listen to what have to I say. Though I usually am the leader I also am a good listener. When people have problems or have ideas to make the show better I will listen to whatever has to be said. To me being a drum major would be a great accomplishment and an awesome chance to help out our marching band. I have found from being in the marching band that each member wants respect. I intend to give respect first and in doing that I believe I will receive it from my piers allowing this whole experience to be a perfect one. I understand that with this job comes great responsibility, and I am definitely ready for it! Being a member of the Woodland High School marching band for two years, I now have an idea of how to make band more attractive to everyone. Making the time spent in band class and at after school practices most effective is a major prerogative of mine. I would like to make it our number one goal to get every band member to learn, and memorize their music. This will allow the show to be ready as early as possible so it gives ample time to perfect formations, add character to the show, and make it our own. By doing this I know our scores will be significantly higher than last years. Most importantly each member will understand that hard work does pays off. I love music. I never hesitate to sign up for any extracurricular band I can get into. I love being involved, I love growing as a musician. I also love marching band- it’s so challenging and so draining, but it’s such an amazing experience. I have a zealous enthusiasm for music and marching band that propels me forward, and can apply this to my role as drum major. Energetic leaders are much better than halfhearted ones. * My philosophy on leadership is simple: lead by example, always help, and never quit. When I was a freshman, I looked up to the marching band veterans because they were already excellent at something that I was struggling to master. Having role models is inspiring; it gives people something positive to emulate. Additionally, I always offer to help- whether that means * Moving and unloading equipment, or coming in early to work with a marcher who needs a little extra assistance. Furthermore, quitting is out of the question for me. Using excuses instead of giving your best, giving up on something (or someone), or abandoning your responsibilities are things I absolutely do not believe in. Promoting excellence in others starts with promoting it in you. * I am unique among the other applicants seeking this position because of the qualities I have listed above. My musical experience, my determination, my diligence, and my passion for music make me singular among the many.

Free Essays on Housing

Native Americans ! Housing and Construction Some Native American houses that appear simple, such as the Inuit igloo or the Florida Seminole chikee, are quite sophisticated: The igloo (Inuit for â€Å"house†), usually made of hide or sod over a wood or whalebone frame, is a dome with a sunken entrance that traps heat indoors but allows ventilation; the chikee, naturally air-conditioned, consists of a thatch roof over an open platform. The tepee of the Plains peoples constitutes efficient housing for people who must move camp to hunt; tepees are easily portable and quickly erected or taken down, and an inner liner hung from midway up the tepee allows ventilation without drafts, so that the enclosed space is comfortable even in winter. Some peoples in cold climates that were well supplied with wood, such as the peoples of Tierra del Fuego and the Subarctic Athabascan-language peoples, relied on windbreaks with good fires in front, rather than on tents. Many other peoples spent cold weather in dome-shaped houses that were sunk well into the ground for insulation. Mesoamerican and Andean peoples constructed buildings of stone and cement as well as of wood and adobe. Public buildings and the houses of the upper class were usually built on raised-earth platforms, with a large number of rooms arranged around atria and courtyards. Eskimos Igloos (Inuit iglu, â€Å"house†) are of two kinds: walrus or sealskin tents for summer, and huts or houses for winter. Winter houses are usually made of stone, with a driftwood or whalebone frame, chinked and covered with moss or turf. The entrance is a long, narrow passage, just high enough to admit a person crawling on hands and knees. During long journeys some Canadian Inuit build winter houses of snow blocks piled up into a dome shape. Such snow houses, rare in Greenland and unknown in Alaska, were once permanent winter houses of the Inuit of central and eastern Canada. In the 20th century, however, ... Free Essays on Housing Free Essays on Housing Native Americans ! Housing and Construction Some Native American houses that appear simple, such as the Inuit igloo or the Florida Seminole chikee, are quite sophisticated: The igloo (Inuit for â€Å"house†), usually made of hide or sod over a wood or whalebone frame, is a dome with a sunken entrance that traps heat indoors but allows ventilation; the chikee, naturally air-conditioned, consists of a thatch roof over an open platform. The tepee of the Plains peoples constitutes efficient housing for people who must move camp to hunt; tepees are easily portable and quickly erected or taken down, and an inner liner hung from midway up the tepee allows ventilation without drafts, so that the enclosed space is comfortable even in winter. Some peoples in cold climates that were well supplied with wood, such as the peoples of Tierra del Fuego and the Subarctic Athabascan-language peoples, relied on windbreaks with good fires in front, rather than on tents. Many other peoples spent cold weather in dome-shaped houses that were sunk well into the ground for insulation. Mesoamerican and Andean peoples constructed buildings of stone and cement as well as of wood and adobe. Public buildings and the houses of the upper class were usually built on raised-earth platforms, with a large number of rooms arranged around atria and courtyards. Eskimos Igloos (Inuit iglu, â€Å"house†) are of two kinds: walrus or sealskin tents for summer, and huts or houses for winter. Winter houses are usually made of stone, with a driftwood or whalebone frame, chinked and covered with moss or turf. The entrance is a long, narrow passage, just high enough to admit a person crawling on hands and knees. During long journeys some Canadian Inuit build winter houses of snow blocks piled up into a dome shape. Such snow houses, rare in Greenland and unknown in Alaska, were once permanent winter houses of the Inuit of central and eastern Canada. In the 20th century, however, ...

Brigadier General Adolph von Steinwehin the Civil War

Brigadier General Adolph von Steinwehin the Civil War Adolph von Steinwehr - Early Life: Born at Blankenburg, Brunswick (Germany) on September 25, 1822, Adolph von Steinwehr was a member of a long-standing military family.   Following in these footsteps, which included a grandfather who had fought in the Napoleonic Wars, Steinwehr entered the Brunswick Military Academy.   Graduating in 1841, he received a commission as a lieutenant in the Brunswick Army.   Serving for six years, Steinwehr grew dissatisfied and elected to move to the United States in 1847.   Arriving at Mobile, AL, he found employment as an engineer with the US Coastal Survey.   As the the Mexican-American War was underway, Steinwehr sought a position with a combat unit but was declined.   Disappointed, decided to return to Brunswick two years later with his American-born wife, Florence Mary. Adolph von Steinwehr - The Civil War Begins: Again finding life in Germany not to his liking, Steinwehr permanently immigrated to the United States in 1854.   Initially settling in Wallingford, CT, he later moved to a farm in New York.   Active in the German-America community, Steinwehr proved well-placed to raise a largely German regiment when the Civil War began in April 1861.   Organizing the 29th New York Volunteer Infantry, he was commissioned as the regiments colonel in June.   Reporting to Washington, DC that summer, Steinwehrs regiment was assigned to Colonel Dixon S. Miles division in Brigadier General Irvin McDowells Army of Northeastern Virginia.   In this assignment, his men took part in the Union defeat at the First Battle of Bull Run on July 21.   Held in reserve during much of the fighting, the regiment later helped cover the Union retreat.    Noted as a competent officer, Steinwehr received a promotion to brigadier general on October 12 and orders to assumed command of a brigade in Brigadier General Louis Blenkers division in the Army of the Potomac.   This assignment proved short-lived as the Blenkers division was soon transferred to western Virginia for service in Major General John C.  Frà ©monts Mountain Department.   In the spring of 1862, Steinwehrs men took part in operations against Major General Thomas Stonewall Jacksons forces in the Shenandoah Valley.   This saw them defeated at Cross Keys on June 8.   Later in the month, Steinwehrs men were moved east to help form Major General Franz Sigels I Corps of Major General John Popes Army of Virginia.   In this new formation, he was elevated to lead the Second Division.   Ã‚      Adolph von Steinwehr - Divisional Command: In late August, Steinwehrs division was present at the Second Battle of Manassas though was not heavily engaged.   Following the Union defeat, Sigels corps was ordered to remain outside of Washington, DC while the bulk of the Army of the Potomac moved north in pursuit of General Robert E. Lees Army of Northern Virginia.   As a result, it missed the Battle of South Mountain and Antietam.   During this time, Sigels force was re-designated XI Corps.   Later that fall, Steinwehrs division moved south to join the army outside Fredericksburg, but played no role in the battle.   The following February, following Major General Joseph Hookers ascent to lead the army, Sigel left XI Corps and was replaced by Major General Oliver O. Howard. Returning to combat in May, Steinwehrs division and the rest of XI Corps were badly routed by Jackson during the Battle of Chancellorsville.   Despite this, Steinwehrs personal performance was commended by his fellow Union officers.   As Lee moved north invade Pennsylvania in June, XI Corps followed in pursuit.   Arriving at the Battle of Gettysburg on July 1, Howard directed Steinwehrs division to remain in reserve on Cemetery Hill while he deployed the rest of the corps north of town in support of the late  Major General John F. Reynolds I Corps.   Later in the day, XI Corps collapsed under Confederate assaults leading the entire Union line to fall back on Steinwehrs position.   The next day, Steinwehrs men aided in repelling enemy attacks against East Cemetery Hill.    Adolph von Steinwehr- In the West: Late that September, the bulk of XI Corps along with elements of XII Corps, received orders to shift west to Tennessee.   Led by Hooker, this combined force moved to relieve the besieged Army of the Cumberland at Chattanooga.   On October 28-29, Steinwehrs men fought well in the Union victory at the Battle of Wauhatchie.   The following month, one of his brigades, led by Colonel Adolphus Buschbeck, supported Major General William T. Sherman during the Battle of Chattanooga.   Retaining leadership of his division through the winter, Steinwehr was dismayed when XI Corps and XII Corps were combined in April 1864.   As part of this reorganization, he lost his command as the two formations were consolidated.   Offered command of a brigade, Steinwehr refused to accept a tacit demotion and instead spent the rest of the war in staff and garrison posts. Adolph von Steinwehr - Later Life: Leaving the US Army on July 3, 1865, Steinwehr worked as a geographer before accepting a teaching post at Yale University.   A gifted cartographer, he produced a variety of maps and atlases over the next several years as well as authored numerous books.   Moving between Washington and Cincinnati later in his life, Steinwehr died at Buffalo on February 25, 1877.   His remains were interred at Albany Rural Cemetery in Menands, NY.               Selected Sources Find a Grave: Adolph von SteinwehrOfficial Records: Adolph von Steinwehr