Identity Theft Essay - 523 Words

Identity Theft Have you ever heard someone complain about their bad credit? Some people create their credit problems on their own, by not paying their bills on time, over exceeding credit card limits or bouncing checks. But some of these people are victims of identity theft. Identity theft can occur to almost anyone, especially with the increase in today?s technology. Identity theft is the action of stealing another person?s personal information. Through identity theft the criminals become the person who?s identity that they are stealing. Through identity theft many victims lose many and get left with bad credit. Especially in today?s times anyone can be a victim of identity theft. It is a crime that can happen anywhere at any†¦show more content†¦The information in the chart was taken from a survey of people who had been victims of identity theft. Some of the people in the survey answered yes to more than one of the choices. (Harris Interactive) Technology and computers are an even easier way for personal information to be stolen. Programs known as spy-ware are implanted on computer systems. Your computer can be infected by a spy-ware program when you visit different websites. Spy-ware programs aim to collect information from your computer as you visit different websites. They sell this information to web site providers, which is one reason why you see multiple pop-up advertisements when you are online. But the information from spy-ware programs can also be used by criminals, looking to steal your identity. Studies have shown that 80-90% of desktops are infected with some sort of spy-ware program. (Connor) Being that the numbers are so high, you have to be careful when accessing websites on the internet. You have to be careful when entering your personal information or credit card information on websites because many of the websites also have spy-ware imbedded in them. You should always look for secure websites before you en ter any information. Another way to keep your self safe from harmful spy-ware programs is by downloading or installing anti-spy ware systems on your computer. When dealing with identity theft you must always be careful with whom or with what youShow MoreRelatedIdentity Theft1365 Words   |  6 PagesThe Dangers of Identity Theft Sharae Ernst IFSM 201 – Summer 2012 8/3/2012 â€Å"Identity theft occurs when someone uses your personally identifying information (PII), like your name, Social Security number, or credit card number, without your permission, to commit fraud or other crimes.† (Fighting Back Against Identity Theft: Federal Trade Commission). According to the Federal Trade Commission, identity theft complaints have decreased since year 2008 (314,521 to 250,854). It is estimated by theRead MoreIdentity Theft993 Words   |  4 Pagesridiculous amount of money needed to be paid that you never spent? This is because of identity theft. The FTC estimates that each year, over 9 million people are affected by identity theft. According to Sally Driscoll, this is because almost anyone with a computer and a slight bit of computer knowledge can pull off identity theft. Experts also claim that identity theft is the fastest-growing crime in the world. Identity theft is a global problem that cannot be stopped without effective measures. The problemRead MoreIdentity Theft964 Words   |  4 PagesRasmussen College | Identity Theft | The long term issue | | Caden Ross | 2/17/2013 | Authors Note: This research is for Professor Rob Paixao B234/BUL2241 Section 01 Business Law Course written by Caden Ross on 02/17/2013. | Jeffrey Gerald Jackson, otherwise known as Troy Lee Evans, was arrested on September 4,2012 for identity theft. Mr. Jackson used the identity of Troy Lee Evans to gain employment at Credit Concepts Inc. Mr. Jackson had worked at Credit Concepts Inc. underRead MoreIdentification Theft And Identity Theft947 Words   |  4 PagesOur identity is what makes us unique. It is the individual character or personality of an individual, and when a person is a victim of identity theft, it is this distinct characteristic that is stolen Therefore the victims of identity theft often feel a deep sense of violation as they struggle to reclaim their good names. The government must implement better regulations to help put an end to this crime which is affecting millions of innocent Americans. Until then there are three important waysRead MoreIdentity Theft3413 Words   |  14 PagesIdentity Theft + Fraud= Identity Crime 20 December 2007 There is a thief that lurks around us everyday; this thief can attack in brad day light or in the darkest hour, and just about anywhere you may find yourself. This thief has the power to act in your name, make unlimited purchases, open up credit accounts and ruin your good name and credit all in the matter of seconds; if you are vulnerable enough, you might become his next victim. In many cases all he needs is your name and a social securityRead MoreEssay on Identity Theft895 Words   |  4 PagesIdentity Theft This paper will cover the topic of identity theft via the internet, phone and several other schemes. It will identify various ways in which your identity is stolen and ways which you can safeguard yourself from being victimized. I will also report what the Department of Justice is doing and the penalties associated with these crimes. nbsp;nbsp;nbsp;nbsp;nbsp;Identity fraud is use of a persons name, social security number or other personal identifying information. Once armedRead MoreOnline Identity Theft1414 Words   |  6 PagesOnline Identity Theft What is identity? The word itself can have so many connotations, definitions, and subjects tied to it. However, the most basic definition of our identity would be the qualities, beliefs, and baggage that make up each person. An identity is something that each of us have a claim to from the moment we are born to even past our death. Through the recent technology surges however, our most basic claim is now threatened. We have all heard about crime on the streets but with theRead MoreIdentity Theft (Body)2176 Words   |  9 Pagesâ€Å"unneeded† documents. Three months later, when Bob was applying for a car loan, he found that his credit history had been destroyed. He was a victim of identity theft, a crime that often causes people debt, unjustified imprisonment, and murder, being one of the most dangerous, yet easiest, crimes to commit. Identity theft includes other types of fraud and identity related crimes. It is said that today’s society is now living in â€Å"The Age of Betrayal.† Since an incident with a busboy in Brooklyn, noRead More Identity Theft Essay966 Words   |  4 Pagespersonal information is safe on the internet. This is not to say that if you log online your identity will be stolen; however, there are some necessary things to learn to protect yourself. The purpose of my project is to help make people aware of these dangers on the internet and how to protect themselves to the best of their abilities. I chose to focus on â€Å"phishing† a new kind of internet theft where millions of e-mails are sent out to vulnerable consumers. This is a serious dangerRead More Identity Theft Essay2149 Words   |  9 PagesIdentity Theft Law enforcement officials have stated that identity theft crime has been one of the fastest growing crimes in the United States. Identity theft is also one of the fastest growing white collar crimes. This is a serious crime. Identity theft is the act of knowingly transferring or using without lawful authority, a means of identification of another person with the intent to commit, or to aid or abet, any unlawful activity that constitutes a violation of federal law, or that constitutes

Market Growth of Imported Wine in China Free Essays

Market Growth of Imported Wine in China By Yuki Mabuchi Brief Introduction With rapid growth of Chinese GDP over the past few years, China is now the world’s fastest growing wine consumption market and yet still has huge potential as a market growth. Since Wine drinking is considered a healthier alternative to spirits and somewhat trendy, red wine is particularly popular in China. However, 90% of the wine consumed in China is still produced locally, and it is marketed as low price wines. We will write a custom essay sample on Market Growth of Imported Wine in China or any similar topic only for you Order Now Therefore, it is impossible for imported wines to compete with Chinese wines on the price. Each imported wine company are challenged to find their differentiation and own marketing tools. Even though market percentage for imported wines is 10%, the prospects for continued growth are huge because of the rapid increase in wealth and increasing urbanization of the population. The main topic for my research is to analyze market growth of imported wines in China followed by Chinese WTO regulations. The research estimates the impact of market growth according to import tariff rate which declined to 14% since China joined WTO. In addition, all imported wines are subject to a range of additional taxes, duties or fees, such as liquor tax, education tax, value-added taxes and consumption taxes. These taxes, duties and fees are taken into account in the analysis which estimates the impact of a tariff reduction on the retail price of imported wines in China. The research will show statistic analysis of imported wine market from different countries different point of view. Furthermore, the research will concentrate to a specific country such as Australia and New Zealand. In the past five years, Australia has been gradually gaining market share of bottled wines from traditional market leaders including France, Italy and Spain. However, since a zero tariff has been applied to Australia’s neighbor country New Zealand, going forward with Australian wine industry will face challenges. The case study will demonstrate the challenges posed by import tariffs on the Australian wines sector by comparing New Zealand wine market in China. Outline Arrangement of every section; I. Introduction * Explain why this topic is interesting which is to study market structure of imported wines from different countries and their competition and challenges for having tariffs and taxes in China. * Explain how I will distribute this research which will include statistics of imported wine products or company in China and graph of market growth. II. Literature review * Development of imported wine market since China joined WT? ?. WTO Regulatory Overview 1. Import Tariff on wine 2. Import duty and taxes 3. Labeling Regulations 4. Intellectual Property IV. Market Overview 1. China wine market size 2. Consumer profiles 3. Distribution Channels * Economic analysis of how import duties affect price on the imported wine. * Statistic analysis by different country’s wine distribution V. Australian wine VS New Zealand wine * Introduction of Australian and New Zealand wine Statistic analysis on both market in China * The impact of trade size after zero tariff on New Zealand * Challenge of Australian wine VI. Conclusion * Prediction of market growth for imported wine in the future. * Challenge of future achievement and fight between local produced Schedule of my thesis Plan to finish in 4 months period * December/January – Find as many materials as possible and group all the materials by section and take memos * January / February – Write thesis * March / April – Finalize thesis w = 1 * ROMAN Iith supervisor How to cite Market Growth of Imported Wine in China, Essay examples

Money and Its Values free essay sample

The Big Secret Our intention is to help you open the doors to your own amazing wealth. We will share some of the keys and ancient secrets the wealthy have used for centuries to get ahead and stay ahead. Today we want to tell you the BIG SECRET What is the one thing that determines whether you live a rich, successful life? Is it the school you went to? Well, there are a lot of doctors, lawyers and top tier MBAs wishing that were true. Is it whether your parents were rich or poor? The history of the world is told, it seems, by those bold and daring folks that came from humble eginnings to make a rich and lasting contribution to the wealth of humanity. Is it what country, station, race, gender or religion you were born to? Gandhi, George Washington Carver, Carrie Nation, Sam Walton, even the Beatles testify to the folly of such thinking. The big secret to wealth is and always has been very simple. So simple in fact that we have for centuries ignored its effectiveness. And when you hear it now, you may be tempted to discount it as a homily or even a remnant of religious thinking. The truth is we use this secret in a very specific and systematic way to become Rich Beyond Our Wildest Dreams. And you can too. Ask and Receive. Thats the big secret. You can have anything you want, all you have to do is ask correctly and be willing to receive. It took us from a 2nd personal bankruptcy to a rich and happy life. Regardless of where you start, the simple system we teach can help you live the life of your dreams. Tomorrow we will tell you a few tricks about money. Good Luck and Great Adventures Lesson 2 Money Is Only A Means Most everyone obsesses about money. We all watch the stock market even if we dont own many stocks. We worry if the Real Estate market goes up or down, depending on whether we own real state or want to buy it. We are overwhelmed with ads for all kinds of financial experts who tell us to put the first 10% of our income away for ourselves first. One friend said, I guess thats so I can pay the light bill next month.   And of course we all think we pay the IRS way, way too much. In the book Im Rich Beyond My Wildest Dreams. I am. I am. I am. Tom and Penelope say, Never, never never ask for money. How can that be if the world runs on money? Well it doesnt. Money is our means of exchange. It isnt a cure for unhappiness or ill health or loneliness. We trade money for things. Thats all. Sometimes you dont even need money. In fact, with the Rich Dreams system you get what you ask for by MEANS over which you have no control. Heres an example: Shelly lives in Austin, Texas and was in the process of selling her house. She had a buyer, but the process had taken several strange twists. As a result Shelly was practically homeless. She put all her furniture into storage and moved her family into their travel trailer waiting for her house to close. That was two months ago. Theyre over the travel trailer, but they need the house to sell to get the funds for a new place. Using the Rich Dreams Success System she wrote the following parameters for her new home. My new home is a two story house. It is in a good neighborhood. It is made of Austin stone. There is a separate guest house for my son. (Hes 15. ) It has a beautiful view. It is secluded. It has lots of windows. My new home has the proper energy for me to finish my novel. It is easily paid for. My house finds me. I write many books in my house. OK, now heres the part that may shock you to your core. Four days after she wrote that list Shelly moved into that exact home. WOW! Four days. And listen to this t literally found her! Without Shellys knowledge a friend was talking to another friend who said, Oh, I wonder if Shelly would move into my spare house. Id feel much better if somebody was in it. It is a secluded, two-story house in an upscale neighborhood, with a magnificent view, Austin stone, and one whole wall made entirely of glass. In back is a servants quarters for her son and now for the kicker I couldnt believe this one. The owner is a woman author who wrote two very successful books in that house. So Shelly will certainly have the right energy for writing books. Plus are you ready for this not only is the house furnished, it does not cost her one red cent. It is totally FREE. Shelly didnt need money. All she had to do was ask and be willing to receive. What do you want? Use this system and you can have everything you want. Good Luck and Great Adventures Lesson 3 Vacations Are Worth Their Weight In Gold Vacations can be more than a needed break. They can be a great tool for increasing your wealth. When you detach or let go of your day to day problems it gives the Universe a change to make things happen in your life. You dont have to do it all. Not in this system. In the Rich Dreams Success System we ask and the Universe provides. Delivery is included. But the big trick is letting go, which is why vacations are so incredibly valuable. They are, that is, if you really, truly let go. Vacation time can, of course, be anything but fun. Have you ever waited so long and planned so hard and then lost your luggage or your wallet? So many TV commercials remind us of how terrible it would be to lose something valuable. We spend so much effort and time trying to make the trip perfect that it can never measure up. The family reunion that finally makes us all the perfect family never happens. The Great Getaway that changes our lives forever is mostly fiction. The idea is to enjoy what you do have regardless of the imperfections. I just returned from two weeks away and I can attest to almost falling into those pitfalls. Throughout my time with old friends and family I stayed focused each day. I let God take care of all the details. The real vacation is in the detachment. Each time I started on a new leg of my journey, I took the time to write down particulars about the flight, my luggage, rental car, the works. Then I detached and remembered to breathe a lot. I had a wonderful time for the most part because I didnt muck it up with unreasonable or unrealistic expectations. To recreate and vacate (leave) truly means that we need to let go of all the control and truly rest. I think vacation time is designed to help us perfect our ability to detach. Fun, rest and relaxation is an essential part of getting everything you want in life. So dont wait for a vacation to do it. Enjoy every day as much as you can. Dont wait for that once a year time to recharge and renew. Take some special time for yourself and your family today. Let the Universe take control of your life. Taking real vacations assures that you live everyday rich beyond your wildest dreams. Good Luck and Great Adventures Lesson 4 Anytime Spring Cleaning There is one powerful principle which you can use to speed your success along. It is the Vacuum principle which simply stated says that nature hates a vacuum. That means all you have to do to bring more good into your life is to clear out that which is no longer useful to you. Or as we think of it Making Room for Your Good. Rich Dreamers write lists all the time. Have you noticed hat some of the things you have asked for are a little slow in showing up? This may be due to a number of various factors like blocking your good, chemicalization or divine timing. It may however be something very simple. Something a little getting rid of the cobwebs can fix. If you dont have room for your good, you need to do some Spring Cleaning. Time to Clean Up and Clear Out! Try cleaning out your personal spaces closets,   cabinets, desks, drawers, garage, basement and gardens. Get rid of old or never worn clothes, household items, toys. If you havent used something or worn it in a while, let it go. You dont need it anymore. At work throw out or store old files and half-finished projects. Doing this activity not only makes you feel fresh and revived, it helps you discover new things that you want. So often we continue to keep things that have lost their usefulness out of habit or a false sense of comfort. The wonder of this is the creation of a vacuum. Nature and the Universe hates a vacuum so now there is room for the new, fresh things that you have requested to rush into your life. Remember that when you do clean up you are digging around in old energies. So you may very well stir up old arguments or ill feelings. A warm shower washes all that far, far away. Are there people in your life that you may need to let go? Could there be friends and acquaintances that you have held on to that you suspect are not for your highest good? We have all experienced this and while it can be painful we usually see the truth of our decisions   in time. We need to be surrounded with positive, affirming like minded people who encourage the changes and progress we are making. Release the negative, destructive ones so you can spend less of your energy trying to make those people fit into your new life and attitude. Activities need to be reexamined too. Do you still feel energized by the way you spend your free time? Are you refreshed by your diversions? Maybe you need to write down some new ideas for fun and relaxation. Remember the last lesson about vacations. We all need and deserve it! While you are cleaning and clearing remember your computer. If youre like me there are hundreds of   old emails and messages that need to go. Make room for new information and words of encouragement. By doing these simple things you will feel lighter and ready for all the Good that the Universe has to offer. Lesson 5 Divine Timing It doesnt matter what you want, you can have it. A new car, a home in the country, a slim trim and healthy body it can all be yours for the asking. The only thing is that you dont get control over when you get it. Thats up to the Universe. Lets assume youve diligently written down your requests. Youve seen them in your life and then you detached, but you dont get everything immediately. So why dont you get everything you asked for NOW! You want it yesterday, right? What is the hold up! The hold up is youre probably not ready. Id like to share a very personal story about this process. I have been challenged with weight problems since our last child was born, about twenty-two years ago. When we began to write the book, Im Rich Beyond My Wildest Dreams. I am. I am. I am. we were in a good weight loss cycle. Tom even mentions that we were lighter and healthier than ever. But as so many other times in my life, I was not able to sustain that program and over the next five years I lost and gained close to one hundred pounds. I felt like I was asking for this to happen in my life the right way. Im slim and trim and healthy. I am I am I am is a song I sang regularly. I was following all the rules of enthusiasm and detachment and still the permanent weight loss alluded me. I never quit desiring this change in my life, but no matter what I did or how hard I tried, no weight loss plan worked for very long. I was embarrassed and frustrated. We were supposed to be examples of success and I felt more like a failure. Like I was doing something wrong. About a year ago I finally let this feeling go and decided I would be happy with who I am. I remember the day, vividly. It was my first day home after emergency surgery, September 11, 2001. Two wake up calls were enough for me. I was happy to be alive and I let go. Of course, once I detached the Universe could go to work. Divine Timing must have kicked in. One morning about six months later I awoke and instinctively knew that this time would be different. The energy for true and lasting weight loss was finally there. Over the course of a few weeks my support system was built. I met the people I was meant to meet and I found a system for me. The Universe provided everything that I need to succeed. The system is, pardon the expression, a cake walk. I have more energy than ever before. I approach exercise as a joy for the very first time in my memory and everyone is seeing less of me when we meet. Much less of me. The message that I want you to take from my example is this Never give up on your desire, but do give up planning for it to happen on your schedule. Detach and let Diving Timing take over. We know that we have to grow and change and become the person that can handle the desires we seek. Trust the Universe to know the correct time for that to happen. Live your dreams every day. And watch for the first Bonus Lesson 6 coming tomorrow. Call: +234(0)7038710161 Bello John

Vitals Signs †Nursing Essay Sample free essay sample

What are Critical Signs?†¢Temperature†¢Pulse†¢Respirations†¢Blood Pressure†¢Pain ( considered the fifth critical mark )When to mensurate critical marks?†¢On admittance to wellness attention installation†¢In a infirmary on regular hosp agenda or as MD ordered ( q8hours. q4 hours. etc ) †¢Before and after processs ( surgery. invasive diagnostic processs ) †¢Before. during. and after blood transfusions †¢When patient’s general status alterations ( nursing judgement ) GUIDELINES FOR ASSESSMENT†¢Taken by nurse giving attention†¢Equipment should be in good status†¢Know baseline VS and normal scope for platinum and age group†¢Know pt’s medical history†¢Minimize environmental factors GUIDELINES CONTINUED†¢Be organized in attack†¢Increase frequence of VS as status worsens†¢Compare VS readings with the whole image†¢Record accurately†¢Describe any unnatural VSVS MUST BE ACCURATE†¢Both measurement and recording†¢VS vary harmonizing to pt’s illness/condition†¢Compare consequences with pt’s normal†¢Results are used to find interventions. medicines. diagnostic work. etc REPORTING ABNORMAL VS†¢WHEN—grossly unnatural. return to normal. celebrated alteration for that platinum †¢WHY—indicates change in metamorphosis or physiological map within the organic structure †¢WHO—student studies to instructor. so TL. RN. Dr ( follow concatenation of bid ) †¢HOW—orally to allow individual. so papers on chart Body Temperature †¢Difference between heat produced by organic structure procedures and the heat lost to the external environment †¢Range 96. 8 – 100. 4 F ( 36 – 38 degree C )†¢Average for healthy immature grownups 98. 6F or 37degrees Degree centigrades†¢No individual temp is normal for all peopleHEAT IS PRODUCED BY:†¢Metabolism†¢Increased musculus activity†¢Vasoconstriction†¢External beginningsHEAT IS LOST BY:†¢Vasodilation†¢Convection†¢Radiation†¢Conduction†¢Evaporization TEMP or FEVER?†¢TEMPERATURE—the measuring of heat in the organic structure†¢FEVER—the measuring of heat in the organic structure that is above normal for the single TYPES OF THERMOMETERSReading A ThermometerNormal Range Throughout Life Cycle†¢Adults- 96. 8- 100. 4 degree F†¢Adult Avg 98. 6 F Oral†¢Adult Avg 99. 5 F Rectal†¢Adult Avg 97. 7 F Ax†¢Newborn scope – 95. 9- 99. 5F†¢Infants and kids – same as grownups†¢Elderly – Avg 96. 8F Frequently used footings:†¢Pyrexia or febrility†¢Febrile†¢Hyperthermia†¢Hypothermia†¢Afebrile FEVER—A DEFENSE MECHANISM†¢Indicator of disease in organic structure†¢Pathogens release toxins†¢Toxins affect hypothalamus†¢Temperature is increased†¢Rest lessenings metamorphosis and heat production by the organic structure PATTERNS OF FEVER†¢SUSTAINED- remains above normal with small alteration†¢RELAPSING – periods of feverish episodes interspersed with acceptable temp values †¢INTERMITTENT—varies from normal to above normal to below normal ( may hold a reasonably predictable form ) †¢REMITTENT—fever spikes and falls w/o a return to normal temp values Factors Affecting Body Temp †¢Age ( newborn- temp control mechanism immature. elderly- sensitive to temp alterations ) †¢Exercise†¢Hormonal degree†¢Circadian beat ( temp usually changes 0. 9 to 1. 8 degree F /24hr Lowest 1-4AM Max-6PM ) †¢Stress†¢EnvironmentOral TEMPERATURE†¢Accessible†¢Dependable†¢Accurate†¢Convenient RECTAL TEMPERATURE†¢Most dependable†¢MUST clasp thermometer in topographic pointAXILLARY TEMPERATURE†¢Safe†¢Non-invasive†¢Least accurateTYMPANIC TEMPERATURE†¢Non-invasive†¢Safe†¢Accurate†¢Disadvantages–Excessive earwaxs–Improper technique AXILLARY TEMPERATUREIMPORTANT Points†¢AXILLA MUST HAVE ADEQUATE TISSUE A ; BE FREE OF PERSPIRATION †¢Not good method for individuals with elevated temp†¢Used when can non acquire unwritten or tympanic†¢Leave in topographic point 10 proceedingssORAL TEMPERATURES†¢Wait 15-30 proceedingss after eating. imbibing. masticating gum or smoke †¢If oral cavity breather-do non take orally†¢Leave in topographic point 2 – 4 proceedingss with glass thermometer TYMPANIC TEMPERATURES†¢Oral A ; tympanic readings will be same/ similar†¢Must direct investigation toward TM ( tympanum )†¢Follow instructions†¢Keep plugged in and on courser when non in usage†¢Usually preferred method†¢Adults –pull pinnule of ear up A ; back†¢Children under 3y/o-pull pinnule of ear down A ; back RECTAL TEMPERATURES†¢MOST accurate†¢MUST clasp thermometer in topographic point†¢Very high temp†¢Unconscious†¢Do non take rectal temp on clients with bosom conditions†¢Leave in topographic point 2-3 min with glass thermometer†¢Lubricate thermometer†¢DO Not take manus from thermometer while rectal in advancement

Compound Words in Technological Contexts

Compound Words in Technological Contexts Compound Words in Technological Contexts Compound Words in Technological Contexts By Mark Nichol â€Å"Cell phone,† or cellphone? â€Å"Home page,† or homepage? â€Å"Touch screen,† or touchscreen? Should such compounds be open, or closed? We see them both ways, so it’s difficult to know how to treat them unless you use one simple test: Choose the form based on the context. The natural progression for styling compound words is open to closed, often (but not always) with a hyphenated form as an interim phase. No ruling body authorizes the transformation, and no pattern or logic regarding the time frame applies from one compound to another. Some compounds stubbornly resist closing (â€Å"real estate†) or cling to their hyphens (mind-set), but closure is almost invariably inevitable. Thus, for example, â€Å"sea water† at some arbitrary point transformed into seawater, with a transitional period in which both forms were commonly used, followed by preponderant use of the new form (though the old form nearly always persists to some extent). Technological terms are a special case, for various reasons, including that they are coined by technologically minded people, who are not necessarily concerned about adherence to grammatical norms, and that, in the case of programming vocabulary, the practical issue of having a single string of characters to enter into a program is integral. Therefore, compounds referring to technological devices and procedures are likely to begin life as closed compounds or to be adopted in technological contexts in closed form. And that’s the key to knowing how to treat them: In general-purpose publications, you’ll likely see â€Å"file name† and â€Å"screen saver† and â€Å"voice mail,† whereas in high-tech periodicals and on high-tech websites, you’ll probably find filename and screensaver and voicemail. (There are exceptions of course; note that on this site, I have reluctantly adopted website in place of â€Å"Web site,† and I have always preferred email to e-mail.) Consider your audience, and style technological terms as appropriate. And when in doubt, depending on the context in which you are writing or editing, consult mainstream or specialized publications for models. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesPeace of Mind and A Piece of One's Mind45 Idioms with "Roll"

Cadbury Schweppes plc

Cadbury Schweppes plc Introduction Cadbury Schweppes plc is a confectionery and non-alcoholic beverage company. The Company’s products include brands, such as such as Cadbury, Schweppes, Halls, Trident, Dr Pepper, Snapple, Trebor, Dentyne, Bubblicious and Bassett. Cadbury Schweppes operates in five segments: Britain, Ireland, Middle East and Africa (BIMA), Europe, Americas Confectionery, Asia Pacific and Americas Beverages. Americas Confectionery, BIMA and Europe produce and distribute confectionery products in their respective geographical markets. (Google Finance, 2008). The Asia Pacific segment produces and distributes confectionery and beverages products in the Asia Pacific region. Americas Beverages market, produce and distribute branded soft drinks in North America. During the year ended December 31, 2007, the Company acquired confectionery businesses in Romania (Kandia-Excelent), Japan (Sansei Foods) and Turkey (Intergum). (Google Finance, 2008) Rio Tinto plc and Rio Tinto Limited operate a s one business organization (Rio Tinto). Rio Tinto is an international mining company. The Company’s business is finding, mining and processing mineral resources. (Google Finance, 2008). Its major products are aluminum, copper, diamonds, coal, uranium, gold, industrial minerals (borax, titanium dioxide, salt, talc), and iron ore. Businesses include open pit and underground mines, mills, refineries and smelters, as well as a number of research and service facilities. On October 23, 2007, Rio Tinto acquired Alcan Inc. (Google Finance, 2008) Both companies have operations that span across national boundaries, as well as long term liabilities. This indicates that they face both exchange rate and interest rate risks. This paper is aimed at looking at the different exchange rate and interest rate risks that these companies face, the risk management policies, the instruments used in hedging these risks and the implications of these risk and risk management strategies to investors. H aving said this, the paper will now go on to discuss the different types of risks. Currency Risk Currency exposure refers to the risk of financial loss that a company suffers as a result of changes or fluctuations in interest rates. The financial loss may come as a result of changes in the value of cash flows or as a result of changes in the recorded value of assets and liabilities of the company. There are three main types of exposure that a company may face. These include (Shapiro, 2003): Translation exposure; Transaction exposure; and Economic Exposure. Translation exposure is the exposure a firm faces because of its assets and liabilities that are denominated in foreign currency. It is the exposure that is basically faced by multinational companies that have subsidiaries in many other countries. Translation exposure has no major effect on value of the firm because it affects only balance sheet and income statement items that are denominated in a foreign currency. Transac tion exposure is the exposure a firm faces as a result of its contractual obligations that are denominated in a foreign currency. It represents the exposure a company faces as a result of its contractual obligations that have already been booked but that would be settled at a future date (Shapiro, 2003). These include for example, repayment of loans denominated in overseas currencies, purchases from overseas companies and dividends

Why should the school day be extened Research Paper

Why should the school day be extened - Research Paper Example The report suggested that the American education system needed an improvement of time, content and expectations, in order to be effective. Different States had different opinions regarding the issue of extending the school day, with some opposing it and some supporting it (Aronson, Simmerman, & Carols, 1998). Currently, numerous research studies keep showing that America is not a world leader in educating children. Numerous reports also support these claims by showing where the country has failed. Over the decades, there has been insignificant improvement shown by the National Assessment of Education Progress. The success disparity between the white and black children is getting wider, as SAT scores keep getting worse. All these factors are majorly attributed to the fact that school days are not as long as required. This paper will discuss why the school day should be extended, giving the advantages of making such a move. The school day should be extended, so that school going childr en can be adequately prepared for the tough world of work that they will face after leaving school. According to Chmelynski (2006), the classroom can be used to make the modern work place more relevant by asssuring employers that school leavers are adequately prepared to deal with difficult work situations. ... These students are the same ones who will become workers once they leave school. If they are expected to work long hours, they need to be prepared for that from an early age, while still in school (Silva, 2007). Recently, United States President, Barrack Obama, was quoted as saying that spending more time in school could help students of this generation to compete effectively with their international peers. The President proposed that this could be achieved by extending the duration of time that American children spend in class, or lessening the amount of time spent on summer vacations. Such a move, according to the American President, would effectively prepare them for the economy of the 21st century. The short amount of time spent by American children in class puts the country at an economic disadvantage compared to other countries with longer school days. According to Silva (2007), American children were found to spend very little time in school, compared to all other regions of t he world. Japan is the country whose children spend the most number of days in school, in a year. They spend up to 243 days a year, as opposed to American children who only spend an average of 180 days a year in school. This makes the American children incapable of effectively competing with students from other countries. For this reason, the school day should be extended (Aronson, Simmerman, & Carols, 1998). With extended school days, administrators have the ability to ensure that the children are given a well-rounded education. This is in the sense that, today, as a result of short school days, many schools continually sacrifice important aspects of education such as physical education, arts and social studies,

Impact of WorkLife Balance on Job Stress Essay Example | Topics and Well Written Essays - 3000 words

Impact of WorkLife Balance on Job Stress - Essay Example Maclnnes, 1987 and Pollert, 1988 says that flexibility is only one managerial concern and it cannot be abstracted from its other areas of goal and interest. Core and peripheral framework of work division allows company to use the part-time labour and increase its functional flexibility. The overall conclusion from the survey of Saudi Aramco is that they haven’t explicitly and comprehensively reorganized their work force on a flexible basis. Consistent with argument developed in Godard (1991), these considerations vary in accordance with three sets of structural variables: size, technology and market conditions. Flexible model looks more appropriate for large corporations instead of small organisations as their employee consciousness is generally more problematic because of alienating effects of size. Second flexible practices is more appropriate in capital intensive corporations because they have uncertain and complex technologies requiring high levels of formal and informal training. They also employ advance process production technique. Also flexible practices are more likely to affect the firms producing essential goods and services with a high degree of capital and they are operating in concentrated markets. As Godard concluded that to argue that size, technology and market conditions determine the extent to which it is rational for management to adopt flexible practices is not to suggest that they rigidly determine variation in these practices. It left to suggest, however, that failure to adopt the flexibility paradigm and not reflect mistaken strategic choices as much as it does cost-benefit considerations consistent with the rational pursuit of profit: considerations which vary in accordance with structural variables. ... Though there are undoubtedly limits to managerial rationality, it is a mistake to think that these considerations are not at the core of managerial decision processes or that they do not become reflected in the extent to which flexible practices are adopted. Therefore, strategic choices are of less importance that structural variables, it may be that they serve as rationalizations. Still they don't serve as determinants. There are further researches required in understanding the processes underlying the formation of management policies and practices in deep intensive ways. Further study will also benefit including an extended set of new and structural variables. Presently it looks that flexible firm model can be generalized across countries and occupations, but they cannot be used as long term setting before any firm can set it as usual practice. The criterion of fairness applies through acceptability of the contract defined in terms of offers and expectations. The theoretical concept was supported by empirical investigation. The psychological contract is a hypothetical contract. Rawls, 1971 suggested that hypothetical contract can be accepted as psychological contract only if it is assessed as fair. Psychological contract consists of offers and expectations which cannot be measured in terms of promises and obligations for both parties involved in contract. This terminology is considered in accordance with legal contract definitions (cf. Applebey, 2001; Atiyah, 1989; Bucher, 2003; Knapp & Chrystal, 1987; Lando & Beale, 1999), which is contract without agreement from both sides and doesn't produce obligations. It depends on employment relationship and their track record for success. The empirical studies

Poseidon Essay Example for Free

Poseidon Essay God of the sea, protector of all waters. Poseidon is the brother of Zeus. After the overthrow of their Father Cronus he drew lots with Zeus and Hades, another brother, for shares of the world. His prize was to become lord of the sea. He was widely worshiped by seamen. He married Amphitrite, a granddaughter of the Titan Oceanus.At one point he desired Demeter. To put him off Demeter asked him to make the most beautiful animal that the world had ever seen. So to impress her Poseidon created the first horse. In some accounts his first attempts were unsuccessful and created a variety of other animals in his quest. By the time the horse was created his passion for Demeter had cooled. His weapon is a trident, which can shake the earth, and shatter any object. He is second only to Zeus in power amongst the gods. He has a difficult quarrelsome personality. He was greedy. He had a series of disputes with other gods when he tried to take over their cities. Poseidon was the second son of Cronus and Rhea. In most accounts he is swallowed by Cronus at birth but later saved, with his other brothers and sisters, by Zeus. However in some versions of the story, he, like his brother Zeus, did not share the fate of his other brother and sisters who were eaten by Cronus. He was saved by his mother Rhea, who concealed him among a flock of lambs and pretended to have given birth to a colt, which she gave to Cronus to devour.[3] According to John Tzetzes[23] the kourotrophos, or nurse of Poseidon was Arne, who denied knowing where he was, when Cronus came searching; according to Diodorus Siculus[24] Poseidon was raised by the Telchines on Rhodes, just as Zeus was raised by the Korybantes on Crete. According to a single reference in the Iliad, when the world was divided by lot in three, Zeus received the sky, Hades the underworld and Poseidon the sea. In the Odyssey (v.398), Poseidon has a home in Aegae. The foundation of Athens Athena became the patron goddess of the city of Athens after a competition  with Poseidon. Yet Poseidon remained a numinous presence on the Acropolis in the form of his surrogate, Erechtheus.[2] At the dissolution festival at the end of the year in the Athenian calendar, the Skira, the priests of Athena and the priest of Poseidon would process under canopies to Eleusis.[25] They agreed that each would give the Athenians one gift and the Athenians would choose whichever gift they preferred. Poseidon struck the ground with his trident and a spring sprang up; the water was salty and not very useful,[26] whereas Athena offered them an olive tree. Temple of Poseidon at Cape Sounion, ca 440 BC The Athenians or their king, Cecrops, accepted the olive tree and along with it Athena as their patron, for the olive tree brought wood, oil and food. After the fight, infuriated at his loss, Poseidon sent a monstrous flood to the Attic Plain, to punish the Athenians for not choosing him. The depression made by Poseidons trident and filled with salt water was surrounded by the northern hall of the Erechtheum, remaining open to the air. In cult, Poseidon was identified with Erechtheus, Walter Burkert noted; the myth turns this into a temporal-causal sequence: in his anger at losing, Poseidon led his son Eumolpus against Athens and killed Erectheus.[27] The contest of Athena and Poseidon was the subject of the reliefs on the western pediment of the Parthenon, the first sight that greeted the arriving visitor. This myth is construed by Robert Graves and others as reflecting a clash between the inhabitants during Mycenaean times and newer immigrants. It is interesting to note that Athens at its height was a significant sea power, at one point defeating the Persian fleet at Salamis Island in a sea battle. The walls of Troy Poseidon and Apollo, having offended Zeus by their rebellion in Heras scheme, were temporarily stripped of their divine authority and sent to serve King Laomedon of Troy. He had them build huge walls around the city and promised to reward them well, a promise he then refused to fulfill. In  vengeance, before the Trojan War, Poseidon sent a sea monster to attack Troy. The monster was later killed by Heracles. Consorts and children Poseidon on an Attic kalyx krater (detail), first half of the 5th century BC. Poseidon was said to have had many lovers of both sexes (see expandable list below). His consort was Amphitrite, a nymph and ancient sea-goddess, daughter of Nereus and Doris. Poseidon was the father of many heroes. He is thought to have fathered the famed Theseus. A mortal woman named Tyro was married to Cretheus (with whom she had one son, Aeson) but loved Enipeus, a river god. She pursued Enipeus, who refused her advances. One day, Poseidon, filled with lust for Tyro, disguised himself as Enipeus, and from their union were born the heroes Pelias and Neleus, twin boys. Poseidon also had an affair with Alope, his granddaughter through Cercyon, his son and King of Eleusis, begetting the Attic hero Hippothoon. Cercyon had his daughter buried alive but Poseidon turned her into the spring, Alope, near Eleusis. Poseidon rescued Amymone from a lecherous satyr and then fathered a child, Nauplius, by her. After having raped Caeneus, Poseidon fulfilled her request and changed her into a male warrior. A mortal woman named Cleito once lived on an isolated island; Poseidon fell in love with the human mortal and created a dwelling sanctuary at the top of a hill near the middle of the island and surrounded the dwelling with rings of water and land to protect her. She gave birth to five sets of twin boys(the firstborn who being named Atlas) became the first rulers of Atlantis.[28][5][6][7] Not all of Poseidons children were human. In an archaic myth, Poseidon once pursued Demeter. She spurned his advances, turning herself into a mare so that she could hide in a herd of horses; he saw through the deception and became a stallion and captured her. Their child was a horse, Arion, which was capable of human speech. Poseidon also had sexual intercourse with Medusa on the floor of a temple to Athena.[29] Medusa was then changed into a monster by Athena. When she was later beheaded by the hero Perseus, Chrysaor and Pegasus emerged from her neck. There is also Triton (the merman), Polyphemus (the cyclops) and, finally, Alebion and Bergion and Otos and Ephialtae (the giants).[29]

Hitlers Rise To Power :: essays research papers

How Hitler got into Power At the end of the war Germany underwent a rapid political restructuring. Following this transition from authoritarian monarchy to democratic republic, Weimar Germany immediately began to display weaknesses that it would ultimately never fix. Germany had to create a government that the Allies would be prepared to negotiate with, so Hindenburg ordered a government which had the support of the Reichstag. When Kaiser William II fled the country, Germany could still have remained a monarchy, as William's son was eligible for the throne. The Weimar Republic was not based on strong public convictions, which must, in part, explain its weakness. There were many flaws in thew Weimar Republic. Weimar had great problems gaining acceptance throughout Germany, too. The terribly harsh conditions of the Treaty of Versailles angered Germans, especially the military everywhere and many directed their resentment at the Weimar government who signed the Treaty. Defeat in a large-scale war always signals the beginning of a difficult period for a nation. Following World War I, Germany was virtually crushed by the harsh demands of the Treaty of Versailles. The German economy was weighed down heavily by the enormous reparations bill. Weimar governments struggled to meet the huge reparations payments and their failure to do so was the basis of further problems. One such event was the additional humiliation of the French and Belgian occupation of the Ruhr in 1923. The French took control of the coal mines and factories of the region, so the workers, following a policy of passive resistance, went on strike. The French employed their own men to work the area, whilst the German government committed to paying the wages of the striking workers. This was a very expensive exercise and, on top of that, Germany lost profits from industry in the Ruhr and actually had to spend money importing coal. These massive drains on the German economy caused inflation to soar to incredible levels, paralleling the dramatic drops in the value of the reichsmark. It is true that the Reichsbank printed more and more money to the point where over 44 trillion marks was in circulation. Some historians argue that the Weimar government did this deliberately, to devalue their currency, making it cheaper to pay reparations. The downside of this was that middle and working class Germans lost their savings and the value of their wages. For instance in November 1923, the cost of a loaf of bread in Berlin was about 201 billion marks!

Family Identity Essay

A person’s identity is often considered a trait that someone is born with, similar to physical traits such as eye color or face shape. In actuality, identity is not something that can be determined by a particular strand of DNA, rather it is something that must be formed throughout a lifetime. Thus, at birth, one’s identity is a blank canvas, ready to absorb knowledge from its immediate surroundings, more particularly family, as it is the first thing a fresh identity is exposed to. As evidenced by Grapes of Wrath, Abraham Lincoln, and The Great Gatsby, one’s identity is primarily determined by his or her family. In Grapes of Wrath, the Joad’s identify themselves with their land, as farming is their only livelihood. Without land to farm, the Joads’s way of life is entirely uprooted; thus, they are forced to change their identities in order to survive. However, this identification with the land is not something each Joad is born with; rather, it is a relationship that is primarily influenced by family. Initially, Ruthie and Winifield, both still young children, do not understand the emotional impact of the Dustbowl on their family. However, as they watch their father, they begin to understand that his land is what makes him who he is, and without it, he is lost. At this point, Ruthie and Winifield’s new identities are starting to take shape as they, too, learn to love the land. Abraham Lincoln, a former president of the United States, grew up in a small cabin to a poor family. He was able to attend school as a young boy; however, the educational system of his rural town in Kentucky put him at a disadvantage to many other politicians he competed against. When Lincoln’s mother passed, he was left to be raised by only his father, whom he gradually became estranged from. However, these disadvantages that Lincoln faced made him the self-motivated and ambitious man he soon became. Had he been raised in a well-to-do family by attentive and loving parents, he would not have been nearly as driven and hardworking, as everything would have been spoon-fed to him. Thus, Lincoln’s family life was the one thing ultimately determined the man he was to become. Lincoln’s absentee father and poor economic situation gave him the will and ambition that allowed him o do great things in the world. In The Great Gatsby, in contrast to Abraham Lincoln, Daisy was born into an extremely wealthy family. In such a family, Daisy hardly ever had the need to lift a finger, as everything was done for her. In addition, this wealth made Daisy a very desirable young woman; thus, Daisy did not often have to work to gain anyone’s approval. Had she been raised in poor family, similar to Abraham Lincoln, Daisy would have been forced to sink or swim on her own, giving her more ambition to succeed. However, due to Daisy’s family life, she grew accustomed to a pampered life lifestyle in which everything was simply handed to her, making her the self-obsessed, materialistic, and lazy person she became. As evidenced by Grapes of Wrath, Abraham Lincoln, and The Great Gatsby, family is what primarily determines someone’s identity. Thus, identity is not some gene-determined trait that is formed prior to birth. It is something that takes shape in the early stages of one’s life, forming accordingly to his or her environment.

Issues in Education-Student Wellbeing Essay

When looking at the work done in schools around the promotion of wellbeing, there are many different state and national frameworks that inform school-based practices. I have chosen to discuss the Framework for Student Support Services in Victorian Government Schools (Department of Education 1998) pictured below. This framework outlines four major principles or levels of activity, grouped together with the ‘resilient student’ at its centre. The major principles are primary prevention, which is presented in the framework as the largest of the four principles and therefore indicates that it should be given the most attention, followed by early intervention, intervention and postvention. I’d like to start by posing the question what is resilience and how can resilience be recognised in a student? Resilience can be defined as â€Å"the set of attributes that provide people with the strength and fortitude to confront the overwhelming obstacles they are bound to face in life†(Sagor, 1996, p.38). There are also certain characteristics and descriptors of resilience that have been recognised by teachers and described by Sagor (1996) as being the most â€Å"social, optimistic, energetic, co-operative, inquisitive, helpful, punctual and on-task† (p.38) students. So the aim for wellbeing in schools should be on trying to instil some of these qualities in its students as a preventative measure to give them the best chance at becoming a a resilient student and hopefully carrying that on into adulthood. Primary prevention is the largest area in the framework because it constitutes the broadest and most significant area of activity. The aim is to provide students with the skills and tools needed on the path to becoming a resilient student. This means raising awareness to what makes students vulnerable, developing targeted programs and strategies that help to reduce these vulnerabilities and increasing awareness the issues whilst providing different ways of coping and/or skills that may be useful when these events or adversities may arise. Primary prevention is not always the first choice in schools according to Richard Sagor, a Professor at Washington State University, he believes that teachers don’t always opt for prevention before intervention, especially long term teachers, they tend to see the problem/s as being with the individual students and not with the cohort of students or school as a whole. Sagor suggests that â€Å"we must recognise that it is politically easier to ‘stay the course’ and continue to offer ‘traditional’ mainstream education†¦rather than to re-make our secondary schools into more hospitable, inclusive and preventative organisations†(1992, p.19). I found these arguments to be similar to those that arise in Australian literature on this topic for example â€Å"the health sector has invested considerable resources towards the development of a ‘packaged curriculum’ and†¦.the evidence to date has been that school health education has little effect beyond the short term†(Glover & Butler 2004, p.300). The programmes we have in place seem to be missing the mark and not really achieving what they set out to do. The next principle in the framework is early intervention. This is the time to assess the risks and identify the needs of students in order to really target those at risk of ongoing social, emotional and/or physical harm. By giving students the tools to be able to identify, assess and manage their own risks, early intervention intends to catch a problem at it’s beginnings and intervene before it gets any worse. This principle does promote student wellbeing and is probably one of the most effective as it can be very targeted information for issues that have already been recognised as being a problem. Intervention involves providing effective management and support to students in crisis, this includes ensuring access to appropriate counselling, care and treatment services and is also concerned with providing the skills for professionals who are dealing with students at their crisis point. Yes this principle still has it’s place in the promotion of student wellbeing, but it is already a bit late for the students, the key is to get in before the issues arise. Postvention is basically how the situation is handled beyond the crisis or event. It is the provision of ongoing support or counselling where necessary, monitoring the recovery process and evaluating the situation. After this crisis has passed and wellbeing is restored, a plan can be implemented or introduced into the prevention stage to increase awareness of the issue and hopefully prevent this happening for others in future or give them the tools to be able to cope with a challenging situation. I think this principle is very important and plays an evaluative role in providing wellbeing for present and future students. The principles in the Victorian Framework for Student Support Services of 1998 are collectively designed to provide comprehensive support for the promotion of the wellbeing of students in schools all over Australia and are also being increasingly encouraged on an international scale. The key to moving forward is prevention, like anything if we can prevent a problem before it begins and/or provide the skills and the know how to deal with a crisis before it arises then everybody is much better off. Students, teachers, parents and the wider community would be stronger and better equipped to face the challenges of everyday life. Our work as classroom teachers contributes in many ways to the promotion of young people’s wellbeing. It is no secret that high school students spend the majority of their teenage years in schools where they are supervised by teachers. Whether it be in classroom, out in the playground, out and about on excursions and even at the bus stop. Teachers are very influential figures in a young persons life, so it will come as no surprise that the work a classroom teachers does can contribute to the promotion of young people’s well being. Wellbeing can be defined as, â€Å"a state of positive psychological functioning that allows students to thrive, flourish and learn. Wellbeing refers to a state of positive emotional and social functioning that we would wish to nurture in all our students. The term wellbeing has been used to refer not only to a person’s subjective experience of ‘feeling good’ about themselves and their relationships with others but also to their sense of meaning, purpose and growth†(Goh, 2013). Wellbeing is a very broad term which is difficult to define. This definition from Goh (2013) stood out to me because it mentioned the fact that promoting the wellbeing of students allows them to ‘thrive, flourish and learn’, this is the important objective for schools and teachers to remember. Norris (2003) argues that â€Å"Children learn best in an environment that is safe, nurturing, and affirming†(p.318) which I think is the aim for all classroom teachers. Teachers can use a range of teaching strategies to enhance the resilience and overall wellbeing of their students. An example of a strategy for teaching resilience in America is the ABC’s of resilience. Renee Jain (2013) speaks about the difference between two people and what makes one person resilient and another person not. The A stands for adversity, this is the problem being faced. The C stands for the consequence or the reaction to the adversity and the thing that makes two people end up with different consequences is the B which stands for beliefs(about the situation). A resilient person is armed with the beliefs and the tools to pick themselves up and move forward. Those without resilience will be consumed by the adversity and struggle to get back up (Jain, 2013). By making students and teachers aware of this connection it is easier to understand why we need to be taught the qualities of a resilient person in order to maintain wellbeing. Many efforts are being made to spread the message of wellbeing for students through the use of programmes designed by non-government and some government organisations. The USA are world leaders in the sheer number of programmes and resources in the promotion of mental health, with thousands of programmes in operation with varying levels of success (Weare, 2010, p.27). The promotion of mental and wellbeing in Australia is also starting to thrive with programs such as Root of Empathy (2009) and Mind Matters(2009) at the forefront of the efforts to reach students with the message of wellbeing (Weare, 2010, p.28). In the UK â€Å"an increasing number of schools are engaged in what is effectively mental health work†¦working on a wide range of initiatives†¦two particular examples are Place 2 Be (2009), which supports councellors in schools and Pyramid Clubs (2009)† (Weare, 2010, p.28). I think the most prominent thing that stands out to me on an international scale is that everyone is trying to approach this from a whole school and even a whole community perspective, making it everyone’s business. I do think that this is how it should be and to be effective in promoting overall wellbeing of students it has to be a looked at as a holistic approach. By that same token, staff wellbeing is also a priority in promoting positive school environments. This means that it is important to look after yourself as a teacher, if the teacher is stressed, not focussed, and not looking after their own wellbeing then that will reflect onto the students wellbeing. In conclusion, teachers are very important role models and play such a pivotal role in a young persons life. Countries all over the world are now staring to really understand how much of an impact teachers and even schools as a whole can can make in the promotion of wellbeing in students. As long as the approach is holistic and targets students in the time of their lives when they need this information the most, we can quite possibly create a new generation of resilient young people. References: Glover, S & Butler, H 2004, ‘Facilitating health promotion within school communities’, in Moodie, R & Hulme, A (Eds.), Hands on health promotion, IP Communications, Melbourne, Vic, pp. 299-310. Sagor, R 1996, ‘Building Resiliency in Students’, Creating a Climate for Learning, Vol. 54 (1), Washington State University, Vancouver, pp.38-43. Sagor, R 1992, ‘Alternative programs for at-risk youth: wolves in sheep clothing’, Reaching Today’s Youth, Vol. 1 (2), Washington State University, Vancouver, pp.18-22. Goh, C 2013, ‘Student Wellbeing’, Student Wellbeing Action Partnership, University of Melbourne, Victoria, Accessed on 31/7/2013 from: http://web.education.unimelb.edu.au/swap/wellbeing/ Norris, J.A 2003, ‘Looking at Classroom Management Through a Social and Emotional Lens’, Theory into Practice, 3 (4), p.313-318. Jain, R 2013, Teaching Students the ABC’s of Resilience’, Social and Emotional Learning, The George Lucas Educational Foundation. Accessed on 31/7/13 from: http://www.edutopia.org/blog/teaching-the-abcs-of-resilience-renee-jain Weare, K 2010, Promotiing Mental Health Through Schools, In P.Agglton, C.Dennison & I.Warwick (Eds.), Promoting Health and Wellbeing Through Schools, London: Routelege, pp.24-42.

Union Order of Battle - Battle of Gettysburg

Union Order of Battle - Battle of Gettysburg Army of the Potomac Major General  George G. Meade General Staff and Headquarters Staff: Chief of Staff: Major General Daniel Butterfield (wounded) Assistant Adjutant General: Brigadier General Seth Williams Assistant Inspector General: Colonel Edmund Schriver Chief Quartermaster: Brigadier General Rufus Ingalls Commissaries and Subsistence: Colonel Henry F. Clarke Chief of Artillery: Brigadier General Henry J. Hunt Chief Ordnance Officer: Captain Daniel W. Flagler Chief Signal Officer: Captain Lemuel B. Norton Medical Director: Major Jonathan Letterman Chief of Engineers: Brigadier General Gouverneur K. Warren Bureau of Military Information: Colonel George H. Sharpe General Headquarters: Command of the Provost Marshal General: Brigadier General Marsena R. Patrick 93rd New York: Colonel John S. Crocker 8th United States (8 companies): Captain Edwin W. H. Read 2nd Pennsylvania Cavalry: Colonel R. Butler Price 6th Pennsylvania Cavalry (Companies EI): Captain James StarrRegular Cavalry (detachments from 1st, 2nd, 5th, 6th US Cavalry) Guards and Orderlies: Oneida (New York) Cavalry: Captain Daniel P. Mann Engineer Brigade: Brigadier General Henry W. Benham 15th New York (3 companies): Major Walter L. Cassin 50th New York: Colonel William H. Pettes US Battalion: Captain George H. Mendell I Corps Major General John Reynolds (killed) Major General Abner Doubleday Major General John Newton General Headquarters: 1st Maine Cavalry, Company L: Captain Constantine Taylor First Division - Major General James Wadsworth 1st Brigade - Brigadier General Solomon Meredith 19th Indiana: Colonel Samuel J. Williams (wounded), Lt. Colonel William W. Dudley (wounded), Major John M. Lindley (wounded) 24th Michigan: Colonel Henry A. Morrow (wounded), Lt. Colonel Mark Flanigan (wounded), Major Edwin B. Wight (wounded), Captain Albert M. Edwards 2nd Wisconsin: Colonel Lucius Fairchild (wounded/captured), Lt. Colonel George H. Stevens (mortally wounded), Major John Mansfield (wounded), Captain George H. Otis 6th Wisconsin: Lt. Colonel Rufus R. Dawes, Major John F. Hauser 7th Wisconsin: Colonel William W. Robinson, Lt. Colonel John B. Callis (wounded/captured), Major Mark Finnicum (wounded) 2nd Brigade - Brigadier General Lysander Cutler 7th Indiana: Colonel Ira G. Grover 76th New York: Major Andrew J. Grover (killed), Captain John E. Cook 84th New York  (14th Militia): Colonel  Edward B. Fowler 95th New York: Colonel George H. Biddle (wounded), Lt. Colonel James B. Post, Major Edward Pye 147th New York: Lt. Colonel Francis C. Miller (wounded), Major George Harney 56th Pennsylvania (9 companies): Colonel John W. Hofmann Second Division -  Brigadier General John C. Robinson 1st Brigade -  Brigadier General  Gabriel R. Paul  (wounded),   Colonel Samuel H. Leonard (wounded),  Colonel  Adrian R. Root  (wounded captured),  Colonel  Richard Coulter  (wounded), Colonel  Peter Lyle​16th Maine:  Colonel Charles W. Tilden (captured), Lt. Colonel Augustus B. Farnham 13th Massachusetts: Colonel Samuel H. Leonard, Lt. Colonel Nathaniel W. Batchelder, Major Jacob P. Gould 94th New York: Colonel Adrian R. Root, Major Samuel A. Moffett 104th New York: Colonel Gilbert G. Prey 107th Pennsylvania: Lt. Colonel James M. Thomson (wounded), Captain Emanuel D. Roath 2nd Brigade -  Brigadier General Henry Baxter 12th Massachusetts: Colonel  James L. Bates  (wounded), Lt. Colonel David Allen, Jr. 83rd New York (9th Militia): Lt. Colonel Joseph A. Moesch 97th New York: Colonel Charles Wheelock, Lt. Colonel John P. Spofford (captured), Major Charles Northrup 11th Pennsylvania:  Colone l Richard Coulter, Captain Benjamin F. Haines, Captain John B. Overmyer 88th Pennsylvania: Major Benezet F. Foust (wounded), Captain Henry Whiteside 90th Pennsylvania: Colonel Peter Lyle,  Major Alfred J. Sellers Third Division -  Major General Abner Doubleday, Brigadier General Thomas A. Rowley 1st Brigade -  Brigadier General Thomas Rowley, Colonel Chapman Biddle 80th New York (20th Militia): Colonel Theodore B. Gates 121st Pennsylvania: Colonel Chapman Biddle, Major  Alexander Biddle 142nd Pennsylvania: Colonel Robert P. Cummins (mortally wounded), Lt. Colonel Alfred B. McCalmont, Major Horatio N. Warren 151st Pennsylvania: Lt. Colonel  George F. McFarland  (wounded), Captain Walter L. Owens, Colonel Harrison Allen 2nd Brigade -  Colonel Roy Stone (wounded), Colonel Langhorne Wister (wounded), Colonel Edmund L. Dana 143rd Pennsylvania: Colonel Edmund L. Dana, Lt. Colonel John D. Musser (wounded) 149th Pennsylvania: Lt. Colonel Walton Dwight (wounded), Captain James Glenn 150th Pennsylvania: Colonel Langhorne Wister, Lt. Colonel  Henry S. Huidekoper  (wounded), Captain Cornelius C. Widdis Artillery Brigade -  Ã‚  Colonel Charles S. Wainwright Maine Light, 2nd Battery (B): Captain James A. Hall Maine Light, 5th Battery (E): Captain  Greenleaf T. Stevens  (wounded), Lieutenant Edward N. Whittier 1st New York Light, Batteries EL: Captain Gilbert H. Reynolds (wounded), Lieutenant George Breck 1st Pennsylvania Light, Battery B: Captain James H. Cooper 4th United States, Battery B: Lieutenant James Stewart (wounded), Lieutenant James Davison (wounded) II Corps Major General Winfield S. Hancock (wounded) Brigadier General John Gibbon (wounded) Brigadier General William Hayes General Headquarters: 6th New York Cavalry, Companies D and K: Captain Riley Johnson (Escort) 53rd Pennsylvania, Companies A, B and K: Major Octavus Bull (Provost Marshal 2nd Corps) First Division -  Brigadier General John C. Caldwell 1st Brigade -  Colonel Edward E. Cross (mortally wounded), Colonel H.Boyd McKeen 5th New Hampshire: Lt. Colonel Charles E. Hapgood, Major Richard E. Cross 61st New York: Lt. Colonel K. Oscar Broady 81st Pennsylvania: Colonel Henry Boyd McKeen, Lt. Colonel Amos Stroh 148th Pennsylvania: Colonel Henry Boyd McKeen,  Lt. Colonel Robert McFarlane, Major Robert H. Foster 2nd Brigade -  Colonel Patrick Kelly 28th Massachusetts: Colonel Richard Byrnes 63rd New York (2 companies): Lt. Colonel Richard C. Bentley (wounded), Captain Thomas Touhy 69th New York  (2 companies): Captain Richard Moroney (wounded), Lieutenant James J. Smith 88th New York (2 companies): Captain Denis F. Burke 116th Pennsylvania  (4 companies): Major St. Clair A. Mulholland 3rd Brigade -  Brigadier General  Samuel K. Zook  (mortally wounded),  Lt. Colonel Charles G. Freudenberg (wounded),  Colonel Richard P. Roberts (killed),  Lt. Colonel John Fraser 52nd New York: Lt. Colonel Charles G. Freudenberg (wounded), Major Edward Venuti (killed), Captain William Scherrer 57th New York: Lt. Colonel Alford B. Chapman 66th New York: Colonel Orlando H. Morris (wounded), Lt. Colonel John S. Hammell (wounded), Major Peter A. Nelson 140th Pennsylvania: Colonel Richard P. Roberts, Lt. Colonel John Fraser, Major Thomas Rodge 4th Brigade -  Colonel John R. Brooke (wounded) 27th Connecticut (2 companies): Lt. Colonel Henry C. Merwin (killed), Major James H. Coburn 2nd Delaware: Colonel William P. Bailey (wounded), Lt. Colonel David L. Stricker (wounded), Captain Charles H. Christman 64th New York: Colonel Daniel G. Bingham (wounded), Major Leman W. Bradley 53rd Pennsylvania: Lt. Colonel Richards McMichael 145th Pennsylvania  (7 companies): Colonel Hiram Loomis Brown (wounded), Captain John W. Reynolds (wounded), Captain Moses W. Oliver Second Division -  Brigadier General John Gibbon (wounded), Brigadier General William Harrow 1st Brigade -  Brigadier General William Harrow, Colonel Francis E. Heath 19th Maine: Colonel Francis E. Heath, Lt. Colonel Henry W. Cunningham 15th Massachusetts: Colonel George H. Ward  (mortally wounded), Lt. Colonel George C. Joslin, Major Isaac H. Hooper 1st Minnesota: Colonel William Colvill, Jr.  (wounded), Captain Nathan S. Messick (killed), Captain Henry C. Coates 82nd New York (2nd Militia): Lt. Colonel James Huston (mortally wounded), Captain John Darrow 2nd Brigade -  Brigadier General Alexander S. Webb (wounded) 69th Pennsylvania: Colonel Dennis OKane (mortally wounded), Lt. Colonel Martin Tschudy (killed), Major James M. Duffy (wounded), Captain William Davis 71st Pennsylvania: Colonel Richard P. Smith, Lt. Colonel Charles Kochersperger 72nd Pennsylvania: Colonel De Witt C. Baxter (wounded), Lt. Colonel Theodore Hesser, Major Samuel Roberts 106th Pennsylvania: Lt. Col onel William L. Curry, Major John H. Stover 3rd Brigade -  Colonel Norman J. Hall 19th Massachusetts: Colonel Arthur F. Devereux, Lt. Colonel Ansel D. Wass (wounded), MajorEdmund Rice (wounded) 20th Massachusetts: Colonel Paul J. Revere (mortally wounded), Lt. Colonel George N. Macy (wounded), Captain Henry L. Abbott 7th Michigan: Lt. Colonel Amos E. Steele (killed), Jr, Major Sylvanus W. Curtis 42nd New York: Colonel James E. Mallon 59th New York (4 companies): Lt.Colonel Max A. Thoman (mortally wounded), Captain William McFadden Unattached Massachusetts Sharpshooters, 1st Company: Captain William Plumer, Lieutenant Emerson L. Bicknell Third Division - Brigadier General Alexander Hays 1st Brigade - Colonel Samuel S. Carroll 14th Indiana: Colonel John Coons, Lt. Colonel Elijah H. C. Cavins, Maj or William Houghton 4th Ohio: Lt. Colonel Leonard W. Carpenter, Major Gordon A. Stewart 8th Ohio: Lt. Colonel Franklin Sawyer (wounded) 7th West Virginia: Lt. Colonel Jonathan H. Lockwood (wounded) 2nd Brigade - Colonel Thomas A. Smyth (wounded), Lt. Colonel Francis E. Pierce 14th Connecticut: Major Theodore G. Ellis 1st Delaware: Lt. Colonel Edward P. Harris, Captain Thomas B. Hizar, Lieutenant William Smith, Lieutenant John T. Dent 12th New Jersey: Major John T. Hill 10th New York (battalion): Major George F. Hopper 108th New York: Lt. Colonel Francis E. Pierce 3rd Brigade - Colonel George L. Willard (killed), Colonel Eliakim Sherrill, Lt. Colonel James M. Bull, Colonel Clinton D. MacDougall (wounded), Colonel Eliakim Sherrill (mortally wounded) 39th New York (4 companies): Major Hugo Hildebrandt 111th New York: Colonel Cl inton D. MacDougall, Lt.Colonel Isaac M. Lusk (wounded), Captain Aaron P. Seeley 125th New York: Lt. Colonel Levin Crandell 126th New York: Colonel Eliakim Sherrill, Lt. Colonel James M. Bull Artillery Brigade - Captain John G. Hazard 1st New York Light, Battery B: Captain James M. Rorty (killed), Lieutenant Albert S. Sheldon (wounded), Lieutenant Robert E. Rogers 1st Rhode Island Light, Battery A: Captain William A. Arnold 1st Rhode Island Light, Battery B: Lieutenant Thomas F. Brown (wounded), Lieutenantt William S. Perrin 1st United States, Battery I: Lieutenant George A. Woodruff (wounded), Lieutenant Tully McCrea 4th United States, Battery A: Lieutenant Alonzo H. Cushing (killed), Lieutenant Samuel Canby (wounded), Lieutenant Joseph S. Milne (killed), Sergeant Frederick Fà ¼ger III Corps Major General Daniel Sickles (wounded) Major General David B. Birney First Division - Major General David B. Birney, Brigadier General J.H. Hobart Ward (wounded) 1st Brigade - Brigadier General Charles K. Graham (wounded/captured), Colonel Andrew H. Tippin, Colonel Henry J. Madill 57th Pennsylvania (8 companies): Colonel Peter Sides (wounded), Major William B. Neeper (wounded/captured), Captain Alanson H. Nelson (wounded) 63rd Pennsylvania: Major John A. Danks 68th Pennsylvania: Colonel Andrew H. Tippin, Lt. Colonel Anthony H. Reynolds (wounded), Major Robert E. Winslow (wounded), Captain Milton S. Davis 105th Pennsylvania: Colonel Calvin A. Craig 114th Pennsylvania: Lt. Colonel Frederick F. Cavada (captured), Captain Edward R. Bowen 141st Pennsylvania: Colonel Henry J. Madill, Major Israel P. Spaulding (mortally wounded/captured) 2nd Brigade - Brigadier General J. H. Hobart Ward, Colonel Hiram Berdan 20th Indiana: Colonel John Wheeler (killed), Lt. Colonel William C. L. Taylor (wounded) 3rd Maine: Colonel Moses B. Lakeman, Major Samuel P. Lee (woun ded) 4th Maine: Colonel Elijah Walker (wounded), Major Ebenezer Whitcomb (mortally wounded), Captain Edwin Libby 86th New York: Lt. Colonel Benjamin L. Higgins (wounded), Major Jacob A. Lansing 124th New York: Colonel Augustus van H. Ellis (killed), Lt. Colonel Francis M. Cummins (wounded), Major James Cromwell (killed) 99th Pennsylvania: Major John W. Moore (wounded), Captain Peter Fritz, Jr. 1st United States Sharpshooters: Colonel Hiram Berdan, Lt. Colonel Casper Trepp 2nd United States Sharpshooters (8 companies): Major Homer R. Stoughton 3rd Brigade - Colonel P. Rà ©gis de Trobriand 17th Maine: Lt. Colonel Charles B. Merrill, Major George W. West 3rd Michigan: Colonel Byron R. Pierce (wounded), Lt. Colonel Edwin S. Pierce, Major Moses B. Houghton 5th Michigan: Lt. Colonel John Pulford (wounded), Major Salmon S. Matthews (wounded) 40th New York: Colonel Thomas W. Egan, Lt. Colonel Augustus J. Warner (wounded) 110th Pennsylvania (6 companies): Lt. Colonel David M. Jones (wounded ), Major Isaac Rogers Second Division - Brigadier General Andrew A. Humphreys 1st Brigade - Brigadier General Joseph B. Carr (wounded) 1st Massachusetts: Lt. Colonel Clark B. Baldwin (wounded), Major Gardner Walker (wounded) 11th Massachusetts: Lt. Colonel Porter D. Tripp, Major Andrew N. McDonald (wounded) 16th Massachusetts: Lt. Colonel Waldo Merriam (wounded), Captain Matthew Donovan 12th New Hampshire: Captain John F. Langley (wounded), Captain Thomas E. Barker 11th New Jersey: Colonel Robert McAllister (wounded), Major Philip J. Kearny (mortally wounded), Captain Luther Martin (killed), Lieutenant John Schoonover (wounded), Captain William H. Lloyd (wounded), Captain Samuel T. Sleeper, Lieutenant John Schoonover 26th Pennsylvania: Major Robert L. Bodine (wounded) 2nd Brigade - Colonel William R. Brewster 70th New York: Colonel John E. Farnum 71st New York: Colonel Henry L. Potter (wounded) 72nd New York: Colonel John S. Austin (wounded), Lt. Colonel John Leonard, Major Caspar K. Abell 73rd New York: Major Michael W. Burns 74th New York: Lt. Colonel Thomas Holt 120th New York: Lt. Colonel Cornelius D. Westbrook (wounded), Major John R. Tappen 3rd Brigade - Colonel George C. Burling 2nd New Hampshire: Colonel Edward L. Bailey (wounded), Lt. Colonel James W. Carr (wounded) 5th New Jersey: Colonel William J. Sewell (wounded), Captain Thomas C. Godfrey, Captain Henry H. Woolsey (wounded) 6th New Jersey: Lt. Colonel Stephen R. Gilkyson 7th New Jersey: Colonel Louis R. Francine (mortally wounded), Lt. Colonel Francis Price (wounded), Major Frederick Cooper 8th New Jersey: Colonel John Ramsey (wounded), Captain John G. Langston 115th Pennsylvania: Major John P. Dunne Artillery Brigade - Captain George E. Randolph (wounded),   Captain A. Judson Clark 1st New Jersey Light, Battery B: Captain A. Judson Clark, Lieutenant Robert Sims 1st New York Light, Battery D: Captain George B. Winslow New York Light, 4th Battery: Captain James E. Smith 1st Rhode Island Light, Battery E: Lieutenant John K. Bucklyn (wounded), Lieutenant Benjamin Freeborn (w) 4th United States, Battery K: Lieutenant Francis W. Seeley (wounded), Lieutenant Robert James V Corps Major General George Sykes General Headquarters: 12th New York Infantry, Companies D and E: Captain Henry W. Rider 17th Pennsylvania Cavalry, Companies D and H: Captain William Thompson First Division - Brigadier General James Barnes (wounded) 1st Brigade - Colonel William S. Tilton 18th Massachusetts: Colonel Joseph Hayes (wounded) 22nd Massachusetts: Lt. Colonel Thomas Sherwin, Jr. 1st Michigan: Colonel Ira C. Abbott (wounded), Lt. Colonel William A. Throop (wounded) 118th Pennsylvania: Lt. Colonel James Gwyn, Major Charles P. Herring 2nd Brigade - Colonel Jacob B. Sweitzer9th Massachusetts: Colonel Patrick R. Guiney32nd Massachusetts: Colonel George L. Prescott (wounded), Lt. Colonel Luther Stephenson, Jr. (wounded), Major James A. Cunningham4th Michigan: Colonel Harrison H. Jeffords (mortally wounded), Lt. Colonel George W. Lumbard62nd Pennsylvania: Lt. Colonel James C. Hull, Major William G. Lowry (killed) 3rd Brigade - Colonel Strong Vincent (mortally wounded), Colonel James C. Rice 20th Maine: Colonel Joshua L. Chamberlain (wounded) 16th Michigan: Lt. Colonel Norval E. Welch 44th New York: Colonel James C. Rice, Lt. Colonel Freeman Conner, Major Edward B. Kn ox 83rd Pennsylvania: Captain Orpheus S. Woodward Second Division - Brigadier General Romeyn B. Ayres 1st Brigade - Colonel Hannibal Day 3rd United States (Companies B, C, E, G, I and K): Captain Henry W. Freedley (wounded), Captain Richard G. Lay 4th United States (Companies C, F, H and K): Captain Julius W. Adams, Jr. 6th United States (Companies D, F, G, H and I): Captain Levi C. Bootes (wounded) 12th United States (Companies A, B, C, D and G, 1st Battalion and Companies A, C and D, 2nd Battalion): Captain Thomas S. Dunn 14th United States (Companies A, B, D, E, F and G, 1st Battalion and Companies F and G, 2nd Battalion): Major Grotius R. Giddings 2nd Brigade - Colonel Sidney Burbank 2nd United States (Companies B, C, F, H, I and K): Major Arthur T. Lee (w), Captain Samuel A. McKee 7th United States (Companies A, B, E and I): Captain David P. Hancock 10th United States (Companies D, G and H): Captain William Clinton 11th United States (Companies B, C, D, E, F and G): Major DeLancey Floyd-Jones 17th United States (Companies A, C , D, G and H, 1st Battalion and Companies A and B, 2nd Battalion): Lt. Colonel James D. Greene 3rd Brigade - Brigadier General Stephen H. Weed (killed), Colonel Kenner Garrard 140th New York: Colonel Patrick ORorke  (killed), Lt. Colonel Louis Ernst, Major Isaiah Force 146th New York: Colonel Kenner Garrard, Lt. Colonel David T. Jenkins 91st Pennsylvania: Lt. Colonel Joseph H. Sinex 155th Pennsylvania: Lt. Colonel John H. Cain Third Division - Brigadier General Samuel Crawford 1st Brigade - Colonel William McCandless 1st Pennsylvania Reserves (9 companies): Colonel William C. Talley 2nd Pennsylvania Reserves: Lt. Colonel George A. Woodward 6th Pennsylvania Reserves: Lt Colonel Wellington H. Ent 13th Pennsylvania Reserves: Colonel Charles F. Taylor (killed), Major William R. Hartshorne 3rd Brigade - Colonel Joseph W. Fisher 5th Pennsylvania Reserves: Lt. Colonel George Dare, Maj James H. Larrimer 9th Pennsylvania Reserves: Lt. Colonel James McK. Snodgrass 10th Pennsylvania Reserves: Colonel Adoniram J. Warner, Lt. Colonel James B. Knox 11th Pennsylvania Reserves: Colonel Samuel M. Jackson 12th Pennsylvania Reserves (9 companies): Colonel Martin D. Hardin Artillery Brigade - Captain Augustus P. Martin Massachusetts Light, 3rd Battery (C): Lieutenant Aaron F. Walcott 1st New York Light, Battery C: Captain Almont Barnes 1st Ohio Light, Battery L: Captain Frank C. Gibbs 5th United States, Battery D: Lieutenant Charles E. Hazlett (killed), Lieutenant Benjamin F. Rittenhouse 5th United States, Battery I: Lieutenant Malbone F. Watson (wounded), Lieutenant Charles C. MacConnell VI Corps Major General John Sedgwick General Headquarters: 1st New Jersey Cavalry, Company L and 1st Pennsylvania Cavalry, Company H: Captain William S. Craft First Division - Brigadier General Horatio Wright 1st Brigade - Brigadier General Alfred T.A. Torbert 1st New Jersey: Lt. Colonel William Henry, Jr. 2nd New Jersey: Lt. Colonel Charles Wiebecke 3rd New Jersey: Colonel Henry W. Brown, Lt. Colonel Edward L. Campbell 15th New Jersey: Colonel William H. Penrose 2nd Brigade - Brigadier General Joseph J. Bartlett, Colonel Emory Upton 5th Maine: Colonel Clark S. Edwards 121st New York: Colonel Emory Upton 95th Pennsylvania: Lt. Colonel Edward Carroll 96th Pennsylvania: Major William H. Lessig  Ã‚   3rd Brigade - Brigadier General David A. Russell 6th Maine: Colonel Hiram Burnham 49th Pennsylvania (4 companies): Lt. Colonel Thomas M. Hulings 119th Pennsylvania: Colonel Peter C. Ellmaker 5th Wisconsin: Colonel Thomas S. Allen Provost Guard 4th New Jersey (3 companies): Captain William R. Maxwell Second Division - Brigadier General Albion P. Howe 2nd Brigade - Colonel Lewis A. Grant 2nd Vermont: Colonel James H. Walbridge 3rd Vermont: Col onel Thomas O. Seaver 4th Vermont: Colonel Charles B. Stoughton 5th Vermont: Lt. Colonel John R. Lewis 6th Vermont: Colonel Elisha L. Barney 3rd Brigade - Brigadier General Thomas H. Neill 7th Maine (6 companies): Lt. Colonel Seldon Connor 33rd New York (detachment): Captain Henry J. Gifford 43rd New York: Lt. Colonel John Wilson 49th New York: Colonel Daniel D. Bidwell 77th New York: Lt. Colonel Winsor B. French 61st Pennsylvania: Lt. Colonel George F. Smith Third Division - Major General John Newton, Brigadier General Frank Wheaton 1st Brigade - Brigadier General Alexander Shaler 65th New York: Colonel Joseph E. Hamblin 67th New York: Colonel Nelson Cross 122nd New York: Colonel Silas Titus 23rd Pennsylvania: Lt. Colonel John F. Glenn 82nd Pennsylvania: Colonel Isaac C. Bassett 2nd Brigade - Colonel Henry L. Eustis 7th Massachusetts: Lt. Colonel Franklin P. Harlow 10th Massachusetts: Lt. Colonel Joseph B. Parsons 37th Massachusetts: Colonel Oliver Edwards 2nd Rhode Island: Colonel Horatio Rogers, Jr. 3rd Brigade - Brigadier General Frank Wheaton, Colonel David J. Nevin 62nd New York: Colonel David J. Nevin, Lt. Colonel Theodore B. Hamilton 93rd Pennsylvania: Major John I. Nevin 98th Pennsylvania: Major John B. Kohler 139th Pennsylvania: Colonel Frederick H. Collier (wounded), Lt. Colonel William H. Moody Artillery Brigade - Colonel Charles H. Tompkins Massachusetts Light, 1st Battery (A): Captain William H. McCartney New York Light, 1s t Battery: Captain Andrew Cowan New York Light, 3rd Battery: Captain William A. Harn 1st Rhode Island Light, Battery C: Captain Richard Waterman 1st Rhode Island Light, Battery G: Captain George W. Adams 2nd United States, Battery D: Lieutenant Edward B. Williston 2nd United States, Battery G: Lieutenant John H. Butler 5th United States, Battery F: Lieutenant Leonard Martin XI Corps Major General Oliver O. Howard Major General Carl Schurz General Headquarters: 1st Indiana Cavalry, Companies I and K: Captain Abram Sharra 8th New York Infantry (1 company): Lieutenant Hermann Foerster First Division - Brigadier General Francis Barlow, Brigadier General Adelbert Ames 1st Brigade - Colonel Leopold von Gilsa 41st New York (9 companies): Lt. Colonel Detlev von Einsiedel 54th New York: Major Stephen Kovacs (captured), Lieutenant Ernst Both 68th New York: Colonel Gotthilf Bourry 153rd Pennsylvania: Major John F. Frueauff 2nd Brigade - Brigadier General Adelbert Ames, Colonel Andrew L. Harris 17th Connecticut: Lt. Colonel Douglas Fowler (killed), Major Allen G. Brady (wounded) 25th Ohio: Lt. Colonel Jeremiah Williams (captured), Captain Nathaniel J. Manning (w), Lt William Maloney (wounded), Lt Israel White 75th Ohio: Col Andrew L. Harris, Captain George B. Fox 107th Ohio: Col Seraphim Meyer, Captain John M. Lutz Second Division - Brigadier General Adolph von Steinwehr 1st Brigade - Colonel Charles R. Coster 134th New York: Lt. Colonel Allan H. Jackson, Major George W. B. Seeley 154th New York: Lt. Colonel Daniel B. Allen, Major Lewis D. Warner 27th Pennsylvania: Lt. Co lonel Lorenz Cantador 73rd Pennsylvania: Captain Daniel F. Kelley 2nd Brigade - Colonel Orland Smith 33rd Massachusetts: Colonel Adin B. Underwood 136th New York: Colonel James Wood 55th Ohio: Colonel Charles B. Gambee 73rd Ohio: Lt. Colonel Richard Long Third Division - Major General Carl Schurz, Brigadier General Alexander Schimmelfennig 1st Brigade - Brigadier General Alexander Schimmelfennig, Colonel George von Amsberg 82nd Illinois: Lt. Colonel Edward S. Salomon 45th New York: Colonel George von Amsberg, Lt. Colonel Adolphus Dobke (wounded) 157th New York: Colonel Philip P. Brown, Jr., Lt. Colonel George Arrowsmith 61st Ohio: Colonel Stephen J. McGroarty, Lt. Colonel William H. H. Bown 74th Pennsylvania: Colonel Adolph von Hartung (wounded), Lt. Colonel Alexander von Mitzel, Captain Gustav Schleiter, Captain Henry Krauseneck 2nd Brigade - Colonel Wladimir Krzyzanowski 58th New York: Lt. Colonel August Otto, Captain Emil Koenig 119th New York: Colonel John T. Lockman (wounded), Lt. Colonel Edward F. Lloyd, Major Benjamin A. Willis 82nd Ohio: Colonel James S. Robinson (wounded), Lt. Colonel David Thomson 75th Pennsylvania: Colonel Francis Mahler (mortally wounded), Major August Ledig 26th Wisconsin: Lt. Colonel Hans Boebel (wound ed), Maj Henry Baetz (wounded), Captain John W. Fuchs Artillery Brigade - Major Thomas W. Osborn 1st New York Light, Battery I: Captain Michael Wiedrich New York Light, 13th Battery: Lieutenant William Wheeler 1st Ohio Light, Battery I: Captain Hubert Dilger 1st Ohio Light, Battery K: Captain Lewis Heckman 4th United States, Battery G: Lieutenant Bayard Wilkeson (mortally wounded), Lt Eugene A. Bancroft XII Corps Major General Henry Slocum Brigadier General Alpheus S. Williams Provost Guard: 10th Maine Battalion (3 companies): Captain John D. Beardsley First Division - Brigadier General Alpheus S. Williams, Brigadier General Thomas H. Ruger 1st Brigade - Colonel Archibald McDougall 5th Connecticut: Colonel Warren W. Packer 20th Connecticut: Lt. Colonel William B. Wooster, Major Philo B. Buckingham 3rd Maryland: Colonel Joseph M. Sudsburg, Lt. Colonel Gilbert P. Robinson 123rd New York: Lt. Colonel James C. Rogers, Captain Adolphus H. Tanner 145th New York: Colonel Edward L. Price 46th Pennsylvania: Colonel James L. Selfridge 3rd Brigade - Brigadier General Thomas H. Ruger, Colonel Silas Colgrove 27th Indiana: Colonel Silas Colgrove, Lt. Colonel John R. Fesler, Major Theodore F. Colgrove 2nd Massachusetts: Lt. Colonel Charles R. Mudge (killed), Major Charles F. Morse 13th New Jersey: Colonel Ezra A. Carman 107th New York: Colonel Nirom M. Crane 3rd Wisconsin: Colonel William Hawley, Lt. Colonel Martin Flood Second Division - Brigadier General John W. Geary 1st Brigade - Colonel Charles Candy 5th Ohio: Colonel John H. Patrick 7th Oh io: Colonel William R. Creighton, Lt. Colonel O. J. Crane 29th Ohio: Captain Wilbur F. Stevens (wounded), Captain Edward Hayes 66th Ohio: Lt. Colonel Eugene Powell, Maj Joshua G. Palmer (mortally wounded) 28th Pennsylvania: Captain John Flynn 147th Pennsylvania (8 companies): Lt. Colonel Ario Pardee, Jr., Major George Harney 2nd Brigade - Colonel George A. Cobham, Brigadier General Thomas L. Kane 29th Pennsylvania: Colonel William Rickards, Jr., Lt. Colonel Samuel M. Zulick 109th Pennsylvania: Captain Frederick L. Gimber 111th Pennsylvania: Lt. Colonel Thomas M. Walker, Colonel George A. Cobham, Jr. 3rd Brigade - Brigadier General George S. Greene 60th New York: Colonel Abel Godard, Lt. Colonel John C. O. Redington 78th New York: Lt. Colonel Herbert von Hammerstein, Major William H. Randall (wounded) 102nd New York: Colonel James C. Lane (wounded), Captain Lewis R. Stegman 137th New York: Colonel David Ireland, Lt. Colonel Robert S. Van Vorhees 149th New York: Colonel Henry A. Barnu m (wounded), Lt. Colonel Charles B. Randall (wounded) Reporting DirectlyLockwoods Brigade - Brigadier General Henry H. Lockwood 1st Maryland, Potomac Home Brigade: Colonel William P. Maulsby 1st Maryland, Eastern Shore: Colonel James Wallace 150th New York: Colonel John H. Ketcham, Lt. Colonel Charles G. Bartlett, Major Alfred B. Smith Artillery Brigade - Lieutenant Edward D. Muhlenberg 1st New York Light, Battery M: Lieutenant Charles E. Winegar Pennsylvania Light, Battery E: Lieutenant Charles A. Atwell 4th United States, Battery F: Lieutenant Sylvanus T. Rugg 5th United States, Battery K: Lieutenant David H. Kinzie Cavalry Corps Major General Alfred Pleasonton Headquarters Guards: 1st Ohio, Company A: Captain Noah Jones 1st Ohio, Company C: Captain Samuel N. Stanford First Division - Brigadier General John Buford 1st Brigade - Colonel William Gamble 8th Illinois: Major John L. Beveridge 12th Illinois (4 companies) and 3rd Indiana (6 companies): Colonel George H. Chapman 8th New York: Lt. Colonel William L. Markell 2nd Brigade - Colonel Thomas Devin 6th New York (6 companies): Major William E. Beardsley 9th New York: Colonel William Sackett 17th Pennsylvania: Colonel Josiah H. Kellogg 3rd West Virginia, Companies A and C: Captain Seymour B. Conger 3rd Brigade - Brigadier General Wesley Merritt 6th Pennsylvania: Major James H. Haseltine 1st United States: Captain Richard S. C. Lord 2nd United States: Captain Theophilus F. Rodenbough 5th United States: Captain Julius W. Mason 6th United States: Major Samuel H. Starr (wounded), Lieutenant Louis H. Carpenter, Lieutenant Nicholas M. Nolan, Captain Ira W. Claflin (wounded) Second Division - Brigadier General David McM. Gregg 1st Brigade - Colonel John B. McIntosh 1st Maryland (11 companies): Lt. Colon el James M. Deems Purnell (Maryland) Legion, Company A: Captain Robert E. Duvall 1st Massachusetts: Lt. Colonel Greely S. Curtis 1st New Jersey: Major Myron H. Beaumont 1st Pennsylvania: Colonel John P. Taylor 3rd Pennsylvania: Lt. Colonel Edward S. Jones 3rd Pennsylvania Heavy Artillery, Section, Battery H: Captain William D. Rank 2nd Brigade - Colonel John I. Gregg 1st Maine (10 companies): Lt. Colonel Charles H. Smith 10th New York: Major M. Henry Avery 4th Pennsylvania: Lt. Colonel William E. Doster 16th Pennsylvania: Colonel John K. Robison Third Division - Brigadier General Judson Kilpatrick 1st Brigade - Brigadier General Elon J. Farnsworth (killed), Colonel Nathaniel P. Richmond 5th New York: Major John Hammond 18th Pennsylvania: Lt. Colonel William P. Brinton 1st Vermont: Colonel Addison W. Preston 1st West Virginia (10 companies): Colonel Nathaniel P. Richmond, Major Charles E. Capehart 2nd Brigade - Brigadier General George A. Custer 1st Michigan: Colonel Charles H. Town 5th Michigan: Colonel Russell A. Alger 6th Michigan: Colonel George Gray 7th Michigan: (10 companies): Colonel William D. Mann Horse Artillery 1st Brigade - Captain James M. Robertson 9th Michigan Battery: Captain Jabez J. Daniels 6th New York Battery: Captain Joseph W. Martin 2nd United States, Batteries B and L: Lieutenant Edward Heaton 2nd United States, Battery M: Lieutenant Alexander C. M. Pennington, Jr. 4th United States, Battery E: Lieutenant Samuel S. Elder 2nd Brigade - Captain John C. Tidball 1st United States, Batteries E and G: Capt ain Alanson M. Randol 1st United States, Battery K: Captain William M. Graham, Jr. 2nd United States, Battery A: Lieutenant John H. Calef Artillery Reserve Brigadier General Robert O. Tyler Headquarters Guard: 32nd Massachusetts Infantry, Company C: Captain Josiah C. Fuller 1st Regular Brigade - Captain Dunbar R. Ransom 1st United States, Battery H: Lieutenant Chandler P. Eakin (wounded), Lieutenant Philip D. Mason 3rd United States, Batteries F and K: Lieutenant John G. Turnbull 4th United States, Battery C: Lieutenant Evan Thomas 5th United States, Battery C: Lieutenant Gulian V. Weir (wounded) 1st Volunteer Brigade - Lt. Colonel Freeman McGilvery Massachusetts Light, 5th Battery (E): Captina Charles A. Phillips Massachusetts Light, 9th Battery: Captain John Bigelow (wounded), Lieutenant Richard S. Milton New York Light, 15th Battery: Captain Patrick Hart (wounded), Lieutenant Andrew R. McMahon Pennsylvania Light, Batteries C and F: Captain James Thompson (wounded) 2nd Volunteer Brigade - Captain Elijah D. Taft 1st Connecticut Heavy, Battery B: Captain Albert F. Brooker 1st Connecticut Heavy, Battery M: Captain Franklin A. Pratt Connecticut Light, 2nd Battery: Captain John W. Sterling New York Light, 5th Battery: Captain Elijah D. Taft 3rd Volunteer Brigade - Captain James F. Huntington New Hampshire Light, 1st Battery: Captain Frederick M. Edgell 1st Ohio Light, Battery H: Lieutenant George W. Norton 1st Pennsylvania Light, Batteries F and G: Captain R. Bruce Ricketts West Virginia Light, Battery C: Captain Wallace Hill 4th Volunteer Brigade - Captain Robert H. Fitzhugh Maine Light, 6th Battery (F): Lieutenat Edwin B. Dow Maryland Light, Battery A: Captain James H. Rigby New Jersey Light, 1st Battery: Lieutenant Augustin N. Parsons 1st New York Light, Battery G: Captain Nelson Ames 1st New York Light, Battery K: Captain Robert H. Fitzhugh Train Guard 4th New Jersey Infantry (7 companies): Major Charles Ewing

Statistical Methods Assignment Research Paper Example | Topics and Well Written Essays - 1000 words

Statistical Methods Assignment - Research Paper Example Since this is a weight reduction study, we did a one-directional t test. Results showed that the diet resulted in a significant decrease in weight, both for a 90% and 95% confidence level. In both cases, it is reasonable to say that two-thirds of the general population agrees with the principle of University top-up fees. The hypothesized p is included in both intervals. We, therefore, do not reject the null hypothesis. .. : 0.05 p = 2*0.0096 = 1 - 0.9808 = 0.0192 The test shows that there is a significant statistical difference between the sample mean and the hypothesized mean, on a 95% confidence level. We, therefore, reject the null hypothesis. Question 6 sample size 121 degree of freedom 120 sample mean 47.50 critical t 1.658 sample standard deviation 7.50 90% confidence interval (46.37, 48.63) Assuming that the population standard deviation is equal to the sample standard deviation, the confidence interval becomes: (46.38, 48.62) The two intervals do not seem to have a significant difference between them. This is a result of having a large sample size. As the sample size increases, the difference between the two intervals is also expected to significantly increase, resulting to large errors. Question 7 t ratio 3.364 alpha () critical t 0.05 2.306 reject H0 0.10 1.860 reject H0 In this test, we assume that the sample standard deviation approximates that of the population without any significant statistical difference. Since this is a weight reduction study, we did a one-directional t test. Results showed that the diet resulted in a significant decrease in weight, both for a 90% and 95% confidence level. Question 8 T 680 N 1050 T/n 0.648 p 0.667 standard deviation 0.228 Test Statistic 1.29 (1.29) 0.9015 p value 0.1970 95% confidence interval (0.619, 0.677) 90% confidence interval (0.623, 0.672) In both cases, it is reasonable to say that two-thirds of the general population agrees with the principle of University top-up fees. The hypothesized p is included in both intervals. We, therefore, do not reject the null hypothesis. Question 9 To estimate a population proportion p with a 95% confidence