Thursday, December 26, 2019

An Exploration of the Contribution of Disguise and Deceit...

An Exploration of the Contribution of Disguise and Deceit to the Humour of Twelfth Night ‘Twelfth Night’ could be seen as a play with dark and harsh meanings, for example, it could be said that Malvolio’s planned revenge at the end of the play has an uneasy effect on the audience, in a time of general harmony. However I think that although ‘Twelfth Night’ does raise some moral issues, overall it is an enjoyable play. It is a play; designed to be performed in the dark, gloomy winter to bring lightness into peoples lives and I think it is successful in doing so because of the humorous scenes and characters. I have decided to investigate disguise and deceit because I think it is interesting to see†¦show more content†¦An Elizabethan audience would also recognise that Malvolio is not of noble blood and a noblewomen, like Olivia, would not marry below her status. They would find it quite amusing that Malvolio would even think that marrying Olivia is possible and would enjoy Malvolio disguising the Shakespearean class system from himself. The language Malvolio uses while daydreaming about Olivia, emphasise his self-importance: He repeatedly uses the words ‘I’, ‘Me’ and ‘My’ eg: ‘She may command me: I serve her’; ‘She manifests herself to my love;’ ‘I thank my stars, I am happy’ Malvolio also speaks without pausing between words, emphasising his increasing self-deceit: he lists the things he will do when he marries Olivia: ‘I will read politic authors, I will baffle Sir Toby, I will wash off gross acquaintance, I will be point device, the very man.’ This speech may also make the audience laugh as he is deceiving himself that such behaviour will impress her. The language Malvolio uses has double meaning, which is lost on a 21st century audience but would appeal to an Elizabethan one. For example, when reading the letter Malvolio says ‘Theses be her very Cs, her Us and her Ts.’ An Elizabethan audience would know that ‘cut’ was slang for female genitals. This joke would not have the same

Wednesday, December 18, 2019

Classroom Interactions Between Teachers And Students

Teacher/Student Interactions Through the course of my observations, I was able to see and analyze the classroom interactions between the teachers and students. Throughout all the visits I made to Mrs. C and Mrs. P class, the students seemed to be engaged with the material and participated in class discussions and activities. There were a few students who would go off topic when working on group projects. Nevertheless, both teachers made sure the students stayed focused and continued to work on their assignments. If students had their cellphones out the teachers would make sure the students put it away, unless if they were using Kahoot to review. Both Mrs. C and Mrs. P were well respected and not interrupted by the students. The students†¦show more content†¦For instance, some classroom strengthens were mostly seen in Mrs. C’s and Mrs. P’s World History classes. Both teachers used and incorporated the use of primary sources for the students to analyze. I feel it is very important for studen ts to understand how to analyze primary sources and develop their own interpretations and arguments to what the sources signify. Also, another strength I saw with both Mrs. C and Mrs. P, is that they have a strong passion for teaching. They were both very motivated and passionate to teach. I feel that passion is very important for teachers to have when teaching because students will be motivated to learn and will simply enjoy the class. Finally, another strength both Mrs. C and Mrs. P had was that they both incorporated the use of technology in their classroom. Both teachers allowed their students to use their in-class laptops to work on assignments or simply follow along with the teacher’s lecture through the use of Nearpod. There were also instances where the teachers used fun programs such as Kahoot to review for exam and quizzes, which makes learning more fun for students. The use of technology like this is something I did not have or was exposed to when I was in high sch ool. Now that I am a little aware of these programs, I want to incorporate technology in my future history classes. Thus, both Mrs. C and Mrs. P seemed toShow MoreRelatedThe Teaching English Language Skills1650 Words   |  7 PagesOnce there was a time in teaching English, when teachers had mainly followed the traditional approach of teaching in various universities, where the learner used to be dependent only on the lecture delivered by the teacher. The learners were not exposed sufficient practice on their own and the interaction among the learners in the classroom was almost absent. That time the main focus was on grammatical rules, memorization of vocabulary, translation of texts and doing writing exercises. 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Monday, December 9, 2019

Profitability analysis of Bega cheese Essay Example For Students

Profitability analysis of Bega cheese Essay debut Bega cheese is a company that operates within the dairy industry within Australia and international markets. It produces multiple different types of dairy merchandises, such as Cheddar cheese etc. The company usually either packs the cheese to direct to supermarkets for retail or uses it to make other merchandises like cheese pieces and more. The company has a a really big market portion within Australia and is easy increasing its portion within international markets like China, where it exported over a $ 100 million dollars deserving of merchandises within the old fiscal twelvemonth entirely ( www.begacheese.com ) . In this assignment I will be looking at the fiscal wellness of Bega Cheese, in order to make this I will utilize ratio analysis and do comparings twelvemonth on twelvemonth to find how the company has improved or worsened. I will besides look to the one-year Financial studies for farther analysis to happen any indexs of how the company is making. 2010/2011 2011/2012 2012/2013 Roe 11.33 % 9.04 % 10.01 % ROA 6.97 % 7.42 % 8.21 % Gross Profit Margin 10.13 % 12.95 % 13.38 % ROCE 29 % 22 % 21.08 % Net Net income Margin 3.31 % 3.91 % 4.34 % Roe Tax return on Equity is a profitableness ratio that looks at the ability of a house to return net income from its stockholders in the company.In other words the stockholders can see how much return on their invested equity the company is able to generate.Generaly higher ratios are considered much better so lower ratios, as it means that the return on the stockholders equity is higher. The ratio can be used to compare profitableness of the company to others within the same industry, nevertheless it is hard to compare the same ratios within different industries, as each industry does non run in the same mode. Looking at Bega cheese, its return on equity has fluctuated over the old few old ages. Within the old ages 2010/11 it generated an 11.33 % return on the stockholders equity, which although may non look high, it could be the criterion for most similar houses within the same industry. However traveling onto the following fiscal twelvemonth the rate of return dropped by a reasonably big sum by 2.29 % which is a discrepancy of 20.2 % , this could bespeak that the direction within the house were non able to efficaciously bring forth returns on the equity within the 2011/2012 twelvemonth. However we can see once more that the rate of return increased to 10.01 % in the following twelvemonth, this is an betterment over the old twelvemonth, but still is lower than the the initial 11.33 % , but this does demo that the house is one time once more doing more effectual usage of the equity. ROA Tax return on the assets is the profitableness ratio that evaluates of one-year net income to entire assets of a concern. Return on assets measures the efficiency of the concern to utilize its assets to bring forth net income. Return on assets is considered higher value that shows concern is more profitable.The intent of the company to bring forth gross net incomes, this ratio helps investors to see how company can change over company investings in assets into profits.In other words, ratio calculates how efficaciously the assets held by the company are being used. Normally the ROA has a direct tendency with the companies net incomes, the better the ROA is the higher the net incomes usually will be. Looking at the Bega cheese, its return on assets has grown over the past few years.Within the old ages 2010/11, it produced an 6.97 % return on company assets. Over the following twelvemonth 2011/12, company generated a 7.42 % return on assets, that means the rate of the assets increased by an sum by 0.45 % which is merely a difference of approximately 6.5 % , although this is non a immense sum, it is still an betterment over the old twelvemonth which is ever a good mark for the fiscal wellness of the company. There was besides an addition in the return on assets traveling from 2011/12 to 2012/13, this is a good marks because it shows that direction within the company seem to be making a good occupation at using the assets that the company holds. There was a alteration of 10.6 % , this is considerable difference in the addition compared to the first twelvemonth. HUMAN RIGHTS Essay SummaryNet net income border Net net income border ratio is a profitableness ratio that is besides known as gross net income ratio.Net net income ratio measures the net income of gross revenues generated by comparing net income and net gross revenues of a company.In other words this ratio shows what per centum of gross revenues are left after deducting all disbursals of a business.Mostly investors use this ratio to mensurate how a company can change over asales into a net income. Net net income border straight cipher how much net incomes are generated from a sales.Company effort to accomplish higher ratios because indirectley net net income border ratio measures how can company manages high disbursals relate to sack sales.the profitableness ratios are best usage to compare sized componies in the same industry. In the Bega cheese company, its net net income border on gross revenues has quickly increased over the old old ages. In the old ages of 2010/11 it generated an 3.31 % net net income border on gross revenues. Traveling to farther old ages 2011/12, Bega cheese company contains a 3.91 % net net income border on gross revenues, that means net border on gross revenues of company has increased an sum by 0.6 % , which is difference of approximately 18.1 % that is non immense sum but it still an betterment in over the past old ages. Although, it is good mark for better fiscal wellness of a company.moreover, turning to the following old ages 2012/13 net border gross revenues on was 4.34 % that means net border has aggressively increased as comparison to old old ages. This is a good mark because because it shows that direction of company seem to be making a really good occupation at utilizing net border ratios on gross revenues that a company clasp. Decision Example

Monday, December 2, 2019

Pygmalion Essay Example

Pygmalion Essay I would like to select Film as the media to adapt Bernard Shaw’s play ‘Pygmalion’. There has been two films on Shaw’s Pygmalion, ‘Pygmalion’ and ‘My fair lady‘. And they have been instant hit. Film is one of the most popular media today. It has the potential of reaching to people all over the world. When I read Bernard Shaw’s Plays like ‘Arms and the Man’, ‘Candida’ or ‘Pygmalion’, I want the characters to come alive. The scenes are memorable. Shaw’s characters are lovable, they touch our heart. The plays have such potential that they can truly be adapted into films. This has been proved correct by many attempts by film makers on his plays. Some names are ‘Arms and the Man‘, ‘Caesar and Cleopatra’ , ‘Androcles and the Lion’ and of course play ‘Pygmalion‘.The play ‘Pygmalion’ is based on a Greek myth. Pygmalion is a scu lpture who craved a woman of ivory so beautiful, that he himself fell in love with his own creation. This classic play ‘Pygmalion’, tells the story of Eliza Doolittle, a poor flower girl of twenty who takes speech lessons from phonetician Henry Higgins in order to fulfill her dream of working in a flower shop. Eliza succeeds to outgrow her low social status and she is thought as a princess by the high society. According to the myth, Professor Higgins falls in love with Eliza. And thus the play has a happy ending. This claim is negated by Shaw in his Sequel. Shaw says: â€Å"The rest of the story need not be shown in action, and indeed, would hardly need telling if our imaginations were not so enfeebled by their lazy dependence on the ready-mades and reach-me-downs of the rag shop in which Romance keeps its stock of happy endings to misfit all stories† . I believe that she should neither marry the professor nor should she marry Freddy. This idea has been elaborate d in this essay. To accommodate the play into a film, I have contrived changes in the characters, setting and scenes in the play.In the first scene of the play Professor Higgins is shown as a man standing at one corner of portico of St Paul’s church taking notes.   To adapt the play in to a film, I would like to add a beginning by pointing out how the professor comes to be present near the Covent Garden in the first place. I suggest that the professor was passing through Covent Garden when it started raining. He takes shelter under the portico of St Paul’s church where he meets the characters of the play, Colonel Pickering, Mrs. X Eynsford Hill, her daughter Miss Clara Eynsford Hill and her son Frederick Eynsford Hill and finally Eliza Doolittle, the flower girl. And it is here that he bets to Colonel Pickering that he can transform the unmannered, low class girl to a polished woman and can pass her as the duchess in high society.In the next act we find Eliza in the professor’s home asking him to give her lessons on English pronunciation.   I would like to add another scene here to show the realization of Eliza because of which she ultimately takes the journey to the professor’s resident. I would like to suggest that after Eliza returns home, she realizes what a miserable life she leads. All of a sudden she remembers the professor’s words and a new idea is implanted in her brain. Next day she reaches the household of Professor Henry much to his and his friend Colonel Pickering’s amazement.It is only through Professor Higgins’ words that we come to know that the professor is giving Eliza lessons on English pronunciation. In Act III Henry Higgins tells her mother: â€Å"She has a quick ear; and she’s been easier to teach than my middle-class pupils because she’s had to learn a complete new language.† We come to understand from the play Pygmalion that Eliza, the flower girl speaks poor work ing class (cockney dialect) English. She has been speaking such vulgar language from her early childhood. To learn the new language she has to work for long hours so that the stiff muscles and nerves which have been so long out of practice starts working again. So I believe that there should be a connected scene in the play to show her progress.In the play ‘Pygmalion‘, Henry Higgins’ mother Mrs. Higgins is a refined Upper Class lady. Higgins looks up to his mother. I think that to fit in to the high society, Eliza not only has to learn proper English but also adapt the mannerism, etiquette and also learn how to dress elegantly in high society. .So in due course it can happen that he hands over this task to his mother who accepts after some hesitation.In the play, Eliza for the first time is introduced to Henry Higgins’ society when he takes her to her mother’s home on her mother Mrs. Higgins’ at-home day. Film is a visual media. In the large s creen, a party with large number of people will have more effect on the audience than the setting of Mrs. Higgins home with seven characters. To show the transition from play to a film, I want the event to take place in an large space with quiet a number of people. I have a suggestion here that it takes place not in Mrs. Higgins’ place but in one of her affluent friend’s home who gives a party. Freddy is infatuated with her. When Clara, his sister is introduced to Eliza by her mother, her reaction is shown by Shaw in Act III: Clara says [impulsively] How do you do? [She sits down on the ottoman beside Eliza, devouring her with her eyes]. Here their reaction is quiet different from what we see in the first scene. Here we find Eliza has learnt to speak proper English but her choice of subject lacks refinement.In the play Bernard Shaw has only mentioned about the Ambassador’s garden party.   In other words, there is no scene of the garden Party. Here a scene can be added which shows the grandeur of the garden party as well as the performance of Eliza. I want to add here another character as shown in ‘My Fair lady’, Henry Higgins’s former Hungarian student, Zoltan Karpathy. He is charmed by her beauty and falls in love with her.In the play it is shown that after the garden party Higgins and his friend Pickering celebrates their success but he does not show any sign of caring for Eliza‘s future. Eliza is hurt by his reaction and in her anger she throws his slippers at him. Next day he finds her in his mother’s home. In the sequel we find that she is married to Freddy. In my version of the last scene, I want to suggest that the problem of Eliza’s future gets solved in Professor Henry Higgins’ home itself with the entry of professor’s former student Zoltan Karpathy. He has come to meet the professor and seeing Eliza, claims his undying love for her. The professor approves and the play ends w ith the girl marrying the student.According to me Eliza cannot improve her social status by marrying Freddy even if she manages a flower shop of her own as Shaw has written in his sequel that according to Henry Higgins, Freddy succeeding at anything is a joke and that business like phonetics has to be learnt. Personally I cannot imagine Eliza marrying either Henry Higgins or Freddy. In Act II, Shaw writes about the character of Professor Higgins: â€Å"He is of the energetic, scientific type, heartily, even violently interested in everything that can be studied as a scientific subject, and careless about himself and other people, including their feelings†. The character of Higgins remains the same till the end.Eliza refers to his insensibility when she in Act V says to Pickering: â€Å"I shall always be a flower girl to Professor Higgins, because he always treats me as a flower girl, and always will; but I know I can be a lady to you, because you always treat me as a lady, a nd always will†. I believe that Eliza cannot live with an insensitive person like Professor Higgins who always passes over her. Another factor is the age difference between them. The professor is a middle-aged man and the girl is in her twenties. According to me this may not be accepted by the audience. Moreover in the play there is no such mention of this kind of love between them. In the act professor Higgins suggest that if she wishes he can adopt her as his daughter. Also he puts forward the proposition of her marriage to Pickering.   And in the Sequel Bernard Shaw has clearly stated that Eliza does not marry Higgins but Freddy.I believe that Freddy is also not the right prospect for Eliza. To place herself in high society, she should marry someone who holds a respectable position in high society, society of Henry Higgins. The story can have a open end like the ending in the play ‘Pygmalion’ written by Shaw without the Sequel or Zoltan Karpathy can be proper match for Eliza if his character is changed a bit from an snobbish dialectician to a kind and lovable person. In the film version of his play ’Pygmalion’, Shaw has added new scenes and new characters to help the transition from a play to a film. To make a film of the play ’Pygmalion’, connected scenes, new setting and new   (not only new but relevant) characters are needs to make it complete and for full impact on the audience.

Wednesday, November 27, 2019

Piper Alpha Disaster Essays

Piper Alpha Disaster Essays Piper Alpha Disaster Paper Piper Alpha Disaster Paper Abstract Piper Alpha was operated by Occidental Petroleum. The platform began its production in 1976, first as an oil production and then later converted to oil and gas production. In the night of July 6th 1988, the platform was engulfed in a catastrophic fire, which caused the death of 167 men and cost billions of dollars in property damage. There are only 61 survivors who saved their lives by jump off the platform in to the sea. At the time of the disaster, the Piper Alpha disaster was the worst offshore disaster in terms of live lost and industry impact. There are two main factors that lead to the disaster, which are human factor and the design and process factor. Lord Cullen has made some recommendations on improvements and preventions on the offshore installations. The improvements and preventions are the Permit to Work System should be taken seriously when there are any maintenance works on being carried out on the platform. The offshore platform management should provide good training and well prepared their workers in emergency procedures when emergency situations. Besides, the two improvements and preventions, the offshore platform management should upgraded their fire walls to blast walls, to prevent the fire walls from disintegrated on the gas explosion, penetrating oil and gas pipe lines that can lead to fire. 1. Introduction 2. 1 Background of Piper Alpha The Piper Alpha Oil Production platform was located about 120 miles northeast of Aberdeen, Scotland and built it for the Piper Field in the North Sea. The Piper Field was, discovered by Occidental Petroleum (Caledonia) Ltd. in January 1973, with the Piper Alpha platform becoming operational in 1976. 2. 2 The purpose of Piper Alpha operation The Piper Alpha platform had been designed as an oil production platform at first, but then the Piper Alpha platform went through several modification and redesigns to accommodate increased gas and oil production for the fields nearby. This redesigning make the Piper Alpha platform changed from a pure oil production platform to an oil and gas production platform in late 1980. A sub-sea pipeline, shared with the Claymore platform, connected Piper Alpha to the Flotta oil terminal on the Orkney Islands. Piper Alpha also had gas pipelines connecting it to both the Tartan platform and to the separate MCP-01 gas-processing platform. In total, Piper Alpha had four main transport risers: An oil export risers, The Claymore risers, The Tartan gas riser and The MCP-01 gas riser. The image below shows the locations of the platforms in the North Sea with their associated oil and gas terminals. 2. 3 What had happen to Piper Alpha Piper Alpha platform was engulfed in a catastrophic fire on July 6th 1988. The disaster caused the death of 167 men out of 228 men, which are 165 men on board of the Piper Alpha platform, and other two men on board a rescue vessel. The Piper Alpha disaster all began with a routine maintenance procedure. The Piper Alpha platform consists of two groups of workers, which are morning shift workers and night shift workers. On the morning of the 6th of July 1988, the morning shift workers have removed a gas condensate pump from service for maintenance of its Pressure Safety Valve (PSV). The Piper Alpha platform had two such pumps (gas condensate pump), which has been indicated as Pump A and Pump B. When the routine maintenance work had being carried out, the Pump A had been isolated and shut down. The maintenance work could not be completed by the end of morning shift worker finish their work, so they have been given permission to leave the rest of the maintenance work to be continued on the next day. Temporarily the PSV had been installed with a plate; this was to ensure to keep debris out of the pipework while the PSV was maintained. But the plate was not been installed tightly. Unfortunately, the night shift workers do not aware of this. The night shift workers had not been informed by the morning shift worker, that the Pump A as been isolated and shut down for maintenance work and temporarily installed a plate at the PSV. After few hours, the night shift workers took over from the morning shift workers, the primary condensate pump failed. None of the night shift workers were aware that a crucial part of the pump had been removed and decided to start the backup pump. Gas escaped from the hole left by the valve which was not closed tightly. Gas audibly leaked out at high pre ssure, ignited and exploded and produces a catastrophic fire which blown through the fire walls. The fire from the explosion had destroyed some of the oil lines and soon larger quantities of stored oil were burning out of control. An automatic system, which has been designed to spray water on such fire, had been turned off. Moreover, the accommodations were design in such a way that not smoke-proofed. Some of the workers realized that the only way to survive would be by jumping in to the sea and hoping to be rescued by boat. Only 61 men were survived, but most of them died due to suffocated carbon monoxide and fumes in the accommodations area on the Piper Alpha platform. . 4 The purpose of this report The purpose of the report is to examine the objectives and structures of the management of Piper Alpha platform for the oil and gas production industry in the North Sea, United Kingdom. Other than to examine the objectives and structures of the management of Piper Alpha, this report also is written to examine the causes of the explosion and the subsequent inquiry into the incident that claimed 167 men lives, and also how to improve in the management systems so that to prevent the Piper Alpha accident from occurring. 2. Management and Operation of Piper Alpha 3. 5 The Management and the Objectives of Piper Alpha Piper Alpha started its operation as a pure oil production platform in the North Sea approximately 170 miles northeast of Aberdeen, Scotland in 144 meters of water and comprised four modules separated by firewalls. McDermott Engineering at Ardersier and UIE at Cherbourg constructed the Piper Alpha platform. For safety reasons, they had made sure the Piper Alpha modules were organized so that the most dangerous operations were distant from nearby platform. Few years later, when the platform being converted from pure oil production to oil and gas production, it broke this safety concept. By this conversion, the sensitive areas were brought together to each other. The Tartan and Claymore platforms were installed in the Piper Field nearby to the Piper Alpha platform after the Piper Alpha platform being installed in the Piper Field. These two newly installed platforms also producing crude oil and gas and their export oil lines joining Piper Alpha’s oil export line to the Flotta terminal. After several modifications, the Piper Alpha platform then became a hub, processing its own gas, collecting gas from the Tartan platform and pumping this gas on to the MCP-01 platform. A pipeline was installed linking Piper Alpha platform to Claymore platform, receiving and supplying gas to Claymore platform as required for gas lifting purposes. At the time of the disaster Piper Alpha was one of the heaviest platforms operating in the North Sea. 3. Causes of the Piper Alpha Disaster 4. 6 The Causes of the Piper Alpha Disaster Later that year, in November, Department of Energy from United Kingdom Government Body who responsible for the operation and safety of offshore oil and gas installation has appointed Lord Cullen, a very experienced Scottish Jurist, to conduct a Public Inquiry in to the cause of the Piper Alpha disaster. Later by the end of year 1990, Lord Cullen has concluded and published his inquiry on the Piper Alpha disaster. The causes of the Piper Alpha disaster based on the Lord Cullen Inquiry are as follows. There are two main factors that lead to the Piper Alpha disaster which are Human Factors and Design and Process Factors. 4. 7. 1 Human Factor Permit to Work (PTW) is a document that notes the identity and location of the component that the work is to be carried out. In any offshore platform installations the PTW must be raised before any work can be carried out. PTW is an extensive, normally foolproof safety document kept in the platform control room. Once the work completed, the PTW is signed off and filed for future reference. On the morning of the disaster, the morning shift workers have removed a gas condensate pump (Pump A) from service for maintenance of its PSV, so the PTW was still ‘live’ and in force. It appears the Permit to Work System had become too relaxed with no verbal confirmation taking place at shift handovers from the morning shift workers to the night shift workers. Later, it has been discovered that, this was one of the main factor that lead to the Piper Alpha disaster. 4. 7. 2 Design and Process Factor McDermott Engineering at Ardersier and UIE at Cherbourg had constructed the Piper Alpha platform. For safety reasons, they had made sure the Piper Alpha modules were organized so that the most dangerous operations were distant from nearby platforms. After the Piper Alpha platform being converted from pure oil production to oil and gas production, the sensitive areas were brought together to each other. Like the Tartan platform and the Claymore platform. By this major conversion, it has been broken the safety concept that had been introduce earlier upon the construction of Piper Alpha. When the explosion occurs, the Tartan platform and Claymore platform continued to supply their products to the Piper Alpha platform, despite the fire from the Piper Alpha platform visible to the workers on the Tartan and Claymore platforms. Although it had been said that the explosion caused by the escape of gas from the PSV of Piper Alpha platform was the initial cause of the disaster, the major failure and rupture of the gas risers were responsible for Piper Alpha’s destruction and preventing the Piper Alpha workers evacuation. Although the Piper Alpha platform does have fire walls, they were not upgraded to blast walls. The fire walls in the platform were disintegrated on the gas explosion, penetrating oil and gas pipe lines and machinery, adding to the fire. Moreover, the Piper Alpha accommodations for the workers were not smoke-proofed and the lack of training that caused the Piper Alpha platform workers to repeatedly open and close the accommodation doors only worsened the problem. Some of the platform workers realized that the only way to survive is to escape from the Piper Alpha platform. However, the workers found the routes to life boats were blocked by the flames and smoke. Only 61 men were survived by jumping in to the sea but the other 167 men died due to suffocated carbon monoxide and fumes in the accommodations area on the Piper Alpha platform. 4. The Improvement and Prevention on the Offshore Installations Based on the Lord Cullen inquiry on the Piper Alpha disaster, we have known that there are two main factors that lead to the Piper Alpha disaster. Besides the findings of the factors that lead to the Piper Alpha disaster, Lord Cullen also has made some recommendations on improvements and preventions on any next offshore installations. There are some key lessons we can learn from the Piper Alpha disaster and made some improvements and preventions on the next offshore platforms. The improvements and prevention as follows: 5. 7 Permit to Work System The Permit to Work System was a system of documents that had been designed to have communications between all the workers on the platform that had been involved in any maintenance work that being carried out on the platform. Based on the Lord Cullen Inquiry, the permit to work system on the Piper Alpha platform became too relaxed on this system. There were also no formal verbal communication or confirmation that been done on shift handovers. In the earlier place, if the Permit to Work system had been implemented properly, the initial gas leak would never had occurred and lead to the explosion. So, the managements of offshore platforms should take a look this system seriously because it would save lots of lives of the workers. 5. 8 Safety training to the workers As we know, the accommodations on the Piper Alpha platform were not smoke-proofed. The workers on the Piper Alpha platform were not well trained in the emergency situations, the workers frequently open and close the accommodation doors and this only worsened the problem. The Piper Alpha management also was not responsible and not well trained to make up the gap and provide good leadership during emergency situations. The offshore platforms management should provide good training to their workers and well prepared their workers in emergency procedures when emergency situations. The managements also should take the responsibility and make up the gap and provide good leadership during emergency situations. 5. 9 Fire walls upgrading Although the Piper Alpha platform do had fire walls, but the fire walls was useless due to the Piper Alpha platform productions. At the time of the disaster, Piper Alpha platform were producing oil and gas. The fire walls should have been upgraded or improved to the blast walls, after the conversion had been made to the Piper Alpha platform from pure oil production to oil and gas production. If the fire walls in the Piper Alpha platform had been upgraded to blast walls, it would have withstood the initial explosion containing the resultant fire to the accommodations in the Piper Alpha platform. Therefore, all the offshore platform management should upgrade or improved their fire walls to blast walls, to prevent the fire walls from disintegrated on the gas explosion, penetrating oil and gas pipe lines that can lead to fire. 5. 10 Temporary Refuge The workers, who died in the Piper Alpha disaster, due to suffocated carbon monoxide and fumes in the accommodations area on the Piper Alpha platform. Based on this situation, we can conclude that the management of Piper Alpha platform does not provide safe accommodations to its workers. The offshore platforms management should learn from this major error and prevent this error repeat again by introduce or improve their current workers accommodations to Temporary Safety Refuge. This Temporary Safety Refuge should be designed in such a way that, the refuge has a breathable atmosphere through prevention of smoke ingress and provision of fire protection. This temporary safety refuge is a temporary shelter to the workers until evacuation is arranged. . 11 Evacuation and Escape At the moment of the Piper Alpha disaster, some of the Piper Alpha platform workers realized the only way to survived is to escape from the Piper Alpha platform immediately. Unfortunately, the routes to the life boats were blocked by the smoke and flames. Only 61 men were lucky enough to survive, as they made a jump to the sea and hoping to be survived by the res cue boats. The management of offshore platforms should earlier designed more than one route to the lifeboats or helicopter to ensure evacuation of the platform in emergency situations. The offshore platforms management should provide the secondary escape routes such as ropes, nets and ladders as a backup for the more sophisticated methods. 5. Conclusion Piper Alpha Oil Production platform was located about 120 miles northeast of Aberdeen and built it for Piper Field in the North Sea. The Piper Alpha platform had been designed as an oil production platform at first, but then the Piper Alpha platform went through several modifications and been changed from pure oil production to oil and gas production. Piper Alpha platform was engulfed in a catastrophic fire on July 6th 1988. The disaster caused the death of 167 men and with only 61 men as survivors. The disaster also cost billions of dollars in property damage. At the time of the disaster, the Piper Alpha platform accounted approximately 10% of North Sea oil and gas production. Later, the disaster was known as the worst offshore disaster in terms of live lost and industry impact. On November 1988, Cullen Inquiry was set up to find out the cause of the Piper Alpha. Based on the Cullen Inquiry, we can learn some key lessons from the Piper Alpha disaster and we can improve and do some prevention on the other offshore platforms. The first lesson we can learn and improve is the Permit to Work System. Based on the Cullen Inquiry, the Permit to Work System on the Piper Alpha platform became too relaxed and there were no formal verbal confirmation that been done on shift handovers. The management offshore platforms should take a look this system seriously. The second lesson that we can learn from is to provide safety training to the workers. The offshore platforms management should provide good safety training and well prepared their workers in emergency situations. The fire walls should be upgraded to blast walls. This upgrading is to prevent the fire walls from disintegrated on the gas explosion, penetrating oil and gas pipe lines that lead to fire. The offshore platforms management should provide temporary safety refuge and provide more than one route to the lifeboats or helicopter to ensure evacuation of the platform in emergency situations. The management also should provide the secondary escape route such as ropes, nets and ladders as a backup for the more sophisticated methods.

Saturday, November 23, 2019

Biography of Clementine Churchill

Biography of Clementine Churchill Born Clementine Ogilvy Hozier, Clementine Churchill (April 1, 1885 – December 12, 1977) was a British noblewoman and the wife of prime minister Winston Churchill. Although she lived a relatively quiet life, she was honored in later life with a Dame Grand Cross and a life peerage in her own right. Fast Facts: Clementine Churchill Full Name:  Clementine Ogilvy Spencer-Churchill, Baroness Spencer-ChurchillBorn: April 1, 1885 in London, EnglandDied: December 12, 1977 in London, EnglandKnown For: Born to a minor noble family, Clementine Churchill came to prominence as the wife of prime minister Winston Churchill, receiving several honors in her own right for her charity work.Spouse: Winston Churchill (m. 1908-1965)Children: Diana (1909-1963), Randolph (1911-1968), Sarah (1914-1982), Marigold (1918-1921), Mary (1922-2014) Early Life and Family Officially, Clementine Churchill was the daughter of Sir Henry Hozier and his wife, Lady Blanche Hozier, who was a daughter of David Ogilvy, 10th Earl of Airlie. However, Lady Blanche was infamous for her many affairs. She reportedly claimed that Churchill’s real father was Capt. William George Bay Middleton, a horseman and equerry to Earl Spencer, while others believe that Sir Henry was totally infertile and that all of her children were actually fathered by her brother-in-law Algernon Bertram Freeman-Mitford, Baron Redesdale. Churchill’s parents divorced when she was six, in 1891, due in large part to both of their ongoing and numerous affairs. When she was fourteen, her mother moved the family to Dieppe, a town off the coast in northern France. Their idyllic time there was cut tragically short, though, within a year, when the eldest daughter, Kitty, fell ill with typhoid fever. Churchill and her sister Nellie were sent away to Scotland for their safety, and Kitty died in 1900. 1908: Clementine Ogilvy Hozier before her marriage to Sir Winston Churchill.   Hulton Archive / Getty Images As a girl, Churchill began her education at home under the care of a governess, as many girls of her social class did. Afterwards, she attended the Berkhamsted School for Girls  in Hertfordshire, England. She became secretly engaged- two separate times- to Sir Sidney Peel, a grandson of Queen Victoria’s famous prime minister Sir Robert Peel; Peel was fifteen years her senior and the relationship never worked out. Marriage to Winston Churchill In 1904, Clementine and Winston Churchill first met at a ball held by mutual acquaintances, the Earl and Countess of Crewe. It would be another four years before their paths crossed again, when they were seated next to each other at a dinner party held by a distant cousin of Clementine’s. They developed a rapport very quickly and continued seeing each other and corresponding over the next several months, and by August 1908, they were engaged. Only one month later, on September 12, 1908, the Churchills were married in St. Margarets, Westminster. They took their honeymoon in Baveno, Venice, and Moravia, then returned home to settle down in London. Within a year, they welcomed their first child, their daughter Diana. In total, the couple had five children: Diana, Randolph, Sarah, Marigold, and Mary; all but Marigold survived to adulthood. British statesman Winston Churchill (1874 - 1965) his wife Clementine (1885 - 1977) and their daughter Sarah, leaving for an appointment at Buckingham Palace, 11th May 1933.   Keystone / Getty Images Wars and Between Wars During World War I, Clementine Churchill organized canteens for munitions workers, working with the Young Mens Christian Association of the North East Metropolitan Area of London. This assistance to the war effort earned her an appointment as a Commander of the Order of the British Empire (CBE) in 1918. In the 1930s, Churchill spent some time traveling without her husband. She traveled on Baron Moyne’s yacht on an island cruise. There were rumors that she had an affair with a younger man, art dealer Terence Philip, but they were never confirmed; there were also rumors that Philip was gay. Her trip with the Moynes ended abruptly after an incident in which another guest insulted Winston and the Moynes failed to smooth things over. Winston Churchill became prime minister in 1940, as World War II was breaking out. During the war years, Clementine Churchill again took on roles in aid societies, now with a much higher profile as the wife of the prime minister. She was the chairman of the Red Cross Aid to Russia Fund, the president of the Young Womens Christian Association War Time Appeal, and the chairman of Maternity Hospital for the Wives of Officers. Clementine Churchill surveys a graph of her Aid to Russia Fund in 1944. J. Wilds / Getty Images She was honored again for her efforts, and this time, she was not only honored in her own country. During a tour of Russia at the end of the war, she was awarded a Soviet honor, the Order of the Red Banner of Labour. Back home, in 1946, she was appointed a Dame Grand Cross of the Order of the British Empire, and her formal title became Dame Clementine Churchill GBE. Over the years, she also received several honorary degrees from the University of Glasgow, the University of Bristol, and Oxford. Widowhood and Later Years In 1965, Winston Churchill died at the age of 90, leaving Clementine as a widow after 56 years of marriage. That year, she was created a life peer, with the title Baroness Spencer-Churchill, of Chartwell in the County of Kent. She remained independent from major party affiliations, but ultimately, her declining health (particularly hearing loss) prevented her from having much of a presence in Parliament. Her two oldest children both predeceased her: Diana in 1963, and Randolph in 1968. Churchill’s final years were marred by financial difficulties, and she had to sell some of her husband’s paintings. On December 12, 1977, Clementine Churchill died at age 92 after suffering a heart attack. She was buried alongside her husband and children at St. Martins Church, Bladon in Oxfordshire. Sources Blakemore, Erin. â€Å"Meet the Woman Behind Winston Churchill.† History, 5 December 2017, https://www.history.com/news/meet-the-woman-behind-winston-churchill.Purnell, Sonia. First Lady: The Private Wars of Clementine Churchill. Aurum Press Limited, 2015.Soames, Mary. Clementine Churchill. Doubleday, 2002.

Thursday, November 21, 2019

Personal Management Case Study Example | Topics and Well Written Essays - 1750 words

Personal Management - Case Study Example The word department designates a distinct area, division or branch of an organization over which a manager has authority for the performance of specific activities. Here a stricter departmental terminology indicates hierarchical relationships while the purpose of organization is to make human cooperation effectivethe reason for levels of organisation is the limitation of the span of management (Koontz and Weihrich, 2004). Tricky Ltd. have a narrow span of management with many levels. Though this type of structure facilitate close supervision & Control but some times superiors tend to get more involved in subordinate work. It has many levels of management therefore have high cost and create a wide gap between lowest and top level. So due to these shortcomings Tricky Ltd. will have to adopt a wider span of management structure, which emphasize on delegation of powers, have clearer role and policies and subordinates must be carefully selected so that they can perform their jobs to maxim um satisfaction. It has to assign sr. managers as well as departmental heads below Chief executive officers or General Manager who will be the incharge of overall operations. Below dept. managers/ Sr. Managers we place supervisors i.e. frontline and immediately below them is our workforce. The flatter the structure will be the more effective control. More flat/wide management structures reduce cost as overhead and are less expensive. It facilitates direct and effective Communication about objectives, aims, policies etc. Finally numerous levels create ambiguity in role and complicate planning and control. So Tricky Ltd. must adopt a wide span of Management structure. 2. The Management function of staffing is defined as filling and keeping filled position in the organization structure. This is done by identifying the workforce requirements inventorying the people available and recruiting selecting placing promoting appraising planning the carriers ofcompensating and training or there wise developing both candidates and current job holders to that they can accomplish their task effectively and efficiently Recruitment is and important part of staffing. Wagner and Linke (1996) discusses systems approach to staffing depends on various factors. External as well as internal factors affect recruitments in the organisation. The external factors like level of education, the prevailing attitude in society, laws & regulations, economic condition and supply-demand law affect directly the recruitment process. The internal factors like organizational goals, tasks, technology, organization structure the kinds of people employed by theorganisation plays crucial r ole in recruitment of employees. So when Tricky Ltd. recruit skilled work force it must develop a systems approach to recruit people. To recruit skilled worker Tricky Ltd. requires a clear understanding of the nature and role of the position. An objective analysis of position requirements must be made and finally job must be designed to fit into organisational needs. For skilled workers the basic skill requirements such as technical, human, conceptual and design. So during recruitment it must be considered. If any specific skill is required for the job it must be tested

Tuesday, November 19, 2019

Prosecute Billy for the Alleged Assaults Essay Example | Topics and Well Written Essays - 2000 words

Prosecute Billy for the Alleged Assaults - Essay Example Association of Chief Police Officers (ACPO and Crown Prosecution Service (CPS) have issued the guidelines in order to stipulate how to handle domestic violence complaints and make prosecution of the perpetrators. Domestic violence, also termed as domestic abuse, can attract action under both criminal law and civil law. In the present case, Hilda has been assaulted by her husband Billy resulting in her hospitalisation. In an inebriated condition, he has also assaulted the nurse at the hospital where he was refused permission to see his wife. Given this scenario, the prosecution and police authorities are required to ensure the following actions are adhered to. Protection to Victims First step in response to domestic abuse incident or report is to ensure protection to the victim, her children and police officers involved in the investigation and prosecution from likely harm by the perpetrator both while receiving calls and after the violence report has been registered. Though this may not apply to the present stage, it is worth mentioning that if the suspect/perpetrator has not left the scene while the call is being received, the caller should be kept on the line and have the background noise tape-recorded through a 999 call which could capture the victim’s and the suspect’s voice and be a crucial evidence for prosecution and helpful in monitoring the incident. If the suspect has left the scene of occurrence, the victim or caller should be asked to lock and secure the premises and comeback to the phone and then take full description of the suspect for being circulated to the area officers (CPS, 2009). Prosecution Now that Hilda’s husband Billy, the perpetrator has already been arrested, the following pages will discuss how the Crown Prosecution Service (CPC) will proceed with prosecution and help victims through prosecution. The guidance document of the CPS is of particular use for legal professionals supporting victims of domestic violence. The CPS has been entrusted with the prosecution of cases probed by the enforcement agency who are responsible for investigating the allegations of domestic violence and collection of evidence. Billy has been arrested as is necessary in a domestic violence case to safeguard the victims who may be vulnerable with children from any further injury. CPS has the mandate to decide on a suspect being charged with and the nature of charges. Police refers cases suspected of domestic violence to CPS for deciding on prosecution or otherwise. CPS is not the legal representative of victims and not authorised to act on their behalf but must be concerned with their safety and support besides considering their views. Thus, CPS initiates prosecutions for domestic violence on State’s behalf. In case of the CPS deciding against prosecution, it will inform victim of the decision based on evidence furnished by the police along with reasons (CPS, 2009). Victim’s Safety CPS will send letter t o vulnerable victim or intimidated witnesses informing the decision to prosecute or otherwise within 24 hours of taking a decision and five days in all others. This is with the view to ensure victim’s safety arising out of the decisions. And it is also to

Sunday, November 17, 2019

U.S. Role in the Modern Middle East Essay Example for Free

U.S. Role in the Modern Middle East Essay For a period of more than sixty years, United States has been a prime player in politics of the Middle East. Since the 1991 Gulf War, Iran in the 50s and the time of contemporary Iraq devastation, the policy of United States has always created a big impact in the domestic affairs of the Middle East. For example, one of the current pervasive features is the Anti-Americanism in the present day public opinion of the Middle East. In this region, Israel is considered one of the best allies of the United States of America. Israel has been receiving aid from America since it was created in 1948. In fact, Israel receives a staggering amount of approximately $3 billion annually (Porter, 2010). This is a fact that foreign policy experts in the Middle East are supposed to be aware of. The Middle East is a hostile region and Israel requires guarantee from America on the security front. Moreover, the United States on the other hand relies on the Israel administration in several respects. For example, during the cold war, the Washington administration needed Israel so that it can counter communism. The United States needed Israel in formulation of a market economy approach in Middle East and again as a reliable ally in strategizing the Middle East policy projects. The foreign policy experts in Israel have several things they need to learn not only on what is happening today but also from history. According to Kaplan (1993), Arabist tradition dates back to the times of Eli Smith in 1827 who took to the Lebanese mountains to learn Arabic. The impact of Arabs however on the U. S. policy began in 1940s. This is the moment United States engaged itself actively in this region. Kaplan shows that the Arabs are just like â€Å"China hands† since they also had and still have skills Department of State needed such as reliable contacts, local culture knowledge and language. Arabs in State had that domination capacity in the Middle Eastern bureau and this enabled them to absorb several others to their viewpoint. Arabs are mostly bound in a small world of their own and thus during this time they lacked enough imagination on what were the interests of the United States in their region. Arabs want a pristine Middle East and for long they have been against its modernization. As Arabs strive to show the harmony between Arab- Islamic and Western culture, they loath the Greeks and Maronites. But of all, what they hate most is the Israelis. They blame them that they spoiled the century-old idyll. For the policy makers thus, there is needed for them to understand that America’s continued support for Israel angers Arabs and once made many of them to turn to anti-Semitism. Arabs carry old grudges which make them not to see the value Israel has on United States. Kaplan in general wants to show the policy makers that the issues concerning Israel are not just about Israel and oil but there is need for the country to devote to Arabs since they are part and parcel of the American history. In as much as America may decide to concentrate on what is happening within the boundaries of Israel, it should not be forgotten that the relations that Israel has with its neighbors determine the outcome. According to Bronson (2006), oil for example has always been a significant factor in Saudi-U. S. relationship as well as in all the rest of the Saudi dealings. This can hardly be otherwise for this country since it carries almost a quarter of the available oil resources in the globe and its oil exports carries between 90% and 95% of the overall export earnings. It is however important to state that even if oil offers a good explanation of what America wants in this region, it is not possible to explain the relationship strength. Thus, decision makers in the United States have to determine the relationships needed to be sustained and in what manner they should be maintained. The policy makers may be required to know that peace is the main solution to the major problems experienced in Lebanon and this will only be achieved if Lebanese are in a position to love their siblings more as it seems as if they hate them. According to Friedman (1989), he confesses that the internal divisions in Israel have to be papered afresh so that a new political life may take route. Even if Friedman looks like he has exaggerated on this point, U. S. decision makers in foreign countries like Israel need to see that there is a possibility of Israel going the Lebanon way. All in all, U. S. foreign policy experts need to understand in their endeavors that the hostility that Arab countries have towards Israel still acts as the heart of Israel-Arab problem. The missing debate in Washington is not between those few who want Israel to be destroyed and the majority who want it to survive. Irrespective of what, Washington must support the right for Israel to exist in recognized international borders and most of all defend its interests against nay threats. References Porter, K. (2010).The US-Israeli Relationship. Retrieved from http://usforeignpolicy. about. com/od/countryprofi3/p/usisraelprofile. htm Kaplan, R. D. (1993). The Arabists: The Romance of an American Elite. Retrieved from http://www. danielpipes. org/885/the-arabists-the-romance-of-an-american-elite Bronson, R. (2006). Thicker than oil: Americas uneasy partnership with Saudi Arabia, New York: Oxford University Press US. Friedman, T. L. (1989). From Beirut to Jerusalem. Retrieved from http://www. danielpipes. org/32/from-beirut-to-jerusalem

Thursday, November 14, 2019

The Character of Hulga in Good Country People by Mary Flannery OConnor

The Character of Hulga in Good Country People by Mary Flannery O'Connor    By definition joy means a great feeling of pleasure and happiness. In Mary Flannery O'Connor's short story Good Country People, Joy Freeman was not at all joyful. Actually, she was the exact opposite. Joy's leg was shot off in a hunting accident when she was ten. Because of that incident, Joy was a stout girl in her thirties who had never danced a step or had any normal good times. (O'Connor 249). She had a wooden leg that only brought her teasing from others and problems in doing daily activities. Joy was very rude as well. In the story it speaks of her comments being so rude and ugly and her face so glum that her mother's boss, Mrs. Hopewell, would tell her if she could not come pleasantly than for her to not come at all. (O'Connor 249). In the story she is very rude to her mother. She would yell at her mother and tell her to look inside herself and see exactly what she was, which she believed was nothing. The story speaks of her entering rooms with her wooden leg making a hulking sound. In all she was miserable to be around and when she made an entrance it was one of the most disturbing ones of all. Joy also hated any living thing, which included animals, flowers, and especially young men. The only thing that ever made Joy happy in her life was when she went to school and acquired her Ph.D. in philosophy. Because she was older, she had no real reason to go back to school, so she was stuck with nothing to bring her pleasure or personal enrichment. When Joy was twenty-one and away from home she had her name legally changed. She tried to find the most horrible sounding syllables to put together and she thought of the name Hulga.... ...ated and had a Ph.D. in Philosophy. She could not call her daughter a schoolteacher, a nurse, or a chemical engineer and that bothered her. These people and episodes in Joy's life made her a very miserable person. They made her hate all that surrounded her, which included flowers, animals, and young men. This is why Joy changes her name to Hulga when she was twenty-one years old. She believed the name represented her as an individual. The name was fierce, strong, and determined just like her. The name reminded her of the broad, blank hull of a battleship. Joy felt the name reflected her inside and out. It separated her from the people who surrounded her that she hated the most.    Works Cited O'Connor, Flannery. Good Country People. Literature an Introduction to Fiction, Poetry, And Drama. X. J. Kennedy and Dana Gioia. Longman. 2002. (247-261)

Tuesday, November 12, 2019

Carrie Chapter Fifteen

Q. What is your address? A. I got a room over the pool hall. That's where I work. I mop the floors, vacuum the tables, work on the machines-pinball machines, you know. Q. Where were you on the night of May twenty-seventh at 10.30 P.M., Mr Quillan? A. Well . . . actually, I was in a detention cell at the police station. I get paid on Thursdays, see. And I always go out and get bombed. I go out to The Cavalier, drink some Schlitz, play a little poker out back. But I get mean when I drink. Feels Eke the Roller Derby's going on in my head. Bummer, hub? Once I conked a guy over the head with a chair and Q. Was it your habit to go to the police station when you felt these fits of temper coming on? A. Yeah. Big Otis, he's a friend of mine. Q. Are you referring to Sheriff Otis Doyle of this county? A. Yeah. He told me to pop in any time I started feeling mean. The night before the prom, a bunch of us guys were in the back room down at The Cavalier playing stud poker and I got to thinking Fast Marcel Dubay was cheating. I would have known better sober – a Frenchman's idea of pullin' a fast one is to look at his own cards – but that got me going. I'd had a couple of beers, you know, so I folded my hand and went on down to the station. Plessy was catching, and he locked me right up in Holding Cell number 1. Plessy's a good boy. I knew his mom, but that was many years ago. Q. Mr Quillan, do you suppose we could discuss the night of the twenty-seventh? 10:30 P.M.? A. Ain't we? Q. I devoutly hope so. Continue. A. Well, Plessy locked me up around quarter to two on Friday morning, and I popped right Off to sleep. Passed out, you might say. Woke up around four o'clock the next afternoon, took three Alka-Seltzers, and went back to sleep. I got a knack, that way. I can sleep until my hangover's all gone. Big Otis says I should find out how I do it and take out a patent. He says I could save the world a lot of pain. Q. I'm sure you could, Mr Quillan. Now when did you wake up again? A. Around ten o'clock on Friday night. I was pretty hungry, so I decided to go get some chow down at the diner. Q. They left you all alone in an open cell? A. Sure. I'm a fantastic guy when I'm sober. In fact, one time Q. Just tell the committee what happened when you left the cell. A. The fire whistle went of, that's what happened. Scared the beJesus out of me. I ain't heard that whistle at night since the Viet Nam war ended. So I ran upstairs and sonofabitch, there's no one in the office. I say to myself, hot damn, Plessy's gonna get it for this. There's always supposed to be somebody catching, in case there's a callin. So I went over to the window and looked out. Q. Could the school be seen from that window? A. Yeah. People were running around and yelling. And that's when I saw Carrie White. Q. Had you ever seen Carrie White before? A. Nope. Q. Then how did you know it was she? A. That's hard to explain. Q. Could you see her clearly? A. She was standing under a street light, by the fire hydrant on the corner of Main and Spring. Q. Did something happen? A. I guess to Christ. The whole top of the hydrant exploded of three different ways. Left, right, and straight up to heaven. Q. What time did this †¦ uh †¦ malfunction occur? A. Around twenty to eleven. Couldn't have been no later. Q. What happened then? A. She started downtown. Mister, she looked awful. She was wearing some kind of party dress, what was left of it, and she was all wet from that hydrant and covered with blood. She looked like she just crawled out of a car accident. But she was grinning. I never saw such a grin. It was like a death's head. And she kept looking at her hands and rubbing them on her dress, trying to get the blood off and thinking she'd never get it off and how she was going to pour blood on the whole town and make them pay. It was awful stuff Q. How would you have any idea what she was thinking? A. I don't know. I can't explain. Q. For the remainder of your testimony, I wish you would stick to what you saw, Mr Quillan. A. Okay. There was a hydrant on the corner of Grass Plaza, and that one went, too. I could see that one better. The big lug nuts on the sides were unscrewing themselves. I saw that happening. It blew, just like the other one. And she was happy. She was saying to herself, that'll give 'em a shower, that'll †¦ whoops, sorry. The fire trucks started to go by then, and I lost track of her. The new pumper pulled up to the school and they started on those hydrants and saw they wasn't going to get no water. Chief Burton was hollering at them, and that's when the school exploded. Je-sus. Q. Did you leave the police station? A. Yeah. I wanted to find Plessy and tell him about that crazy broad and the fire hydrants. I glanced over at Teddy's Amoco, and I seen something that made my blood run cold. All six gas pumps was off their hooks. Teddy Duchamp's been dead since 1968, God love him but his boy locked those pumps up every night just like Teddy himself used to do. Every one of them Yale padlocks was hanging busted by their hasps. The nozzles were laying on the tarmac, and the automatic feeds was set on every one. Gas was pouring out on to the sidewalk and into the street. Holy mother of God, when I seen that, my balls drew right up. Then I saw this gay running along with a lighted cigarette. Q. What did you do? A. Hollered at him. Something like Hey! Watch that cigarette! Hey, don't, that's gas! He never heard me. Fire wrens and the town whistle and cars rip-assing up and down the street, I don't wonder. I saw he was going to pitch it, so I started to duck back inside. Q. What happened next? A. Next? Why, next thing, the Devil came to Chamberlain †¦ When the buckets fell, she was at first only aware of a loud, metallic clang cutting through the music, and then she was deluged in warmth and wetness. She closed her eyes instinctively. There was a grunt from beside her, and in the part of her mind that had come so recently awake, she sensed brief pain. (tommy) The music came to a crashing, discordant halt, a few voices hanging on after it like broken strings, and in the sudden deadness of anticipation, filling the gap between event and realization, like doom, she beard someone say quite clearly: ‘My God, that's blood.' A moment later, as if to ram the truth of it home, to make it utterly and exactly clear, someone screamed. Carrie sat with her eyes closed and felt the black bulge of terror rising in her mind. Momma had been right, after all. They had taken her again gulled her again, made her the butt again. The horror of it should have been monotonous, but it was not; they had gotten her up here, up here in front of the whole school, and had repeated the shower-room scene †¦ only the voice had said (my god that's blood) something too awful to be contemplated. If she opened her eyes and it was true, oh, what then? What then? Someone began to laugh, a solitary, affrightened hyena sound, and she did open her eyes, opened them to see who it was and it was true, the final nightmare, she was red and dripping with it, they had drenched her in the very secretness of blood, in front of all of them and her thought (oh†¦i †¦ COVERED- with it) was coloured a ghastly purple with her revulsion and her shame. She could smell herself and it was the stink of blood. the awful wet, coppery smell. In a flickering kaleidoscope of images she saw the blood running thickly down her naked thighs, hear the constant beating of the shower on the tiles, felt the soft patter of tampons and napkins against her skin as voices exhorted her to plug it UP, tasted the plump, fulsome bitterness of horror. They had finally given her the shower they wanted. A second voice joined the first, and was followed by a third – girl's soprano giggle – a fourth, a fifth, six, a dozen, all of them, all laughing. Vic Mooney was laughing. She could see him. His face was utterly frozen, shocked, but that laughter issued forth just the same. She sat quite still, letting the noise wash over her like surf They were still all beautiful and there was still enchantment and wonder, but she had crossed a line and now the fairy tale was green with corruption and evil. In this one she would bite a poison apple, be attacked by trolls, be eaten by tigers. They were laughing at her again. And suddenly it broke. The horrible realization of how badly she had been cheated came over her, and a horrible, soundless cry (they're LOOKING at me) tried to come out of her. She put her hands over her face to hide it and staggered out of the chair. Her only thought was to run, to get out of the light, to let the darkness have her and hide her. But it was like trying to run through molasses. Her traitor mind had slowed time to a crawl; it was as if God had switched the whole scene from 78 rpm to 33 1/3. Even the laughter seemed to have deepened and slowed to a sinister bass rumble. Her feet tangled in each other, and she almost fell of the edge of the stage. She recovered herself, bent down, and hopped down to the floor. The grinding laughter swelled louder. It was like rocks rubbing together. She wanted not to see, but she did see; the lights were too bright and she could see all their faces. Their mouths, ,their teeth, their eyes. She could see her own gorestreaked hands in front of her face. Miss Desjardin was running toward her, and Miss Desjardin's face was filled with lying compassion. Carrie could we beneath the surface to where the real Miss Geer was giggling and chuckling with rancid old-maid ribaldry. Miss Desjardin's mouth opened and her voice issued forth, horrible and slow and deep: ‘Let me help you, dear. Oh I am so sor-‘ She struck out at her (flex) and Miss Desjardin went flying to rattle off the wall at the side of the stage and fall into a heap. Carrie ran. She ran through the middle of them. Her hands were to her face but she could see through the prison of her fingers, could see them, how they were, beautiful, wrapped in light, swathed in the bright, angelic robes of Acceptance. The shined shoes, the clear faces, the careful beauty-parlour hairdos, the glittery gowns. They stepped back from her as if she was plague, but they kept laughing, then, a foot was stuck slyly out (o yes that comes next o yes) and she fell over on her hands and knew and began to crawl, to crawl along the floor with her blood-clotted hair hanging in her face, crawling like St Paul on the Damascus Road, whose eyes had been blinded by the light. Next someone would kick her ass. But no one did and then she was scrabbling to her feet again. Things began to speed up. She was out through the door, out into the lobby, then flying down the stairs that she and Tommy had swept up so grandly two hours ago. (tommy's dead full price paid full price for bringing a plague into the place of light) She went down them in great, awkward leaps, with the sound of the laughter flapping around her like black birds. Then, darkness. She fled across the school's wide front lawn, losing both of her prom slippers and fleeing barefoot The closely cut school lawn was like velvet, lightly dusted with dewfall, and the laughter was behind her. She began to calm slightly. Then her feet did tangle and she fell at full length out by the flagpole. She lay quiescent, breathing raggedly, her hot face buried in the cool grass. The tears of shame began to flow, as hot and as heavy as that first flow of menstrual blood had been. They had beaten her, bested her, once and for all time. It was over. She would pick herself up very soon now, and sneak home by the back streets, keeping to the shadows in case someone came looking for her, find Momma, admit she had been wrong (! NO !) The steel in her- and there was a great deal of it suddenly rose up and cried the word out strongly. The closet? The endless, wandering prayers? The tracts and the cross and only the mechanical bird in the Black Forest cuckoo clock to mark off the rest of the hours and days and years and decades of her life? Suddenly, as if a videotape machine had been turned on in her mind, she saw Miss Desjardin running toward her, and saw her thrown out of her way like a rag doll as she used her mind on her, without even consciously thinking of it. She rolled over on her back, eyes staring wildly at the stars from her painted face. She was forgetting (! THE POWER !) It was time to teach them a lesson. Time to show them a thing or two. She giggled hysterically. It was one of Momma's pet phrases. (momma coming home putting her purse down eyeglasses flashing well i guess i showed that elt a thing or two at the shop today) There was the sprinkler system. She could turn it on, turn it on easily. She giggled again and got up, began to walk barefoot back toward the lobby doors. Turn on the sprinkler system and close all the doors. Look in and let them see her looking in, watching and laughing while the shower ruined their dresses and their hairdos and took the shine off their shoes. Her only regret was that it couldn't be blood. The lobby was empty. She paused halfway up the stairs and FLEX, the doors all slammed shut under the concentrated force she directed at them the pneumatic door-closers snapping of. She heard some of them scream and it was music, sweet soul music. For a moment nothing changed and then she could feel them pushing against the doors, wanting them to open. The pressure was negligible. They were trapped (trapped) and the word echoed intoxicatingly in her mind. They were under her thumb, in her power. Power! What a word that was! She went the rest of the way up and looked in and George Dawson was smashed up against the glass, struggling, pushing, his face distorted with effort. There were others behind him, and they all looked like fish in an aquarium. She glanced up and yes, there were the sprinkler pipes, with their tiny nozzles like metal daisies. The pipes went through small holes in the green cinderblock wall. There were a great many inside, she remembered. Fire laws, or something. Fire laws. In a flash her mind recalled (black thick cords like snakes) the power cords strung all over the stage. They were out of the audience's sight, hidden by the footlights, but she had had to step carefully over them to get to the throne. Tommy had been holding her arm. (fire and water) She reached up with her mind, felt the pipes, traced them Cold; full of water. She tasted iron in her mouth, cold wet metal, the taste of water drank from the nozzle of a garden hose. Flex For a moment nothing happened. Then they began to back away from the doors, looking around. She walked to the small oblong of glass in the middle door and looked inside. It was raining in the gym. Carrie began to smile. She hadn't gotten all of them, only some. But she found that by looking up at the sprinkler system with her eyes, she could trace its course more easily with her mind. She began to turn on more of the nozzles, and more. Yet it wasn't enough. They weren't crying yet, so it wasn't enough (hurt them then hurt them) There was a boy up on the stage by Tommy, gesturing wildly and shouting something. As she watched, he climbed down and ran toward the rock band's equipment. He caught hold one of the microphone stands and was transfixed. Carrie watched, amazed, as his body went through a nearly motionless dance of electricity. His feet shuffled in the water, his hair stood up in spikes, and his mouth jerked open, like the mouth of a fish. He looked funny. She began to laugh. (by christ then let them all look funny) And in a sudden, blind thrust, she yanked at all the power she could feel.

Sunday, November 10, 2019

Verbal Bullying

Abstract Bullying may give particular students self-confidence, but school bullying must be stopped. Being the victim of bullying can lower a victim’s self-esteem, cause psychological problems, and have many other long term effects. This research represented ways individuals can see the short term and long term effects of being a bully or the victim. There are many demographics of bullying. Suicide and school violence is on the rise. Victims of bullies can often get severely depressed and have low self-esteem.They start thinking of how to take care of the problem themselves. The outcome can take innocent bystanders lives. School is starting for the tri state area kids. Parents are excited, kids are bummed, and teachers are preparing for the new school year. One Subject that parents and teachers have been focusing their attention on is bullying. They have got to prepare to act quickly and know when a student is bullying or being bullied. Parents and teachers are watching for si gns of their children being bullied or doing the bullying.Bullying may give particular students self-confidence, but school bullying must be stopped because being the victim of bullying can cause psychological problems, there are different types of bullying and they have many different short-term and long- term effects. According to Bullying Timeline(2008-2009), bullying is not something that has just surfaced in the past ten years, earliest categorized act of bullying behavior is dated all the way back to 1897. Dr. Dan Olweus conducted the first research on bullying in 1970.In 1978 the first book was released, â€Å"Aggression in the schools: Bullies and Whipping Boys. † Dr. Dan Olweus proposed a law against bullying in schools in 1981. In the mid-1990’s, Olweus argument led to legislation against bullying by the Swedish & Norwegian parliaments. This was the first proposal of an anti-bullying law. April 20th, 1999, was a revolution for the states, two teenage schoolbo ys, Eric Harris and Dylan Klebold, whom was persistently bullied, went on a shooting spree wounding twenty-three, fatally shooting thirteen, and taking their own lives.Children, parents and school officials around the country were shocked, and no one could deny the need for more pro-social and accepting school environments and a way to combat bullying among students. (The history of bullying in schools,2008-2009) The Free Online Dictionary’s definition of a bully is, â€Å"a person who is habitually cruel or overbearing, especially to smaller or weaker people. † Bullying hasn’t really changed over the years, what has changed is the technology involved in bullying. Research and attention have become more focused on bullying since early 1970. Free Online Dictionary, 2012) The four types of bullying that are a significant focus. Verbal and physical are the most associated with bullying. Social and cyber bullying is an increasing rise, to focus more on. Verbal bully ing is the most common form of bullying. (Teenage Bullying,2009) Growing up we have all heard the saying, â€Å"sticks and stones may break my bones but words cannot hurt me. † As untrue as that saying is, name calling, rude comments, constant taunting, threats and teasing can be the breaking point for an individual. Words are painful as well as very affective on one’s life.Forgetting something that was said is not always that easy. Verbal bullying is most common among girls. It is easier to bully a girl with words than it is to physically bully a girl. Social bullying is also found typically amongst girls. (Being left out is worst form of bullying according to research,2011) Spreading rumors that are highly embarrassing, untrue, which can make the person feel ashamed about, who they are. Leaving someone out of a group or discussion on purpose, making the victim feel alone and uninvited to participate.Bullies can glare to intimidate their victim for saying something to someone else, or even being present when the bully is around. At times they give the silent treatment because they are mad or jealous of the person. (National Foundation for educational research,2011) Physical bullying appears to be the most obvious kind of bullying. Physical attacks such as: kicking, pushing, tripping, and spitting to show that they are in charge. Rude gestures like, pounding their fist to their hand resembling they will hit their victim. It is a powerful act to intimidate the weak and show who is in charge. Physical bullying is most common in young boys.They tend to use violence to demonstrate power. With the new technology cyber bullying is one of the prime methods in this day and age for a bully. Cyber bullying is the use of technology to harass, threaten, embarrass, or target another person. Facebook, MySpace and other forms of social networks are not the only forms of cyber bullying. Surprisingly, 42 percent of kids have been bullied while online through e-ma il, texting, chat rooms, forums, and instant messaging. (Cyber bullying Statistics: Statistics and Tips, 2004) Based on 2004 i-SAFE survey of 1,500 student’s grades 4-8, â€Å"35% of kids using the internet have been threatened online.Survey showed 21% of kids have received mean or threatening e-mail or other messages. While 58% of the kids admit someone has said mean or hurtful things to them online. Significantly, 58% have not told their parents or an adult about something mean or hurtful that happened to them online. On the other hand survey showed 53% of kids admit to having said something mean or hurtful to another person online. †(2004) (Cyber bullying Statistics: Statistics and Tips, 2004) Cyber bullying has changed how persistent bullies can be. When bullying was just at school, kids had home to go to after school and weekends.They only had to deal with bullying on the school grounds. There is no escape for victims whom are targeted at school currently. They ar e being targeted at home by internet bullying and texting. According to a research done by Stop Bullying,(2011) strangely enough there is no federal law directly addresses bullying, â€Å"in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex, age, disability, or religion. When bullying and harassment overlap, federally-funded schools have an obligation to resolve the harassment.When the situation is not adequately resolved, the U. S. Department of Education’s Office for Civil Rights and the U. S. Department of Justice’s Civil Rights Division may be able to help. † (Federal Law, 2011) Forty-nine of the fifty states in the U. S. have approved school anti-bullying legislation. In 1999, Georgia was the first to be approved. (Georgia house bill, 2012) Montana is the only state without anti-bullying legislation. (MT-Senate bill 198, 2012) Local tri-state area anti-bullying laws are in affect. In 2007, Iow a jumped on board to create a state law and policies at schools for bullying.Wisconsin joined in 2010, with both school policies, as well as a state law, while in 2007 Illinois only has an anti-bullying law, but no school policy. (Bully Police, 2012) Oddly Illinois is ranked the 3rd most bullied state for k-12. (Top 5 States, 2011) Bullies are often mistaken as loners with low self-esteem. Bully’s naturally have an easier time making friends. It is easier to be a bully’s friend than to be bullied by him/her. A bully’s self-esteem is average or above normal. They are known to come from homes with limited supervision by parents, harsh or physical discipline at home ay have a role model with bullying engagements, and a one parent household. Children who participate in bullying often bully more than one individual. Their characteristics are often but not limited to: being impulsive, having a lack of empathy, as well as, becoming easily frustrated. They also have a t endency not to listen to authority. Generally, they do not like to follow rules. Some can look at violence in a positive way, and can often be found erratic. Kids who bully have a liking to find other friends who are bullies. Together they can become positive to violence. Children who bully, 2011) What are the signs to look for in children that are bullies? Bullying can be a sign of serious antisocial violent behavior. A victim at home can be a bully at school. Children who bully other kids are more likely to pick fights, be injured in fighting, vandalize property or steal from others, drink alcohol at an early age, smoke cigarettes, do recreational drugs, become absent from school or stop attending all together, and may carry weapons. If you ask a bully about weapons, majority own or have access to. Short term effects of being a bully are feeling the powerful use of anger.Control bullies have over other kids, and fear that was present when they are nearby. At the same time bullies are respected because it is easier to be friends with a bully then be bullied by the bully. The false happiness bullies think they are aiding by hurting others. Long term effects of being a bully. Becoming a criminal in later years of their lives, is a probability. Self- esteem and empathy never mended. Some feel they have reputations to live up to and feel they are invincible. Consequences never fear bullies in the long term effect because they do not care what happens next.For parents to recognize if their child is doing the bullying often have a strong need to dominate situations to get their own way and have the power over the household. Antisocial or criminal behavior at a young age can demonstrate that they are hanging out with the wrong kids. Children with aggressive behavior to rule a parent and not listen to what they have to say, and can become abusive toward their parents to dominate the situation and be in charge. (Children who bully, 1998-2012) Teachers are trained to w atch for signs of bullying. Children can be bullied in many ways physical, verbal, and emotional.Crick & Grotpeter (1995) discuss how there are more ways than just directly bullying; they can include indirect behaviors that cause a child to feel socially secluded. † Examples of this type of bullying could be leaving the student out of activities, spreading rumors, making him/her feel uncomfortable or scared, telling nasty stories, not allowing the person to speak to other children or be spoken to. This is also called relational aggression, which is primarily, but not exclusively associated with girls' bullying strategies â€Å"(Crick ; Grotpeter, 1995).Girls are more commonly responsible for the indirect behavior. Boys like to demonstrate their aggression and cause physical damage. In most cases, children are bullied because they are different and stick out in some way or another. Sometimes it is because one is smaller or bigger than the other kids. Age could be a factor in o ther cases. Being a specific gender, male versus female, or even a person’s sexual orientation could be a cause for bullying. A victim could be bullied because of economic status such as being rich or poor. Race, religion, beliefs and interests could be different from the bullies.There are many demographics for one to be a victim of bullying. Recognizing signs children being bullied can be more difficult than signs of your child being the bully. Children who are being victimized by bullying have one or several behaviors at home. They may come home with bruises, cuts, or other physical appearances without an explanation of how they got there. They do not want to go to school anymore or start taking a different route to and from school. Acting sad, depressed, irritable, and suddenly have temper outburst. May start to isolate themselves from others and become a loner.Schoolchildren who are bullied may suffer from different short-term effects. Anger along with frustration may bec ome collective feelings. Intention is that they want to retaliate, and have the desire for the bully to stop picking on he/she. Some frustration and anger come from not understanding why they are being the victim of bullying. Several start becoming afraid and concerned of what will occur next, and start developing anxiety. Victims from time to time can become depressed and feel it is their fault and begin to think; they hate life, hate themselves and hate existence.Low self-worth may play a part of short term bullying in which can cause illness. Some students may start to be absent from school, start to become a loner to avoid being bullied. Long term effects for the victim of being bullied are far more serious then short term effects. Severe depression is more than just a feeling of being down. Depression is a severe mood disorder in which feelings of unhappiness, along with other symptoms, can interfere with a person’s normal everyday activities for a long period of time.If severe depression is not treated swiftly, selected number of victims may get to the point of hurting themselves, thoughts of suicide, attempting suicide, or considerations or actions of hurting others. The worst case occurrence through bullying is when victims come back and retaliates the best way they feel is gratifying. Human instinct is to hurt someone who is hurting us. Making someone feel the way they have made us feel, becomes the only precedence some have. With that being said, there are school shootings and suicides on the rise.It is no longer just hurtful words, excluding someone from a group or event, giving each other silent treatment, or fist fighting. It has become a fatal concern on the rise. According to Bullying Statistics,(2009) the alarming figures are on the rise. * Suicide is the third leading cause of death among young people, resulting in about 4,400 deaths per year, according to the CDC. For every suicide among young people, there are at least 100 suicide att empts. Over 14 percent of high school students have considered suicide, and almost 7 percent have attempted it. Bully victims are between 2 to 9 times more likely to consider suicide than non-victims, according to studies by Yale University * A study in Britain found that at least half of suicides among young people are related to bullying * 10 to 14 year old girls may be at even higher risk for suicide, according to the study above * According to statistics reported by ABC News, nearly 30 percent of students are either bullies or victims of bullying, and 160,000 kids stay home from school every day because of fear of bullying. Bullying Statistics,2009) In conclusion, being the victim of school bullying can have extreme long term effects on both the victim and the bully. Today’s technology has changed the way kids are getting bullied. Parents are watching for warning signs if their child is the victim of bullying or is the bully. There are many short-term and long-term effect s bullying can have on kids.Teachers are particularly watching interactions between kids. Some schools have created bully awareness days or weeks. School violence and suicide are on the rise, distinguishing bullying and being able to solve the problem proficiently, will be the best way to reduce an ongoing problem in the future. Preventing bulling is possible with enough contribution.

Thursday, November 7, 2019

A History of gangs in the USA essays

A History of gangs in the USA essays Although it is not fair and certainly not warranted to connect any ethnic group with organized crime, it is a fact that the massive immigration of the early 1900s fueled the creation of the early gangs, particularly in New York City. As more and more immigrants began to land unload into New York harbors they began to complete with each other for houses, jobs and most importantly respect. Many of the immigrants who arrived in New York were often struggling financially in their home country and had come to America in order to escape the harsh realities of their lives. Of these immigrants who came to America searching for a better life, many eventually turned to crime. These immigrants are quickly condemned by many historians as being destructive and violent and of knowing nothing but crime. Herbert Asbury wrote in the main the gangster was a stupid roughneck born in filth and squalor and reared amid vice and corruption. He fulfilled his natural destiny (Intro GONY). This is the view ta ken by many historians that the members of these early gangs were simply bad apples who destined to become criminals, however it is important to remember that many of these immigrants were simply searching for a better life in America and were often denied the opportunity because of their ethnicity. During the flood of immigrants from Ireland around the turn of the century they were greeted with signs saying, no Irish need apply at many of the places where they would search for employment. Later Italian and Eastern European immigrants received much the same treatment. It is no wonder then that these immigrants surrounded themselves with people of their own ethnicity and that they eventually turned to crime. Immigrants had come to America to make something of themselves, with rock hard resolve and determination many fought to succeed in the American work place. Unfortunately many failed because they were denied the opportunities given...

Tuesday, November 5, 2019

Biography of Napoleon Bonaparte, Military Commander

Biography of Napoleon Bonaparte, Military Commander Napoleon Bonaparte (August 15, 1769–May 5, 1821), one of the greatest military commanders in history, was the twice-emperor of France whose military endeavors and sheer personality dominated Europe for a decade. In military affairs, legal issues, economics, politics, technology, culture, and society in general, his actions influenced the course of European history for over a century, and some argue, to this very day. Fast Facts: Napoleon Bonaparte Known For: Emperor of France, conqueror of much of EuropeAlso Known As: Emperor Napoleon Bonaparte, Napoleon 1st of France, The Little Corporal, The CorsicanBorn: August 15, 1769 in Ajaccio, CorsicaParents: Carlo Buonaparte, Letizia RamolinoDied: May 5, 1821 on Saint Helena, United KingdomPublished Works: Le souper de Beaucaire (Supper at Beaucaire), a pro-republican pamphlet (1793); the Napoleonic Code, the French civil code (1804); authorized the publication of Description de lÉgypte, a multivolume work authored by dozens of scholars detailing Egypts archeology, topography, and natural history (1809-1821)Awards and Honors: Founder and grand master of the Legion of Honor (1802), the Order of the Iron Crown (1805), the Order of the Reunion (1811)Spouse(s): Josephine de Beauharnais (m. March 8, 1796–Jan. 10, 1810), Marie-Louise (m. April 2, 1810–May 5, 1821)Children: Napoleon IINotable Quote: Great ambition is the passion of a great character. Those endowed with it m ay perform very good or very bad acts. All depends on the principles which direct them. Early Life Napoleon was born in Ajaccio, Corsica, on August 15, 1769, to Carlo Buonaparte, a lawyer and political opportunist, and his wife Marie-Letizia. The Buonapartes were a wealthy family from the Corsican nobility, although when compared to the great aristocracies of France, Napoleons kin were poor. Napoleon entered the military academy at Brienne in 1779. He moved to the Parisian École Royale Militaire in 1784 and graduated a year later as a second lieutenant in the artillery. Spurred on by his fathers death in February 1785, the future emperor had completed in one year a course that often took three. Early Career Despite being posted on the French mainland, Napoleon was able to spend much of the next eight years in Corsica thanks to his ferocious letter writing and rule-bending, as well as the effects of the French Revolution (which led to the French Revolutionary Wars) and sheer good luck. There he played an active part in political and military matters, initially supporting the Corsican rebel Pasquale Paoli, a former patron of Carlo Buonaparte. Military promotion also followed, but Napoleon became opposed to Paoli and when civil war erupted in 1793 the Buonapartes fled to France, where they adopted the French version of their name: Bonaparte. The French Revolution had decimated the republics officer class and favored individuals could achieve swift promotion, but Napoleons fortunes rose and fell as one set of patrons came and went. By December 1793, Napoleon was the hero of Toulon, a general and favorite of Augustin Robespierre; shortly after the wheel of revolution turned and Napoleon was arrested for treason. Tremendous political flexibility saved him and the patronage of Vicomte Paul de Barras, soon to be one of Frances three Directors, followed. Napoleon became a hero again in 1795, defending the government from angry counter-revolutionary forces; Baras rewarded Napoleon by promoting him to high military office, a position with access to the political spine of France. Napoleon swiftly grew into one of the countrys most respected military authorities, largely by never keeping his opinions to himself, and he married Josephine de Beauharnais in 1796. Rise to Power In 1796, France attacked Austria. Napoleon was given command of the Army of Italy, whereupon he welded a young, starving and disgruntled army into a force which won victory after victory against theoretically stronger Austrian opponents. Napoleon returned to France in 1797 as the nations brightest star, having fully emerged from the need for a patron. Ever a great self-publicist, he maintained the profile of a political independent, thanks partly to the newspapers he now ran. In May 1798, Napoleon left for a campaign in Egypt and Syria, prompted by his desire for fresh victories, the French need to threaten Britains empire in India and the Directorys concerns that their famous general might seize power. The Egyptian campaign was a military failure (although it had a great cultural impact) and a change of government in France caused Bonaparte to leave- some might say abandon- his army and return in the August 1799. Shortly after he took part in the Brumaire coup of November 1799, finishing as a member of the Consulate, Frances new ruling triumvirate. First Consul The transfer of power might not have been smooth, owing much to luck and apathy, but Napoleons great political skill was clear; by February 1800, he was established as the First Consul, a practical dictatorship with a constitution wrapped firmly around him. However, France was still at war with her fellows in Europe and Napoleon set out to beat them. He did so within a year, although the key triumph, the Battle of Marengo, fought in June 1800, was won by the French General Desaix. From Reformer to Emperor Having concluded treaties that left Europe at peace, Bonaparte began working on France, reforming the economy, legal system (the famous and enduring Code Napoleon), church, military, education, and government. He studied and commented on minute details, often while traveling with the army, and the reforms continued for most of his rule. Bonaparte exhibited skill as both legislator and statesmen. Napoleons popularity remained high, helped by his mastery of propaganda but also genuine national support, and he was elected Consulate for life by the French people in 1802 and Emperor of France in 1804, a title which he worked hard to maintain and glorify. Initiatives like the Concordat with the Church and the Code helped secure his status. Return to War Europe was not at peace for long. Napoleons fame, ambitions, and character were based on conquest, making it almost inevitable that his reorganized Grande Armà ©e would fight further wars. However, other European countries also sought conflict, for not only did they distrust and fear Napoleon, but they also retained their hostility toward revolutionary France. For the next eight years, Napoleon dominated Europe, fighting and defeating a range of alliances involving combinations of Austria, Britain, Russia, and Prussia. Sometimes his victories were crushing- such as Austerlitz in 1805, often cited as the greatest military victory ever- and at other times, he was either very lucky, fought almost to a standstill, or both. Napoleon forged new states in Europe, including the German Confederation- built from the ruins of the Holy Roman Empire- and the Duchy of Warsaw, while also installing his family and favorites in positions of great power. The reforms continued and Napoleon had an ever-increasing effect on culture and technology, becoming a patron of both the arts and sciences while stimulating creative responses across Europe. Disaster in Russia The Napoleonic Empire may have shown signs of decline by 1811, including a downturn in diplomatic fortunes and continuing failure in Spain, but such matters were overshadowed by what happened next. In  1812 Napoleon went to war with Russia, assembling a force of over 400,000 soldiers, accompanied by the same number of followers and support. Such an army was almost impossible to feed or adequately control and the Russians repeatedly retreated, destroying the local resources and separating Napoleons army from its supplies. Napoleon continually dithered, eventually reaching Moscow on Sept. 8, 1812, after the Battle of Borodino, a bludgeoning conflict where over 80,000 soldiers died. However, the Russians refused to surrender, instead torching Moscow and forcing Napoleon into a long retreat back to friendly territory. The Grande Armà ©e was assailed by starvation, extremes of weather and terrifying Russian partisans throughout, and by the end of 1812 only 10,000 soldiers were able to fight. Many of the rest had died in horrible conditions, with the camps followers faring even worse. A coup had been attempted in Napoleons absence from France and his enemies in Europe were reinvigorated, forming a grand alliance intent on removing him. Vast numbers of enemy soldiers advanced across Europe toward France, overturning the states Bonaparte had created. The combined forces of Russia, Prussia, Austria, and others just used a simple plan, retreating from the emperor himself and advancing again when he moved to face the next threat. Abdication Throughout 1813 and into 1814 the pressure grew on Napoleon; not only were his enemies grinding his forces down and approaching Paris, but the British had fought out of Spain and into France, the Grande Armà ©es Marshalls were underperforming and Bonaparte had lost the French publics support. Nevertheless, for the first half of 1814 Napoleon exhibited the military genius of his youth, but it was a war he couldnt win alone. On March 30, 1814, Paris surrendered to allied forces without a fight and, facing massive betrayal and impossible military odds, Napoleon abdicated as Emperor of France; he was exiled to the Island of Elba. Second Exile and Death Napoleon made a sensational  return to power in 1815. Traveling to France in secret, he attracted vast support and reclaimed his imperial throne, as well as reorganizing the army and government. After a series of initial engagements, Napoleon was narrowly defeated in one of historys greatest battles: Waterloo. This final adventure had occurred in less than 100 days, closing with Napoleons second abdication on June 25, 1815, whereupon British forces forced him into further exile. Housed on St. Helena, a small rocky island well away from Europe in the South Atlantic Ocean, Napoleons health and character fluctuated; he died within six years, on May 5, 1821, at age 51. Legacy Napoleon helped perpetuate a state of European-wide warfare that lasted for 20 years. Few individuals have ever had such a huge effect on the world, on economics, politics, technology, culture, and society. Napoleon may not have been a general of utter genius, but he was very good; he may not have been the best politician of his age, but he was often superb; he may not have been a perfect legislator, but his contributions were hugely important. Napoleon used his talents- through luck, talent, or force of will- to rise from chaos and then build, lead, and spectacularly destroy an empire before doing it all again in a tiny microcosm one year later. Whether a hero or tyrant, the reverberations were felt across Europe for a century. Sources I, Napoleon. â€Å"Description of Egypt. Second Edition. Antiquities, Volume One (Plates).†Ã‚  WDL RSS, Detroit Publishing Company, 1 Jan. 1970.â€Å"16 Most Remarkable Napoleon Bonaparte Quotes.†Ã‚  Goalcast, Goalcast, 6 Dec. 2018.Editors, History.com. â€Å"Napoleon Bonaparte.†Ã‚  History.com, AE Television Networks, 9 Nov. 2009.