Public School For Reconsider Publicly Funding Catholic...

Gabriella DeFina Mr. McGilly ENG 3U1 Friday, May 13, 2016 Time to Reconsider Publicly Funding Catholic Schools In Toronto alone there are about 800 schools of all grade levels. Within these 800, approximately 200 of them are catholic, thereby meaning about 25% of schools in Toronto are catholic. This poses the question: Why Catholics? Why does the government choose this religion to publically fund as an individual board? It could relate to back in the 1600s when the world was pretty much an Oligarchy of Theocracy. However, it is now the 21st century and the world does not work like that anymore. Although prevalent, Catholicism is not what it used to be. Nowadays, it is more a personal choice rather than the societal norm. In†¦show more content†¦Why did our ancestors decide it was necessary to have religion and education as a combined learning environment? This can be traced back to the settlement of the British and French. This is an indication that Canada has always been a constant battle between protestant and catholic. Evidently, the British prevailed, this is the beginning of a country devoted to Christianity, or was. The world is not what it used to be, people do not surround their lives around religion anymore, especially youth. There are so many other pressing topics that are circulating the world today that religion is no longer in the spotlight. Therefore, since times are changing rapidly, education systems should follow. Realistically speaking, students are not as devoted Catholics as the Catholic school expects them to be. As someone who has been in a catholic school for my entire life, it is fair to say that my peers do not take the religious aspects of Catholic schools seriously. Mass has commonly become an excuse to skip and sleep in or do other assignments. Religion is considered a â€Å"joke class† that students do not care about. Prayers on the announcements have become a great way to waste class time or it is simply boring. Catholics who created the initial catholic schools would be rolling in their graves at the disrespect students give to catholic schools. It is evide nt that religion no longer fits into the norm of schools. There should be a time and place

The Salary System and Its Weaknesses Assignment Example

Essays on The Salary System and Its Weaknesses Assignment The paper â€Å"The Salary System and Its Weaknesses" is a  worthy example of a case study on finance accounting. The salary system has a number of weaknesses within it. This means that the salaries are not paid in commensuration with the experience and qualifications of an individual. As is clear from the example of Fred, the salary system lacks a proportionate basis and is an incomplete balance of the entire equation. This shall mean that the salary system should award the individuals with an understanding that they would be looked after well when it comes to their work basis and thus paid in line with what they have learned, and what they can offer to the organization in terms of their experience and more importantly, the results.2. As the director, how would you handle Fred?As the director, I would ask Fred to mend his ways and tell him to raise his concerns and queries with the human resources management department. If he has some salary reservations and as to why he was bei ng treated in an unfair manner when he compares himself with Bob, he should do this in writing and that too to the human resources management department. Handling Fred is indeed easy if the exact problem is understood right from the beginning and this, I shall do with a sense of purpose on my side. Fred should be told precisely what is expected of him and if he has something to say, the human resources management department is the right door to knock.  Case # 21. As Ezra’s manager, what would you do to retain him?As Ezra’s manager, I would make a concerted effort for him to stay as long as possible with the company because a lot has been done to impart him with the training that he eventually gained. I would ask for a raise in the salary that he receives as well as a higher position so that his job could be guaranteed and thus the program which was 10 months old and into the completion process could be analyzed in a proper fashion. I will make every effort to hold Ez ra back with the organization and thus do my bit in an amicable manner because Ezra is indeed needed by the organization.2. What changes would you recommend in the educational aid program?The changes that I would recommend for the educational aid program would comprise a clear cut policy to hold back employees so that they can deliver back to the organization and thus the entire process of giving back becomes a reasonably sound equation. Also, this would mean that the bond process would be ensured as it will bring in the desired results within the related settings. Asking them to sign a bond before they get into the educational aid program would sound a very reasonable option and one that can be looked forward to adoption on the part of the organization for the said educational aid programCase # 41. What actions. If any, should Jack Otto take?Jack Otto should undertake actions to make Bob realize where he has gone wrong in the last few months. Perhaps he needs to sit down with him a nd tell him exactly what the company demands of him and how his work productivity levels shall increase in the coming days. He must be told where he has gone wrong and what corrective methodologies he must adapt so that respect for work is increased in the future. Jack Otto has to hold himself back when it comes to empathizing with Bob because Bob is a decent enough worker yet had tardiness issues plaguing him all the same.2. Identify some ways that the company and Jack have contributed to the existing problem with Bob.The existing problem has come about because Bob was never asked about his tardiness and lazy work realms. If the evil was shot in the bud right from the very beginning, these matters would have never cropped up. It would be safe to suggest that the company has done a wrong here by allowing Bob to have his own ways because company discipline is indeed very pertinent to the overall working domains that are existent globally.Case # 61. How does this case illustrate the l ack of HR planning?There is a sound problem at hand here as far as the HR planning regimes are concerned. The HR should have known right from the beginning what kind of strategy it is adopting and what kind of incentives and salaries it needs to give to its own employees. This would have been the cornerstone of achieving success within the realms of the business which is being run. HR planning should have made the company’s top heads know beforehand where the problem of salaries has come up from and how these could be removed earlier to have a safe and sound future for the company.2. What approaches could be used to recruit mechanics?The approaches that could be used to recruit mechanics comprise of a general mechanism under which there would be two tiers to look after their salary concerns. This would mean that the senior mechanics would be given more salaries than the junior ones. The two-tier approach would guarantee that the employees remain happy and contented with their jobs, and thus give in their best at all times.

Cognitive Development Of Psychology Click to Get Free Sample

Question: Describe about the Cognitive Development of Psychology? Answer: Cognitive Development: Cognitive development is the method of acquire aptitude and ever more difficult thinking and crisis solve capability from childhood to adulthood. Formerly thought that the infant lack of capability to believe or from the compound thoughts and remain without cognition until they learn verbal communication (Khalid, 2015). Cognitive development is the process of how an individual perceives, think and gain accepting of his or her world from first to last the interaction of inherent and learned factors. The areas were cognitive development focus on, that is information dispensation, intellectual, way of thinking language expansion and remembrance. A most important argument in cognitive development has been nature and nurture that is the query if cognitive development is primarily resolute by an individuals inborn qualities or by their personal understanding. On the other hand, it is now acknowledged by the expert that this is a fake dichotomy: there is overpowering proof from biological and behavioral science that from the initial points in expansion, genetic material interacts with actions and experience in the environment (Magid, Sheskin and Schulz, 2015). Core system of cognition recognized by psychologists: One of the core systems of cognition recognized by psychologists are the following: Biological theories In this field of environmental science and psychology, the assumption of development is used to improved and recognize how biological influence on enlargement network with the experience to shape in increasing traits (Pulsford, Lindenmayer and Driscoll, 2014). When this theory is applied to people the essential thought is that there is bias and constraint on the type of understanding the children easily and obtain during the growth as well as an aptitude to learn evolutionarily book and culturally specified knowledge. David Geary was set up the evolutionary educational psychology in a consequent area and represent to recognize how to evolve knowledge bias interact with the learning of evolutionarily novel information in school (Aguiar and Taylor, 2015). Behaviorist Perspective The main conjecture of this approach is that all behavior is cultured and formed by the environment (Robinson, 2014). Moreover, Behaviorist Perspective argues that in organize for psychology is to be scientific and it supposed to be focus on apparent behavior which can be independently measured rather than on things like cognitive process which can only be contingent. In behaviorist perspective there is two kind of conditioning theories that is classical conditioning and operant conditioning, were as classical condition tell us how to study behavior through organization (Duits et al., 2015) and operant condition tell us how the penalty of behavior reinforces (Johnes, 2014). Stages of Piagets theory: Piagets theory is the opinion that cognitive development occur in a sequence of four separate, worldwide stage and both of this are characterize by more and more complicated and conceptual level of consideration (Magid, Sheskin and Schulz, 2015). All this stage are occurring in same order and each of them are building on what was learning in the preceding stage (Viederyt, 2014). The following stage is: Sensor motor stage - In this stage infant and toddler are acquiring information all the way through sensory understanding and manipulate matter. Currently in expansion, a childs intelligence consists of their basic motor and sensory investigation of the world. Piagets supposed that rising is known as objective stability or objective loyalty, and also accepting that objective continue to exist, even when they cannot be seen, and a significant element at this point of expansion (Pulsford, Lindenmayer and Driscoll, 2014). Preoperational stages In these stage children learn through pretend play but still move violently with reason and pleasing the view point of other people. In this they also move violently through the ideal of reliability (Witt and Helmstaedter, 2015). Example suppose investigator may take a lump of clay and make it into two piece and both piece are equal in nature, they told a kid to choose one of them and here the one piece is shaped like a ball and other piece are shaped like a flat screen, while by choosing between two of them the preoperational will might select the flat one because flat one look like larger in shape (Pulsford, Lindenmayer and Driscoll, 2014). Concrete operational stage In this stage kid might think in more logical way, and their thinking might be inflexible. They inclined to resist with theoretical and imaginary concept. In this stage kid capacity turn into less self-centered and start to think about how others might feel and believe. In this concrete operational stage they start to recognize how their opinion is exclusive to them and everyone need to shares their feelings, thoughts and opinion. Formal operational stage - This is the last and final stage in Piagets theory, which occupy a raise in judgment, the capability to use deductive analysis and also indulgent in conceptual ideas. Importance of Piagets: Schema it is one of the most important concepts of Piagets theory of cognitive development. Take an example of Christmas festival which include money, winter, gold, Santa etc and other have different schema like holiday, birth of Jesus etc. yes, there is a schema for each and every kind of things like for occupation, events, yourself for others etc (West, 2014). Assimilation it is a process of incorporate fresh information into a pre-existing plan. Take an example of an old lady, an old lady see a youngster attack another person, she might incorporate aggression or offense into her teenager schema. After that she thinks that the teenager will applied her schema to them, and then it may show prejudice. Here a simple process used as an information which is already fit to pre-existing category (Pulsford, Lindenmayer and Driscoll, 2014). Accommodation - while approaching crossways a new thing for the first time, a child will do an effort and apply an old schema to the objective. Again here they use the same dog example here the child may have four leg in their dog schema and other compare with another animal like cat; cat might look like a dog that is absorption. While saying that this is cat instead of dog than it will be accommodation which is the newly information into another schema (Magid, Sheskin and Schulz, 2015). Adaptation The two part of adaptation is accommodation and assimilation which refer to the adapting our schemata to make a perfect model of the world we live in. It might be a kind of learning but it is totally opposite to the Behaviorist psychology that I classical and operational conditioning (Pulsford, Lindenmayer and Driscoll, 2014). Equilibrium In this Piaget recommended that human logically do their best to achieve a cognitive balance, here should be a balance between apply previous knowledge which is assimilation and altering schemata to the explanation for new information which is accommodation. Piaget also recommended that if a child schema is not fit to the reality then it might be a tension in his mind. While balancing accommodation and assimilation then the anxiety might reduce and can be carry on to higher levels of consideration and knowledge which is known as equilibration (Magid, Sheskin and Schulz, 2015). Evaluate Piagets theories of cognitive development with reference to the ideas of the other theorists. As we have learnt earlier that cognitive development is the study in psychology and neuroscience which focuses on the development of a child in terms related to processing of information, perceptual skills, conceptual resources, and all aspects which is related to cognitive psychology and development of brain compared to the point of view of an adult (Boom, 2004). Piagets theory is the broad study of human intelligence and nature. He believed that childhood plays a vital role in the growth of brain. A child learns by doing things and exploring them. Intellectual development theory focuses on adaptation, perception and manipulating the environment surrounding them. It is also known as the development stage theory. Cognitive development to Piaget was the developmental reorganization of the mental process which results from the environmental experience and biological maturation (Cook-Cottone, 2004). This theory can be more evaluated by stating that the theorist believed that all childre n build an understanding of the surroundings and then experiences them on their own, and then find out the difference of what they know already and what they discovered. The development is in the center of human where the language is dependent on the understanding and knowledge which is acquired through the cognitive development (Crafter, 2015). There is another theory on cognitive development given by Lev Vygotsky, who believed that the social community largely influences the thinking process of children. Here, psychological or technical tools are mainly responsible for this. Vygotsky proposed that in order to gain social acquaintance, individual must have to be aware about the way of communication. A small child will learn from their olders, how to communicate with using appropriate languages. As per Vygotsky this can be termed as More Knowledgeable Other (MKO). According to him, MKO can be teachers, older, instructor, parents, professional, etc. which excluded friends, children and computers. Here, mainly Zone of Proximal Development (ZPD) approach has been placed. According to the first level, that is, Present Level of Development, it can be sent that the child has the capability to do something without taking assistance from any person. On the other hand, the level 2- or the Potential Level of Development explained that the child can potentially be competent enough to do something in line with the help of teachers and other people (Lao and Kuhn, 2002). There is a gap between Level 1 and Level 2 which by Vygotsky is described as the Zone of Proximal Development. He assumed that with the help from others a child will be able to potentially gain knowledge which is already held by them. Knowledge must be appropriate enough so that the child can grasp it (Kozulin, 2011). Both the theories, when evaluated and compared, offer extremely influential theories which had a strong impression with respect to the method of teaching children (Levykh, 2008). Evaluate evidence from studies of cognitive development and relate findings to theories of cognitive development Even though there is a rivalry between the two theorists with the competing theories. To evaluate the evidences from the studies of cognitive development and relate findings with it the following table will be of much help. The table shows the contrasts in both the theories: Piagets View Vygotskys view Learning Solitary Social Development is driven By conflict between stages By input from MKO and others Context Development is universal and stages are same irrespective of the context Development is different depending on the social and cultural context Knowledge Children attain knowledge by exploring themselves Children work with others to attain knowledge Stage Yes No Languages Role Thought drives language Language drives thought Speech Social speech becomes inner speech Egocentric speech becomes social speech Link Development comes first then learning Learning comes first than development The contrasts of the two theories are very competing. The theories are challenging broad and complexities of human nature. Now we would look in-depth of both the theories with respect to its findings and its evaluations. Findings and evaluations of Piagets theory: Piagets theory is based on numerous defined and rigid stages. What is the probability cognitive development will occur mechanically as the theory suggests? A child need to move to the next stage and a switch does not brush whereby moving onto another stage. There is contrary evidence which suggests some facts of the study are inaccurate. There was criticism that Piagets underestimated the ability of the children and infants. The procedure used to define the theory was highly criticized pointing that if children are incapable of cognitive functioning or Piagets methods were much complicated for a childs understanding (Saengpun, 2012). The theory had a high impact on teaching techniques all over and it stays as one of the vital developmental theories in the education till date. The theory gives framework to understand what may happen when children acquire particular cognitive knowledge. Findings and evaluations of Vygotskys theory: This theory emphasizes much on the social culture and interaction by which other facets of the development is missed. There is no extensive explanation for individual differences and developmental problems. The theory has huge implication on education which shows that how MKOs and adults can engage actively in helping the children reach their full potential. According to this theory it is found that children who work together in pairs do better and construct compound ideas than working alone. In this theory group learning is initiated with looking into the cognitive development of the individual. Explain some of the difficulties relating to research into cognitive development Studies have shown that parents use these theories to decide what to purchase in order to support the growth of their child. In the academic purpose teachers also use these theories to determine which syllabus will be suitable for the students. Recent studies have shown that children having the same grade and being in the same age perform their tasks differently in basic mathematical fluency. The stage of the cognitive development differs from person to person and it affects and impacts on how someone reflects on everything. As this theory of Piagets was applauded it was criticized also (Jeltova, 2004). It was found that development do not progress in a smooth way as his theory says. It was found that children are able to learn concepts and has the capability to do complex reasoning that is supposed to be more advanced cases. This theory is of domain general which predicts that maturation occurs simultaneously across different domain of knowledge. The theorist in this case did not ta ke into account the changeability in the performance of a child (Shabani, Khatib and Ebadi, 2010). Vygotskys theory is a modern application of reciprocal teaching which is used to perk up the ability of the students to learn from the text. According to this theory, the students and the teachers work together in learning the four key elements of questioning, clarifying, summarizing and predicting, by way of which the teachers time is lessened. Vygotsky is pertinent to concepts like apprenticeship and scaffolding where a teacher is an adult who helps to structure and arrange a task. This theory well accepted both by parents and teachers was also criticized. Vygotsky did not obtain equal level of strong scrutiny like Piaget due to the lengthy process. This theory does not provide particular hypothesis making repudiation difficult if not impossible. It was also stated that Vygotskys ideas were not culturally widespread but an alternative concepts of scaffolding which was dependent on verbal instruction. This may not be equal in all cultures in the learning process. In some cases pract ice and observation may be more effective (Spinath and Spinath, 2005 References: Aguiar, N. and Taylor, M. (2015). Children's concepts of the social affordances of a virtual dog and a stuffed dog.Cognitive Development. Boom, J. (2004). Commentary on: Piaget's stages: the unfinished symphony of cognitive development. New Ideas in Psychology, 22(3), pp.239-247. Cook-Cottone, C. (2004). Using Piaget's Theory of Cognitive Development to Understand the Construction of Healing Narratives. Journal of College Counseling, 7(2), pp.177-186. Crafter, S. (2015). Cultural psychology and deconstructing developmental psychology. Feminism Psychology. Duits, P., Cath, D., Lissek, S., Hox, J., Hamm, A., Engelhard, I., van den Hout, M. and Baas, J. (2015). UPDATED META-ANALYSIS OF CLASSICAL FEAR CONDITIONING IN THE ANXIETY DISORDERS.Depression and Anxiety, p.n/a-n/a. Jeltova, I. (2004). Vygotsky's Theories: Psychological Tools for Educational Psychologists: A Review of Kozulin, Gindis, Ageyev, and Miller's Edited Volume, Vygotsky's Educational Theory in Cultural Context. j cognit educat psychol, 3(3), pp.351-355. Johnes, J. (2014). Operational Research in education.European Journal of Operational Research. Khalid, M. (2015). Educational Theories of Cognitive Development.Journal of Educational and Social Research. Kozulin, A. (2011). Introduction to Vygotsky's "The Dynamics of the Schoolchild's Mental Development in Relation to Teaching and Learning". J Cognit Educat Psychol, 10(2), pp.195-197. Lao, J. and Kuhn, D. (2002). Cognitive engagement and attitude development. Cognitive Development, 17(2), pp.1203-1217. Levykh, M. (2008). THE AFFECTIVE ESTABLISHMENT AND MAINTENANCE OF VYGOTSKYS ZONE OF PROXIMAL DEVELOPMENT. Educational Theory, 58(1), pp.83-101. Magid, R., Sheskin, M. and Schulz, L. (2015). Imagination and the generation of new ideas.Cognitive Development. Pulsford, S., Lindenmayer, D. and Driscoll, D. (2014). A succession of theories: purging redundancy from disturbance theory.Biol Rev, p.n/a-n/a. Robinson, D. (2014). Psychology as its history: A word more.Theory Psychology, 24(5), pp.723-725. Saengpun, J. (2012). Development of a Childs Semiotic Activity with the Help of Psychological Tools: A Vygotskys Cultural-Historical Perspective. Psychology, 03(05), pp.424-427. Shabani, K., Khatib, M. and Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development. English Language Teaching, 3(4). Spinath, B. and Spinath, F. (2005). Development of self-perceived ability in elementary school: the role of parents perceptions, teacher evaluations, and intelligence. Cognitive Development, 20(2), pp.190-204. Viederyt, R. (2014). Cluster formation patterns: the general indicators, criteria, stages and gestation phases overview.Management Theory and Studies for Rural Business and Infrastructure Development, 36(3), pp.688-700. West, D. (2014). Piaget's system of spatial logic: The semiosis of index.Semiotica, 2014(202). Witt, J. and Helmstaedter, C. (2015). Cognition in the early stages of adult epilepsy.Seizure, 26, pp.65-68.

Is It Ethical To Sell Cigarettes Essays - Cigarettes,

Is It Ethical To Sell Cigarettes Questions 1. Ethically as we Americans have defined is not on the minds of these executives of the cigarette firms. Our society has made it ethically and legally wrong to sell cigarettes to a minor. These companies located in the United States adhere to the laws and ethical issues within our borders, so what is the difference when they practice these unethical business transactions in smaller countries. These smaller, less developed countries do not have the technology and understanding to disallow the sale of cigarettes to minors. These gigantic tobacco companies should follow the same practices in smaller countries as they do in their home country the U.S. 2. Yes, I believe giving free sample packs of cigarettes to minors in foreign countries to be some form of bribery. You need to ask yourself why are the free samples being distributed? Merely to get younger generations hooked, so these companies have a long time consumer. Bribery doesnt always have to consist of money; this is a form of brainwashing in my opinion. By getting the younger, less intelligent population hooked early on cigarettes, these companies have opened up a new market to extend their own profits. Im sure the tobacco companies realize that a couple thousand free sample now is fine compared to the long term spending they will encounter from the individuals that get hooked. 3. No, they are not acting with social responsibility. Why or how could this be any bit of an ethical decision by the executives of the tobacco companies? These companies should believe and follow its moral set in the country it belongs and carry them into every business transaction that they make, whether it be in New York City or Mongolia. It is too bad that as a capitalistic society we lower ourselves below ethical lines just to earn a buck or two! 4. Yes, I believe this problem can be addressed and solved through education. The United States has introduced the Foreign Corrupt Act Policy to disallow any bribery in foreign Markets whether or not the country allows it, it is merely enough that you belong to The U.S. that you follow their ethically values wherever your business may go. We need to educate these countries and their youth about the bad problems derived from smoking before they get hooked. We werent aware of the initial effects smoking had on us, and this allowed it to be socially acceptable. If we had been made aware of all the issues from the get go, maybe smoking would not be tolerated at all in our country. I feel this is the only way to help other countries fight the war against money hungry tobacco companies. This would be a hard task, but slowly and surely it can only help! Summary The main issue of this case is whether or not is an ethical business practice to sell cigarettes to minors in other foreign countries. The main blockade is all the money that the gigantic tobacco firms have compared to the very little money and knowledge the foreign countries have to fight against this issue. If you are to specifically look at Argentina and realize that they get Twenty-two percent of their taxes from cigarette revenue, now what country wants to give up that kind of money coming in? Solving this problem is going to be very costly and time consuming. Everyone, meaning lesser-developed countries, has to play catch to America. What we know and understand about cigarettes and the ways of the tobacco countries allow us to make decisions in an ethical manner, while these money hungry little countries will turn there heads to ensure money for their own economic growth. Bibliography Questions 1. Ethically as we Americans have defined is not on the minds of these executives of the cigarette firms. Our society has made it ethically and legally wrong to sell cigarettes to a minor. These companies located in the United States adhere to the laws and ethical issues within our borders, so what is the difference when they practice these unethical business transactions in smaller countries. These smaller, less developed countries do not have the technology and understanding to disallow the sale of cigarettes to minors.

Futuristic Vibes Essays - English-language Films, Szd Speech

Futuristic Vibes Hi I think I say I cry For we can't see Or realize Our fate Not shown yet casted in slate The grown Don't even hesitate to ignore and wait to late for They see it as a chore too broad a subject to explore too set our ways too closed our doors to many days have come and gone not correcting what is wrong yet still life goes on Why do we learn to share as youths The truth we still don't see for you and me forgot it's trapped inside our thoughts not coming out not free to be about nothing i can say aloud but proud i will write no worry's of a fight not scared of the bite Greed to want not to need to bite the hand that feeds i want more demand don't pleed cut down the tree don't plant the seed how long until we see me i can't be the only one there are tons why don't they talk and walk the walk our length of time is unknown before the bomb will be blown and cast the shadow on every home then no issues to discuss no talk no fuss no trucks no bus no passion no lust no shine just rust just a faint gust of past how the humans did not last Neverending is time like a crime that plagues or mind tick tock we don't stop and think to be and feel the sea and the grass between our toes the fragrence to our nose why when it's time to die we try and absorb like we've never been here before time keeps us sore deep into the core more and more it will sink for we will never link the fact that time equals stress the crest of our attitudes all longitudes and latitudes a build up of filled up emotion it's time to meet the quotient Still we sit and wait to teach to late we can't convense ourselves just keep stacking on the shelves maybe even we try but it is that you have to pry for these or our lives but ignorence is bliss or is it this we will accept as we have left cancer to grow the hair to fro the boat to row the seas to flow until they flood upon our lands passed our sands into our hands a burrdon is placed tiss we were graced but thats erased shot into space a place we don't know scared we are of this the great obiss whats waiting for us to miss slowly we are hesitating this to me feels degrating why sit react procrastation killed the cat or something like that we dream of what we wish was fact like a shell not yet cracked why are we here comes a tear to my eye as if we are just a lie a small small peice of pie not to tall not to wide but still we are stuck inside the crust is flustered with the dust from our minds and time and greed and what we think we do not see and the way we only focus on whats presented to our imagination we can't wait too long lets make the wrong become the wrongs turn the wisper into a song for soon we will be gone until then life goes on... by, Matt McDaniel 1/10/2000

Battle of Peachtree Creek - Civil War - Atlanta Campaign

Battle of Peachtree Creek - Civil War - Atlanta Campaign Battle of Peachtree Creek - Conflict Date: The Battle of Peachtree Creek was fought July 20, 1864, during the American Civil War (1861-1865). Armies Commanders Union Major General William T. ShermanMajor General George H. Thomas21,655 men Confederate General John Bell Hood20,250 men Battle of Peachtree Creek - Background: Late July 1864 found Major General William T. Shermans forces approaching Atlanta in pursuit of General Joseph E. Johnstons Army of Tennessee. Assessing the situation, Sherman planned to push Major General George H. Thomas Army of the Cumberland across the Chattahoochee River with the goal of pinning Johnston in place. This would allow Major General James B. McPhersons Army of the Tennessee and Major General John Schofields Army of the Ohio to shift east to Decatur where they could sever the Georgia Railroad. Once done, this combined force would advance on Atlanta. Having retreated through much of northern Georgia, Johnston had earned the ire of Confederate President Jefferson Davis. Concerned about his generals willingness to fight, he dispatched his military advisor, General Braxton Bragg, to Georgia to assess the situation. Arriving on July 13, Bragg began sending a series of discouraging reports north to Richmond. Three days later, Davis requested that Johnston send him details regarding his plans for defending Atlanta. Unhappy with the generals noncommittal reply, Davis resolved to relieve him and replace him with the offensively-minded Lieutenant General John Bell Hood. As orders for Johnstons relief were sent south, Shermans men began crossing the Chattahoochee. Anticipating that Union troops would attempt to cross Peachtree Creek north of the city, Johnston made plans for a counterattack. Learning of the command change on the night of July 17, Hood and Johnston telegraphed Davis and requested that it be delayed until after the coming battle. This was refused and Hood assumed command. Battle of Peachtree Creek - Hoods Plan: On July 19, Hood learned from his cavalry that McPherson and Schofield were advancing on Decatur while Thomas men marched south and were starting to cross Peachtree Creek. Recognizing that a wide gap existed between the two wings of Shermans army, he resolved to attack Thomas with the goal of driving the Army of the Cumberland back against Peachtree Creek and the Chattahoochee. Once it was destroyed, Hood would shift east to defeat McPherson and Schofield. Meeting with his generals that night, he directed the corps of Lieutenant Generals Alexander P. Stewart and William J. Hardee to deploy opposite Thomas while Major General Benjamin Cheathams corps and Major General Joseph Wheelers cavalry covered the approaches from Decatur. Battle of Peachtree Creek - A Change of Plans: Though a sound plan, Hoods intelligence proved faulty as McPherson and Schofield were in Decatur as opposed to advancing against it. As a result, late in the morning of July 20 Wheeler came under pressure from McPhersons men as the Union troops moved down the Atlanta-Decatur Road. Receiving a request for aid, Cheatham shifted his corps to the right to block McPherson and support Wheeler. This movement also required Stewart and Hardee to move to the right which delayed their attack by several hours. Ironically, this sidestep right worked to the Confederate advantage as it moved most of Hardees men beyond Thomas left flank and positioned Stewart to attack Major General Joseph Hookers mostly unentrenched XX Corps. Battle of Peachtree Creek - Opportunity Missed: Advancing around 4:00 PM, Hardees men quickly ran into trouble. While Major General William Bates division on the Confederate right became lost in the Peachtree Creek bottomlands, Major General W.H.T. Walkers men assaulted Union troops led by Brigadier General John Newton. In a series of piecemeal attacks, Walkers men were repeatedly repulsed by Newtons division. On Hardees left, Cheathams Division, led by Brigadier General George Maney, made little headway against Newtons right. Further west, Stewarts corps slammed into Hookers men who were caught without entrenchments and not fully deployed. Though pressing the attack, the divisions of Major Generals William Loring and Edward Walthall lacked the strength to break through XX Corps. Though Hookers corps began strengthening their position, Stewart was unwilling to surrender the initiative. Contacting Hardee, he requested that new efforts be made on the Confederate right. Responding, Hardee directed Major General Patrick Cleburne to advance against the Union line. While Cleburnes men were pressing forward to prepare their attack, Hardee received word from Hood that Wheelers situation to the east had become desperate. As a result, Cleburnes assault was cancelled and his division marched to Wheelers aid. With this action, the fighting along Peachtree Creek came to an end. Battle of Peachtree Creek - Aftermath: In the fighting at Peachtree Creek, Hood suffered 2,500 killed and wounded while Thomas incurred around 1,900. Operating with McPherson and Schofield, Sherman did not learn of the battle until midnight. In the wake of the fighting, Hood and Stewart expressed disappointment with Hardees performance feeling that had his corps fought as hard Loring and Walthall the day would have been won. Though more aggressive than his predecessor, Hood had nothing to show for his losses. Quickly recovering, he began planning to strike at Shermans other flank. Shifting troops east, Hood attacked Sherman two days later at the Battle of Atlanta. Though another Confederate defeat, it resulted in the death of McPherson. Selected Sources Historynet: Battle of Peachtree CreekNorth Georgia: Battle of Peachtree CreekCWSAC Battle Summaries: Battle of Peachtree Creek

Advantages of e-CRM systems Coursework Example | Topics and Well Written Essays - 750 words

Advantages of e-CRM systems - Coursework Example This involves first seeking the customer’s permission and providing them with an incentive, before targeting them with the organization’s given marketing message. E-CRM systems make it easy for organizations like Our Town Photography to engage in multiple relationships with multiple customers through the use of different opt-in and opt-out tools such as checking a box in an online form. E-CRM systems are essentially designed for this new form of marketing. Permission marketing ensures that the company only concentrates its marketing on customers who are interested. This leads to the second advantage of e-CRM systems: effective targeting. E-CRM systems keep records of those who have visited a web site and expressed an interest in the products or services offered by registering their name and other details. By sending marketing messages to this category of web visitors, Our Town Photography will receive higher response rates from its target customers. With the e-CRM tech nology, the company could further tailor its messages to customer micro-segments. With effective targeting, the overall cost of reaching customers also goes down. Firstly, it is cheaper to use electronic communication methods than physical ones. Secondly, with effective targeting the number of mail-outs is reduced ... These systems also support active information gathering from customers through tools such as online forums and communities, new product prototype evaluations and even customer-led innovations. List the specific data you would to store in your system Name Address Birth dates Purchase History Product or service recommendations made Gifts sent and received Anniversaries Hobbies and interests Gender Marital Status Post-sales service and/or product rating Research at least two e-CRM systems that are available and do a compare contrast between the two systems. List the advantages and disadvantages of each the system and create a side by side comparison matrix. Table 1: SugarCRM versus Microsoft Dynamics CRM Feature SugarCRM Corporate Microsoft Dynamics CRM Deployment On-premise or cloud-based On-premise and cloud-based Trial period 7 days 30 days Cost US$ 45/user/month US$ 44/user/month Databases -Client can opt to use SugarCRM datacenter or Client datacenter or third party datacenter -Off ers 30GB free -Client can use own datacenter or Microsoft Cloud datacenter -Offers 5GB free, client pays for extra storage Employee applications and channels -Unlimited customization options / based on Open Source standards -Proprietary system thus customization limited by vendor -Massive ecosystem of extensions developed by Open Source community found at SugarExchange for over 200 commercial extensions and SugarForge.org for over 800 free extensions -Seamless integration to Microsoft products -Integration with Outlook and Microsoft ERP is especially very appealing to small and medium businesses. -Full sales, marketing and support automation -Full sales, marketing and support automation -Email integration, reporting, team selling, collaboration tools, advanced security, workflow