Pedogenesis in Western Washington and Northern Alaska: A Comparison of

Pedogenesis in Western Washington and Northern Alaska A Comparison of the Primary FactorsIntroductionPedology is partially based on the open up principle that land changes are directly correlated to specific biotic communities and regional climatic patterns. From this principle questions have arisen as to why the Arctic tundra that lies supra the treeline in Alaska displays similar chemical characteristics to that of the well-developed Podzols and Spodosols found in the coniferous forests of Washington. The Podzols and Spodsols of these coniferous forests are defined by their cool and humid regional climates and by the acidic parent material from which they formed. Recent studies indicate that the E and Bs horizons that define the temperate forest soils are also found above the treeline in Alaska, Canada, Greenland, and Siberia (Ugolini, Stoner, & Marret, 1987). What quality does biota play in the current soil formation for each of the sites? Why do the similarities exist between the sites despite differences in climate and plant? What other factors consistently influence the soil properties? The purpose of my paper is to address the question of which soil forming factors have the greatest effect on the similar and clear-cut characteristics of the two geographic locations.Podzolization Pedogenic Change in Alaska and Washington Chemical analyses of temperate forest soils in the Pacific Northwest have been collected to examine soil forming trends (Ugolini, Stoner, & Marret, 1987). Such data allows us to compare various ecosystems and their characteristic pedological processes. Ugolini et al 1987 show how the soil solution analysis allows us to see . . . a simplex two-compartment system (p.91). The first ... ...d processes, principles, and knowledge necessary to further our understanding of modern pedogenesis as an important part of soil science.References CitedBirkland, Peter, 1984, Soils and Geomorphology New York, Oxford University Press, 372 p.Marret D. J., Stoner M.G., & F.C. Ugolini, fantastic 1987, Arctic Pedogenesis 1. Evidence for Contemporary Podzolization. Soil Science, 144, p.90-100. Schlichte, A.K., & F.C. Ugolini, May 4, 1973, The Effect of Holocene Environmental Changes on Selected Western Washington Soils, Soil Science, 116, p.218-227.Sletten, Ronald, & F.C. Ugolini, January 1991, The Role of Proton Donors in Pedogenesis as Revealed by Soil Solution Studies. Soil Science,151, p.59-72.Stoner, M.G., & F.C. Ugolini, January 1968, Arctic Pedogenesis 2. Threshold-Controlled Subsurface Leaching Episodes. Soil Science, 145, p.46-50.

Al Capone Essay -- essays research papers

Al Capone still remains one of the most historied residents of "the Rock." In a memoir written by Warden James Johnston, he reminisced close to the intensity of public interest around Capones imprisonment, stating that he was continually barraged with questions about "Big Al." Each day newspapers and press flooded his office with phone calls, wanting to know everything from how Capone liked the weather on "the Rock," to what job assignment he was currently holding.Before arriving at Alcatraz, Capone had been a master at manipulating his environment at the Federal Penitentiary in Atlanta. scorn strict convictions from the courts, Capone was always commensurate to persuade his keepers into procuring his every whim, and often dictated his own privileges. It was said that he had convinced numerous guards to work for him, and his cell boasted expensive furnishings which included personal bed clothing along with many other amenities not extended to other inmat es serving lesser crimes. His cell was carpeted, and also had a radio around which many of the guards would sit with Al conversing and listening to their favorite radio serials. His friends and family maintained residence in a nearby hotel, and each day he was flooded with visitors.Capone started his support of crime at a young age. Rumored to have started pimping prostitutes before reaching puberty, he was raised on the tough streets of Brooklyn and earned extra money as a bouncer in various brothels. By the age of twenty, Capone had moved to Chicago and was managing a popular nightclub named The Four Deuces. By 1924, Capone had his hand in various rackets, including prostitution rings, bootlegging, and gambling houses and was believed to be earning over $100,000 per week. Capone had mastered the art of politics, and as a wealthy, powerful gangster figure, he attempted to balance his activities. Despite his illegitimate occupation, he had become a highly visible public figure. He made daily trips to City Hall, opened soup kitchens to feed the poor, and unconstipated lobbied for milk bottle dating to ensure the safety of the citys children. City officials often were embarrassed by the politic strength of Capone, and began leveraging his illegal activities through law raids, along with setting intentional fires to his places of business.In the beginning, the public glamorized Capones activities and... ...on Alcatraz, he made several attempts to con Johnston into allowing him special privileges, but all were denied. Johnston maintained that Capone would not be given any special rights and would have to follow the rules as would any other inmate.Capone eventually conceded and one day made the comment to Johnston, "It looks like Alcatraz has got me licked." Capone spent 4 years on Alcatraz and held a variety of jobs. Capones time on Alcatraz was not easy time. Capone got into a fight with another inmate in the merriment yard and was placed in isolat ion for eight days. While working in the prison basement, an inmate who was standing in line waiting for a haircut, exchanged words with Capone and stabbed him with a pair of shears. Capone was admitted into the prison hospital and released a few days later with a minor wound. Capone eventually became symptomatic from syphilis, a disease he had evidently been carrying for years. In 1938, he was transferred to Terminal Island Prison in Southern California to serve out the remainder of his sentence, and was released in November of 1939. Capone died on January 25, 1947, in his Palm Beach Mansion from complications of syphilis.

The English Bildungsroman Essay -- Literature Essays Literary Criticis

The English Bildungsroman The brisk has a strong tradition in English literature. In Great Britain, it can trace its roots back to Daniel Defoes Robinson Crusoe in 1719 (Kroll 23). Since then, the British novel has grown in popularity. It was especially popular in Victorian England. The type of novel that was particularly popular in Victorian England was the novel of youth. Many authors of the time were producing works focused on the journey from childhood to adulthood Charlotte Bronte wrote Jane Eyre, George Eliot wrote The Mill on the Floss, and Charles Dickens wrote David Copperfield and Great Expectations. All of these novels trace the reaping of a child. In this respect, some of the most popular novels of the nineteenth century were part of the genre called the Bildungsroman. In the simplest sense of the word, a Bildungsroman is a novel of the growing of a young man (or in some cases a young woman). In fact, the Websters College Dictionary definition of Bildungsroman is a novel dealing with the education and suppuration of its protagonist. The Bildungsroman as a genre has its roots in Germany. Jerome Buckley notes that the word itself is German, with Bildung having a variety of connotations portrait, picture, shaping and formation, all of which give the sense of development or creation (the development of the child can also be seen as the creation of the man) (13-14). Roman simply means novel. The term Bildungsroman emerged as a verbal description of Goethes novel Wilhelm Meisters Lehrjahre. This was the first Bildungsroman, having been published between 1794 and 1796 (Buckley 9). The word lehrjahre can be translated as apprenticeship (Buckley 10). Apprenticeship has many connotations, mos... ...sroman. It is these differences precisely that make each novel its own story. after all, even though every persons story is different, they must all go through stages of development in order to reach maturity and find their ain niche within the larger wor ld. The basic formula of the Bildungsroman is universal and especially appropriate to the growing world of the Victorian age where the kind of opportunities presented to the hero of the Bildungsroman echoed the effective experiences of those growing up in that era. Works Cited Bildungsroman. Websters College Dictionary. naked as a jaybird York Random House, 1996. Buckley, Jerome Hamilton. Season of Youth The Bildungsroman from Dickens to Golding. Cambridge Harvard UP, 1974. Kroll, Richard. Defoe and Early Narrative. Columbia History of the British Novel. Ed. John Richetti. New York Columbia UP, 1994.

Michael Fays Conviction in Singapore :: essays research papers

In this article, a young American boy, Michael Fay, who lived in Singapore, was convicted of vandalism and was sentenced to a trouncing. The author of this article, Mike Royko, was American, and was on Fays side, he thinks that a flogging is wrong.Royko defines what Fay did as mischief. Giving someone a rubber pencil when they ask to borrow a real pencil is mischief, spray painting, egging, switching freedom plates and tearing down street signs is vandalism, which is more serious than mischief. I think that Royko was trying to downplay what Fay did, to prove his point that flogging is much too raspy for vandals. President Clinton became involved in the case because as the President of the unite States he has to protect his citizens, whether they are one mile away from him in the United States, or if they are on the other side of the world. He might non have wanted to intervene, he might not have cared at all about Michael Fay, but the public did, and it would not look good if he said he did not care. When President Clinton asked the governor of Singapore to liberalisation up on the punishment, he told Clinton to mind his own business. The government does have the right to punish its citizens in the way they see fit. In a city as densely populated as Singapore, they cannot have people running around doing whatever they feel like, and then getting off with a slim fine and some community service. Clinton could ask them, but they do not have to comply. Clinton was also on precarious territory, because there is a big cunning industry between Singapore and the U.S., and losing that, would mean losing billions of dollars.Like most Americans, the author of this article strongly opposed the flogging, which is not surprising. It is not surprising because since he is an American, and because he is, he is used to the customs here, but also because Fay was an American just like Royko. They had something in common, and people like people who are like them . even out though that was practically the only thing he knew about Fay, it was something they shared. They had shared the rights and freedoms of being an American, while living there. If it had been someone from any other country, Mike Royko, would not have cared nearly as much.

Richard P. Feynman :: Physics Biography Biographies

Richard P. FeynmanEarly LifeRichard was born on May 11th, 1918 in New York City, the first son of Melville and Lucille Feynman. He enjoyed science and mathematics from a early age, most of which he took it upon himself to learn before it was taught in school. His primary source for self-learning was the Encyclopedia Britannica and a lab that he set up in his room at home. In this lab he dabbled in electronics, whether it was repairing the radio or just making some circuits. In high school, Feynman was in the lead in physics and mathematics, already a master of differential equations, trigonometry, and other high levels of calculus, but he was lacking in his other subjects, such as English and history.Feynman applied to many schools, but was turned down either because of his lacking social science grades, or because he was a Jew. Massachusetts lay down of Technology accepted him readily though, as one would expect being a top scientific school even then, and he set pop out to major in mathematics, though this changed several times. Feynman was not satisified by doing mathematics without an end purpose, and so he eventually ended up in the study of physics, more specifically interested in quantum physics. Richard received his BS from MIT in 1939, four years after entering college, and went on to receive his PhD at Princeton. conception War 2After college is when Feynman really started to shine in his field. In 1942 he was asked to join the team that developed the atomic bomb in Los Alamos and Princeton. At first, he said no to helping to create a weapon of such mass destruction... until he thought about how Hitler probably would have no qualms in making a atom bomb. Richard was key in developing safe means to separate various radioactive materials and also ways to prove what amount of uranium would be needed to achieve critical mass that did not require large scale detonations.Major contributions to PhysicsAfter gentlemans gentleman War II, and a brief res pite from doing research, Feynman resumed where he had left off before the war with quantum physics. He worked on several projects over the next a couple of(prenominal) decades, achieving successes in most of them. He and another physicist worked together to test and prove their theory on weak decay, about how it occurs, what are the results of it, etc. His largest gift was his diagrams that delimit the way that particles act in a certain system and tells one how to express this movement in mathematics, thus through a simple diagram one could analyze complex atomic interactions.

Richard P. Feynman :: Physics Biography Biographies

Richard P. FeynmanEarly LifeRichard was born on May 11th, 1918 in New York City, the first son of Melville and Lucille Feynman. He enjoyed science and mathematics from a early age, most of which he took it upon himself to learn sooner it was taught in school. His primary blood for self-learning was the Encyclopedia Britannica and a lab that he set up in his room at home. In this lab he dabbled in electronics, whether it was repairing the communicate or just making some circuits. In risque school, Feynman was ahead in physics and mathematics, already a master of differential equations, trigonometry, and other high levels of calculus, but he was absent in his other subjects, such(prenominal) as English and history.Feynman applied to many schools, but was turned down either because of his lacking social science grades, or because he was a Jew. Massachusetts Institute of Technology accepted him readily though, as one would expect being a top scientific school even then, and he set o ut to major in mathematics, though this changed several times. Feynman was not satisified by doing mathematics without an dismiss purpose, and so he eventually ended up in the field of physics, more specifically interested in quantum physics. Richard received his BS from MIT in 1939, quaternity years after entering college, and went on to receive his PhD at Princeton. World War 2After college is when Feynman really started to shine in his field. In 1942 he was asked to join the team that developed the atomic bomb in Los Alamos and Princeton. At first, he said no to helping to create a weapon of such mass destruction... until he thought about how Hitler probably would have no qualms in making a atom bomb. Richard was key in developing unspoilt means to separate various radioactive materials and also ways to test what amount of uranium would be needed to achieve critical mass that did not require large scale detonations.Major contributions to PhysicsAfter World War II, and a brief respite from doing research, Feynman resumed where he had left off before the war with quantum physics. He worked on several projects over the next few decades, achieving successes in most of them. He and another physicist worked together to test and prove their speculation on weak decay, about how it occurs, what are the results of it, etc. His largest gift was his diagrams that describe the way that particles act in a certain system and tells one how to usher this movement in mathematics, thus through a simple diagram one could analyze complex atomic interactions.

Pop Culture Essay Essay

There are many movie genres discover today than there were before in earlier years. celluloid genres are basically different types of movies, such as horror, suspense, mystery, drama , chat up, etc. Today it seems that intimately peoples favorite movie genre is horrow or action. Action movies get under ones skin a lot of different stuff in them that is pleasing to the eye.Action movies are typically loud and have a lot of fighting, racing, and adventurous things in the film. Horror movies on the other hand have a lot of scary things in the movies. Their big thing is that the more blood they have the mend it is to the audience watching. Even though horror and action may be the top picks of the rest of the country, I have my own genre of movies that I peculiarly like the best.My favorite genre of movies is dream. In a romance based movie, it is filled with love and a lot of laughter throughout the whole movie. part most romance movies start off deplorable and end up with a hap py ending, some start out soundly and end sizable as well. Most romance movies today start out being bad and then it ends up in the happy ending that you suspect from the title of respect of the movie.Romance movies go through every movie genre there is. There is suspense and sometimes a little horror as well. Sometimes, and most of the time, they contain a lot of drama. The best romance movies are the ones full of drama that is fun to watch. Every woman around the world enjoys a hefty romance movie.Many women around the world love romance movies, including myself. Simply because they meet the cravings that every woman has sometime throughout their lives. Each and every romance movie touches a woman in some way or another. Every girl dreams of having that guy from a love story. They want them to be engaging and caring and when we watch these movies we imagine ourselves being the girl in the movie. Some movies, even unsex a girl feel better after a breakup. However, some of the real love stories can make it worse than ever before.Also, romance movies will make you cry if it is one of those that are filled with no-count moments throughout the whole movie. As a girl, sometimes we feel the need to cry, whether it is stress or PMS. Theromance movies are a good way to study out the inner emotions and in the end, make you feel a whole lot better. gaming is another movie genre that gets included into romance movies. Drama can be funny and it can also bring out deeper thoughts and emotions. Everyone and especially women, have a fair share of their love for drama. Women like to bring down and chick flick, love stories are filled with it. Gossiping is a way to let things out and to give out information that can be bad or good. It just depends on who is saying it or what is said. The good thing is, the drama in the romance stories are usually not true. Even though we all get a good laugh at the stupid ones in the movie.In conclusion, romance genre movies are a fa vorite. They can make you happy or sad or bring out different emotions. Romance movies are twisted with drama along with romance to bring out laughter or anger in the audience. Everyone will have their own personal reaction to every single romance movie that comes out. Therefore, in my opinion, romance genre movies are the best because they contain many qualities that other genres do. Meaning that they satisfy almost every craving that a person has for a good movie.

Anna M. Kerttula’s “Antler on the Sea” Essay

In her book, Antler on the Sea, Kerttula discusses how Soviet government policies aimed to integrate the Yankee peoples of the USSR in reality helped the bases to maintain their identities as they defined themselves in opposition to one another. According to Kerttula, in Sireniki, the very system that sought to control and homogenise difference reinforced it (155). Kerttula illustrates the extent to which much of the native culture has survived the Soviet period. This tr destination is particularly prevalent as Kerttula progresses through her descriptions of Yupik, Chukchi, and Newcomer lifestyle and practices. The ripening of collective group identity and cultural transformation among northern indigenous peoples in the Soviet Union was heavily influenced not only by the organize of the Soviet system but also by the provoking of oppositional relationships between the groups. Kerttula effortlessly explains the interrelationships of the many opposing forces tundra and sea, Yupik a nd Chukchi, natives and newcomers, and old and new ways in the North. These relationships were found on prior cultural forms, symbols and meanings but as a result of Soviet influence, local cultural boundaries were transformed and the ensuing dialogue of difference was encouraged. As Kerttula asserts, it is the we/they dichotomy that for many anthropologists defines an ethnic group (152).The Soviet state, with its ideological, political and frugal goals, changed the structure of the interactions between local and immigrant groups, but was unable to change the cultural subject field of their discourse. According to Kerttula, historically the Yupik, Chukchi and Russians had very limited contact with one another. Prior to forced relocations and settlements that occurred with collectivization, the Yupik lived at Sireniki and met with the Chukchi occasionally for the limited purpose of trade (123). After collectivization the three groups were forced to live in a single locality and t hus new dynamics and an increased frequency of interaction changed the ways that the Yupik, Chukchi, and Russians (Newcomers) worked together.As Kerttula points verboten, the cultural definitions and descriptors of the three groups were not always in agreement quite often they clashed. For example, Kerttula generalizes on the Newcomers feelings of superiority to the Yupikand Chukchi. Accordingly, this attitude of superiority was escalate by the physical separation of the three groups, both at their place of work and in their free time (152). It was the Newcomers familiarity with the Russian kindly structure that in fact led to this so-called superiority (152). Similarly, the Yupik and Chukchi view one another as, for instance, receiving favoritism in their language instructions at the local school. Parents are cited as believing the other group to be receiving better instruction The Chukchi complained that there were more Yupik lessons than Chukotkan, and Yupik parents complained that the quality of the Yupik lessons were substandard (154).Unlike the Nivkhi described by Grant, the Yupik and Chukchi do not express a feeling of culturelessness. As both groups have been able to maintain dominant aspects of their traditional lifestyle, the sense of loss seemed to be felt to a lesser degree (although they did lose language and the freedom to hunt whales). The Yupik could remain defined primarily by their affinity for and connections to the sea composition the Chukchi could remain defined primarily by their affinity for and connections to the tundra. Modernity within the community of Sireniki was integrated in a way that was advantageous for the people. As Kerttula points out however, instead of questioning the governments amicableist tactics, most looked more locally to the others in the community (151, 153).These collective identities enabled the Yupik, Chukchi, and Newcomers to accept Soviet designated social and economic conditions by infusing these conditio ns with their give birth cultural knowledge, making them meaningful and reproducible. Kerttula captures the disharmony tolerated by indigenous people in the Soviet period as they retained their own beliefs and customs while adapting to altered environments and economic change. As Kerttula reiterates many times, modernism has brought many unexpected and unwelcome changes. Most importantly, the state has used the discourse of modernity to once again portray indigenous peoples in a way that suits their needs as an administrative body. Instead of looking to the heavy restrictions enforced by the Soviet system, the people of Sireniki focused their discourse on each other and looked to each other as being a source of some of their problems (155).Toward the end of her book, Kerttula points out a fundamental problem in the collective group definitions if the groups defined their identities in opposition to one another, what happens to those who married cross-culturally? In her discussion of manageable division within the community into different associations, this problem came to the forefront. As one of Kerttulas informants asks, to which association would the child of both Yupik and Chukchi parents belong? (152). Theoretically the three groups existed set off from the other two. In reality though, intermarriage and the creation of friendships were relatively common inter-ethnically.The individual cultures were not only subjective, but also laden with political and social questions of identity and personhood (151). What makes the case at Sireniki unique is that three distinct cultural groups were essentially forced to live together in relative peace while each simultaneously sought to prolong and promote their own traditional practices and beliefs. Kerttulas investigation and analysis is of how collective identities were facilitated among the two indigenous groups and one immigrant group in order to maintain their cultures in the face of rapidly changing social a nd material circumstances (153).

Curley’s Wife Essay

Explore the ways Steinbeck presents one or more minor pillow slips in Of Mice and Men In this evidence I will be giving you an insight on how Steinbeck presents one minor character in the novel, Of Mice and Men. John Steinbeck wrote the novel in 1937 the novel is baffle on a ranch in the Salinas Valleys in California during the Great Depression due to the Wall Street Crash in America. Americas stock market crashed and many people ended up unemployed which led to them leaving their families to look for jobs almost America including some of the characters in the novel.My turn out is focused on Curleys married woman and I will be discussing the ways Steinbeck presents her appearance, personality, dreams and the ranch workers views her. Steinbeck presents Curleys married woman as a flirtatious charwoman and attention seeking towards other men. This is shown on (page 53) She wore a cotton house dress and red mules, on the insteps of which were little bouquets of red ostrich feather s roughed lips, wide spaced eyes, with red fingernails. This quote foreshadows and signifies that Curleys wife will have sexual feelings to other men throughout the story because of the ways she appears and acts.Steinbeck too presents her wearing the colour red throughout the story. The colour red is a colour synchronised with danger this shows that people should stay fresh away from her because she may be dangerous. The colour red scum bag also be synchronised with love and romance this means that she could be flirtatious towards other men and she also can show love towards them. This is why she dresses this way it also suggests to the reader that Curleys wife acts attractively towards other men because she dresses up in a seductive way so she can snapshot the attention of other men on the ranch such as George and Lennie.She dresses that way because she is a tramp and they ilk to seduce other men towards them despite having a husband called Curley. This also shows that she is not really loved by Curley because she needs other men to catch her attention and body. She also could be found innocent wide spaced eyes this is something which she cannot help. The workers on the ranch view Curleys wife in a negative way. Evidence to support this is I seen em poison before, but I never seen no piece of jailbait worse than her give tongue to George (to Lennie).This quote suggests that Curleys Wife is unsafe to be around because she is Jailbait meaning she is a young woman considered in sexual terms. This shows that Curleys wife could subvert Lennie in jail due to her being presented in that way. Due to Lennie calling her Jailbait this means that the reader is supposed see Curleys wife in a negative way. This would also make the reader predict that Curleys wife would be dangerous, trouble and bad as the story progresses. George also says worse than her this is suggesting that she is the chastise jailbait he has seen.The reader also learns that they have encounte red a problem like this before I seen em poison before this shows that they have come across another women like this before. We see this in the introductionIn Weed, Lennie pets a girls pretty dress and frightens her away which makes George and Lennie run out of township due to people chasing them. This quote may be prejudicing the reader because before the reader has actually learnt much more or less the character they are already presenting her in a negative way.This is because women were not seen as important in the 1930s and they had no rights therefore women were not well-respected so men could just talk closely women in that manner. Steinbeck presents Curleys wife in a provocative way so she can be noticed. This suggests that she uses provocative body language, she put her hands place her back and leaned against the door frame so that her body was thrown forward. This is her flimsy excuse to be with the men on the ranch. She both talks and acts playfully and flirtatiously in front of the ranch workers.She behaves in this manner because her sexuality is her only weapon to gain attention. Therefore this makes her body as an object because by using her body she can be noticed. Loneliness is a major theme in the novel. This suggests that she does this because she is lonely she is the loneliest character in the story. She is also the only woman character so she needs company by anyone. Her husband, Curley does not really love her and she does not love him. Several times throughout the story she does this she says shes looking for Curley but really that is just an excuse to be with other men.Steinbeck makes great use of isolation it is shown throughout the story. Curleys Wife is a character who is isolated. This shows that she is isolated because she cant really go anywhere nor do much on a ranch so she needs people to keep her busy so her time can pass by. The main theme of the novel is The American Dream. Like many characters in the book, Curleys wife al so has a dream. She dreams of being a film star. Steinbeck makes very good use of dreams throughout the novel. Steinbeck uses context The American Dream to present Curleys wifes dream.This can be shown in chapter five on (page 125) Could a been in the movies an had nice clothes- all them nice clothes like they wear. An I could a sat in big hotels and had pitchers took of me. This quote shows that The American Dream is important context here. The American Dream states that anyone can achieve anything they dream of in America. However, for Curleys wife, like lots of ordinary Americans, this does not turn out to be reality. She also repeats I coulda this suggests that it could have been but now is no longer a possibility.Instead being in Hollywood she is stuck with her unloving husband Curley who does not really care for her. This may be the reason she is always attention seeking around the ranch so she can get noticed because her dream was to be noticed and had pitchers took of her. S teinbeck presents her in regret who has failed in life. In addition she talks about how she wants people to take pictures of her so she can be famous. She also says this before Lennie kills her this suggests Steinbecks view of the pointlessness of dreams.

The Growth of the Chesapeake and Barbadian Colonies

Angela Young Professor Kelly Hopkins History 1377 June 18, 2012 The Growth the Chesapeake and Barbadian Colonies Many coarse examples of how pioneers blazed trails and discovered unchartered territories outline the fabric of American history. We put a man on the moon in the sixties and discovered cures for some of our mod diseases. These are valuable accomplishments, but there is another that is just as significant in the course of American history the colonization of our nation. Detai conduct accounts embellish our history with the hardship and suffering of our forefathers.And although some historical accounts paint a bleak picture of early settlements and show that diseases, starvation and other factors were difficult to overcome, we bring to recognize that there were successes. It would be unfair to only focus on the ch tout ensembleenges without acknowledging their cogency to thrive and succeed. To overlook the strategies that the Chesapeake and Barbadian societies used to reverse and prosper would be a mistake, because we can contribute many of their decisions and actions to the structure of todays political arrangement and economy.Some historians may analyze these two societies and argue that their exploitation was a result of learning from the mistakes of previous settlements. However, there is considerable evidence to show that the Chesapeake and Barbadian colonies successfully grew and progressed as a fellowship due to the use of slaves as workers in the colonies, the acquisition of land, and agricultural exports to England to obtain riches. The purpose of this paper is to examine the events responsible for the advancement of the Chesapeake and Barbadian societies in the mid 1700s.The creation of the slave consider in America is arguably one of the major factors that led to the evolution of the Chesapeake and Barbadian colonies. The import of slaves caused a large population explosion in some(prenominal) colonies. The number of blacks in b oth settlements increase significantly and outpaced that of the white population each decade between 1730 and 1760. In 1730 the black population in the Virginia dependance was 30,000 and doubled to 60,000 in 1740 and continued to increase steadily through 1770. 1 The Maryland colony showed similar population increases with the number of blacks almost doubling in ize from 24,031 to 43,450 from 1740 to 1750. 2 The profile of the population in the Barbadian colony was also significant. Unlike the Virginia and Maryland colonies, blacks outnumbered white almost 4 to 1 and were the majority in the population between 1655 and 1770. For example, slaves were 83 percent of the population in 1760 at 86,600 while the white population was 17,800. 3 What is the significance of this population growth and their evolution? The colonies created a formula that would secured their future for generations. When Chesapeake experienced economic growth large orchards became more common.This created a need for workers. In turn, slavery led to great wealth for the colonies and became one of their greatest resources for economic growth. Over the course of several decades more slaves were brought to America to fulfill the demand for workers to plant and harvest tobacco and other crops. The colonist understood the value of slave labor and the economic growth using slaves would provide. Most importantly, they also understood that the performance of the slaves influenced their profitability. We cannot discuss population growth in the colonies without acknowledging the ugly truth about slavery.Clearly one group of tidy sum suffered while another benefited. Many can criticize the colonies for implementing such a cruel system for economic growth, but we must ask ourselves did slavery help them reach their goal of prosperity. After all, slaves and indentured servants were a productive labor pool that helped them prosper economically during the early and middle years of colonization. Without needing to take a position on slavery, we plainly understand that the back-breaking physical work of slaves is one of the contributing factors that led to great wealth in the Virginia and Maryland colonies.Another factor contributing to the evolution of the Chesapeake and Barbadian colonies is land self-control. Since the beginning, colonists placed great value on land possession. pop was a resource of prosperity and the most important indicator of wealth. To attract new settlers to America, colonists permitted them to own land. Although the colonists encouraged ownership, land was not equally distributed and was highly grueling in the hands of a few people. Based on evidence we can make a direct connection between plantation coat in the Chesapeake and Maryland regions based on the number of slaves living on them.For example, between 1750 and 1770, twenty or more slaves lived on approximately one-third of all plantations. Specially, 31% of all plantations had 21 or more slaves living on them from 1750 1759. 4 This average continued through 1779. We can assume that white plantation owners possessing the largest plantations owned the largest number of slaves. There was a direct correlation between land ownership and wealth distribution. Those that owned the land owned the wealth. There was bullocky evidence of this in Barbados in 1680 where wealthy pioneers owning 60 or more slaves owned approximately 60% of all land and 60% of all slaves. Likewise, 14. 9% of Jamaican land owners possessed land valued at ? 1,000 or more. 6 This trend also started as early as 1669 and continued up through 1750 in the Virginia colony. For instance, between 1700 1719, the wealthiest 5. 6 % of the male population owned 61. 5% of the total wealth and between 1720 1750 the wealthiest 2. 7 percent of males owned 33. 2% of wealth. 7 One of the greatest values colonists recognized from land ownership was the acquisition of economic and political male monarch. They could influen ce the future of their society because of the economic power they possessed.Most importantly, they had the ability to advance their own interests. For example, they could make the rules for who owned the land and where they owned it. They could give land to their heirs to ensure that it remained in their familys possession for generations. Land ownership and wealth also meant political power. Those with the wealth could hold political office and shape the future of their colonies by making laws that would benefit them directly. The colonists experienced many long benefits from land ownership.However, they benefited at the expense of others by setting up a system that would intentionally prevent them from achieving any level of prosperity and success. Some people may disagree with the method used by the colonies to prosper. However, the fact that they used others to advance their own goals does not cancel out the fact that land ownership and wealth moved them one step closer to secu ring their position as a viable society. Agricultural exports also played a role in progression of the of the Chesapeake and Barbadian colonies.Both colonies practiced exporting agricultural products to England and would eventually build the wealth and improve their standard of living. Prior to the 1620s growing crops was difficult for the colonist because early settlements did not have the knowledge and tools needed to grow them successfully. Barbadian settlers tried to grow crops such as tobacco, cotton, ginger, and indigo, but were unsuccessful. Over time, they learned which crops would grow successfully in their region. After much trial and error, tobacco became the right plant to grow for Chesapeake and sugar for Barbados. baccy exports to England became the main source of income from Virginia and Maryland. Between 1660 and 1760 tobacco exports increased each decade. Along with the number of pounds increasing, the price per pound of tobacco also increased. In 1740 England impor ted 35,372 pounds of tobacco at a price of 0. 80 pence superlative/pound. By 1770 the amount increased to 38,986 at 2. 06 pence sterling/per pound. Furthermore, the value of exports to England reached $435,094. 8 Additionally, sugar exports to England from Barbados yielded positive financial results for the colonies.Sugar exports steadily increased from 1651 to 1698 with the highest being 15,587 tons in 1698. 9 This discussion about the impact of exports on the evolution of the colonies is not complete without acknowledging the role slavery played. As exports to England increased, the import of slaves also increased to restrain the demand for tobacco. The more slaves owned by the colonists, the more crops could be harvested and exported to generate more revenue for the colonies. A closer look at the evidence doesnt always show a successful progression toward prosperity.Increases in the black population did not always significantly outnumber that of whites. Also, there is evidence that illustrates a drop in the value of exports to England from 1755 to 1770. While the value of exports was at their highest in 1750 at ? 508,939, they decreased to as low as ? 435,094 in 1770. 10 baccy exports to England also dropped in 1770. Additionally, once land ownership opened up to indentured servants and other settlers in the Chesapeake colony, the largest distribution of wealth freeed from the wealthiest to the middle class.For example, between 1700 1719 5. 8% of the wealthiest males owned 61. 5% of the wealth. From 1720 1750, 2. 7% of the wealthiest males owned 33. 2% of the wealth while 26% of the male population owned 31. 3% of the wealth. 11 This shows an important shift in wealth within the colony. Some may read this evidence and disagree with the factors that contributed to their advancement and decide not to give full credit because of these inconsistencies. The Chesapeake colonies schematic a formula long before the mid-1700s to promote and sustain their futu re growth.Although the statistical evidence changes for some of the factors, it is clear that the Chesapeake and Barbadian colonies progressed as a society as a result of slavery, land ownership, and agricultural exports. The focus should not only be on the evidence, but the overall impact these factors had on the colonies ability to evolve and the impact their prosperity has on our economic situation today. Notes universe Growth, Virginia, 1640-1770, p 67 2 Population Growth, Maryland, 1640 1770, p 68 3 Population Estimates, Barbados, 1655 1770, p 73 Plantation Size in Virginia by Number of Slaves, 1700 1779, p 71 5 Wealth Distribution, Wealthy Planters, 1673 and 1680, p 74 6 Wealth Distribution, Jamaica, 1674 1701 (percentages), p 74 7 Wealth Distribution in Middlesex County, Virginia Personal Property of Deceased Adult Males, 1699 1750, p 68 8 Tobacco Imported by England from Virginia and Maryland (in thousands of pounds) and Maryland Tobacco Prices (in pence sterling/pound) , 1620 1770, p 69 9 Estimated Sugar Exports from Barbados to London, 1651 1706 (tons), p 75 10 Value of Exports to and Imports from England by Virginia and Maryland, 1700 1770 (in pounds sterling), p 72 11 Wealth Distribution in Middlesex County, Virginia Personal Property of Deceased Adult Males, 1699 1750, p 68 Works Cited Wheeler, William Bruce, Susan D. Becker, Lorri Glover, and John Hart. Discovering the American Past. Kentucky Cengage Learning, 2012. Print

Management and Leadership: Military Essay

IntroductionThough popular consensus is that commission and leadershiphip argon interchange up to(p) terms with the uniform purpose and meaning nothing could be further from the truth. concern can be defined as influencing one or more persons actions and activities through planning, organizing, leading, controlling and guiding to ward accomplishing set goals or objectives. Leadership can be defined as effectively influencing and directing others in a modality that encourages obedience, confidence and loyal team up support in accomplishing organic lawal goals.From these two definitions one might contrive a subtle hint as to how management and leadership differ. The purpose of this paper is to differentiate between managerial and leadership positions within multitude organizations, find the roles that multitude managers and leaders play in creating and maintaining a healthy organizational elaboration, and explain how the four functions of management support the creation and maintenance of a healthy organizational market-gardening within military organizations. The net discussion leave include two recommendations to create and maintain a healthyorganizational culture.Leadership and ManagementJust as the definitions suggest a distinct deference between management and leadership all military organizations have distinctive positions for management and leadership purposes. Military organizations engagement a designated rank structure for the purpose of immediate distinction between management and leadership. Leadership personnel hold the ennoble of policeman in all branches of military service. Management personnel hold the title of noncommissioned officer (NCO). While officers atomic number 18 immediately recruited and appointed into the leadership position NCOs have to earn their title and managerial position in the course of progression through the ranks from private to NCO. Though these two positions differ on m some(prenominal) levels each is eq ually valuable to military organizational culture.A leader is anyone who by virtue of assumed role or assigned responsibility inspires and influences people to accomplish organizational goals (FM 6-22, 2006). Therefore, an officers (leaders) main focus is to motivate soldiers both inside and outside of their immediate chain of command to pursue actions, focus thinking, and shape decisions for the greater darling of the organization (FM 6-22, 2006). Officers influence military personnel by setting a personal example (leading by example) on and off duty hours.Officers actions have a direct correlation to the amount of influence they will have in conveying purpose and vision, providing direction and motivating others. Being able to convey purpose and vision is important for officers to give subordinates the reason to take the necessary steps needed to accomplish missions. Open communication is essential in providing clear direction on how subordinates will go about accomplishing the mission.In order to provide clear direction officers are responsible for prioritizing mission tasks, appointment responsibilities and confirming that subordinates understand all directives given. Motivation is the key to encouraging subordinates to do whatever is necessary to accomplish the mission. An officers role in motivation is to understand or get to know as much aspossible about the needs, capabilities or limitations of his or her subordinates to bump what motivates who and personally praise or encourage when necessary. The butt on of getting subordinates to do whatever is necessary to accomplish the mission falls to the NCO (managers).According to Army Regulation 5-1 (2002) management is linked with leadership, just as doctrine, systems, processes, facilities and equipment are connected with the people who use them. Therefore, NCOs have the authority to make decisions based on the needs of set missions in accordance with organizational policies. The NCOs main focus is on d aily operations, and immediate subordinates actions toward accomplishing set tasks in order to fulfill missions.The NCOs mission is to provide bidding and supervision over subordinates to ensure tasks are being performed effectively, efficiently and in a timely manner. NCOs implement the four functions of management in both mission presented. Planning is used to determine a working strategy to accomplish each mission assigned to the division. NCOs will use organizing to determine how to break smooth missions into smaller tasks that can be performed over time. Once tasks and timelines have been determined human resources (available manpower) is evaluated according to knowledge and experience to determine who will be most effective on which task then tasks are assigned to individuals or teams.Once teams are assigned work commences and leading begins. NCOs are responsible for overseeing each teams daily progress, making on the spot corrections, giving additional instruction, motivat ing and directing each team to ensure that all projects are going according to schedule and all workers are performing effectively and efficiently toward achieving set goals. When issues arise NCOs are responsible for controlling situations through risk management, bringing subordinates back on track, on the spot training, enforcing organizational rules and regulations and so forth. Types of controls that are used in any given situation will vary depending on an individuals leadership or management style.Though leadership and management styles vary depending on individualpreference three special styles stand out with both officers and NCOs in military organizations (1) autocratic, (2) participative and (3) delegating. Bateman and Snell (2007) describe each of these strategies asAutocratic leaders and or managers make decisions about what needs to be done at their own discretion then tell subordinates what to do and how they want it done.Participative leaders and or managers will in volve one or more subordinates in the decision making process on specific task planning and organizing.Delegating leaders or managers will delegate authority to capable subordinates allowing them to make decisions for specific tasks while the leader or manager will still take bountiful responsibility for any decision that was made through delegation.Each style is effective in its own right and in specific circumstances. Officers and NCOs who use all three styles at different times are more effective than those who just stick to one.Organizational CultureOrganizational culture is the introductory nature or overall actions and conduct of an organization based on shared values and goals. In order to have a fuller instinct of military organizational culture one would need to grasp military organizational structure. Military organizations use a hierarchical divisional organizational structure. Bateman and Snell (2007) describe a divisional organization structure as departmentalization that groups units around products, customers, or geographic regions. Military divisional organizational structure is based around geographic regions. See Chart 1 for a visual break down of basic military organizational structure.DIVISIONAL ORGANIZATION BASIC MILITARY organizational STRUCTUREChart 1 Divisional Organization Basic Military Organizational Structure.Notice that the basic structure consists of Officers NCOs and subordinates (enlisted soldiers). From the battalion level down to platoons each leader is accompanied by a manager. Information goes down the chain of command while requests go up the chain of command.Military culture is based on strict adherence to the chain of command and company policies i.e. subordinates would have to go through the squad leader and the platoon sergeant to speak to the initiative sergeant and so forth up the chain. Basic military organizational structure and culture is learned in _basic training_ (boot camp) where new recruits, both officer s and enlisted personnel, undergo cockeyed physical, mental and emotional training to establish military values and team building experience. Graduates are then separated and sent to _advance individual training_ (AIT) schools to learn specific trade skills. Through shared experiences from basic training new team building experiences develop. Again, graduates are separated and assigned to units based on their field of training. shared experiences are the seat for unit cohesiveness among all military personnel.While common experiences may vary they open the path for shared ideas, values, responsibility and perceptions of military uniformity to military organizational culture that guides all military personnel toward achieving common personal and organizational goals throughout their career. Though troops and their families are uprooted and move from post to post at the needs of the military, sometimes at a moments notice, shared experiences and personal and professional commitmen t to military values and mission prevent the military organizational culture. Military organizational culture is more than a commitment. Military organizational culture is a way of life for all who hallow their lives to honor and defend this nation against all enemies, foreign and domestic.RecommendationsMilitary organizational culture is a culture that has stood the test of time decade after decade. Retired war heroes and new recruits all have one thingin common. Each has a _common bond_ through shared experiences, dedication to military values, mission, ethics, rule of conduct and so forth. Young or old, each has dedicated themselves to something bigger than themselves and committed their lives to honor and defend this nations freedom at all cost. While military culture has been mocked and scorned by many over the years, much can be learned from such a strong organizational culture. Many failing organizations in todays challenging business environment would do well to incorpor ate some of the standards of military organizational culture into their own business.Having _strong core group values_ in place is the basis for creating and maintaining a healthy organizational culture. Military organizational culture consists of strong core values such as loyalty, duty, respect, unselfish service, honor, single and courage (U.S. Army web site, 2008). While some of these values could be considered strictly military oriented all organizations could agree that loyalty, duty, honor and integrity could be considered universal. More companies could and should integrate these types of core values into their mission and values statements to help create and maintain a more healthy organizational culture.Having a _code of conduct_ in place establishes guidelines for acceptable employee behavior which helps create and maintain a healthy organizational culture. Military organizations have established a strong code of conduct which describes separate and military distinctiv e areas of specific conduct becoming of service members. While the truth is that the military code of conduct is not applicable to civilian organizations all organizations could agree that specific behaviors do exist that are expected of all people within specialized organizations.Therefore, organizations could and should come up with a written policy explaining specific behaviors and actions that are acceptable and expected of all employees. Organizations may even have separate codes of conduct expectations for managers versus employees. The point here is to have an established and acceptable pattern of behavior for all employees to follow in order help maintain an overall healthy organizational culture.ConclusionFrom the query presented one can conclude that distinct differences between leaders and managers do exist. Leaders in the main focus on inspiring and motivating individuals toward accomplishing set goals. Managers mainly focus on motivating individuals through planning, organizing, leading and controlling functions of management. Based on these descriptions the main difference between management and leadership would be the system used to motivate individuals to accomplish goals.Though organizational structures may differ from one organization to the next organizational structure does help set the foundation for organizational culture. Organizational culture sets the tone for organizational success through shared experiences, values, beliefs and behaviors. Though many theories exist for creating and maintaining a healthy organizational culture each organization must come up with standards i.e. core values, code of ethics and so on that are unique and attainable to that particular organization based on specific needs i.e. values, mission and purpose.ReferencesArmy Regulation 5-1. (2002). Management Total Army Quality Management. Retrieved July 11, 2008, from http//www.hqda.army.mil/leadingchange/Army%20Policies/r5-1.pdfBateman T., and Snell S., (200 7), Management Leading & Collaborating in a Competitive World (7th Ed.), McGraw-Hill/Irwin, New York, NY.FM 6-22. (2006). Army Leadership Competent, Confident, and Agile. Retrieved July 10, 2008 http//usacac.army.mil/cac/cal/FM6_22.pdfU.S. Army web site. (2008). U.S. Army Training and Doctrine Command. Retrieved July 15, 2008, from http//www.tradoc.army.mil/