Napoleon Bonaparte Essays - French Emperors, House Of Bonaparte

Napoleon Bonaparte Essays - French Emperors, House Of Bonaparte Napoleon Bonaparte Napoleon Bonaparte was possibly Frances greatest military mind ever. He was promoted through the ranks by hard work, dedication and his ability to think quickly. He eventually worked his way up to become the Emperor of France. Napoleon was born on August 15, in the year of 1769. He was born at Ajaccio, Corsica. This was a small island off the coast of North Africa. Napoleon?s parents Letizia and Carlo Bonaparte reserved Napoleon a spot at a French military school, and when Napoleon became old enough his parents sent him away to the school which was in Brienne France. Napoleon was not well excepted by the other students at the school. They felt he was a foreigner and Napoleon became a loner devoting all of his time to his studies. After Napoleon?s graduation he continued his military schooling by going on to attend the Cole Military Academy in Paris. Napoleon spent one year there before he was assigned to an infantry unit as a second lieutenant. His unit did not see much action in its fist few years, but Napoleon still managed to show his leadership qualities. In 1789 the French Revolution began. Napoleon look forward to the revolution, and supported it. In 1793 at the siege of Toulon, loyalist leaders and British troops clashed in fearsome battle. Napoleon fought heroically and the British were driven out. As Napoleon?s reward he was given a promotion to general and his own infantry unit. Ufortunitly Napoleon ran into some bad luck, the leader of the French Revolution Maximilien Robespierre became power hungry and lost control. His own men mutinized against him and executed him. Bonapart was also captured and briefly imprisoned because he was a member of Robspierre?s faction. Napoleon was freed just two months later. In 1795 a revolt began in Paris over a new constitution that was presented by the National Convention, the National Convention was name the of the new government that had taken power in France. Napoleon received orders from Frances military leader to defend the convention, and control the situation. Upon his arrival Napoleon realized that the crowd had turned into an ugly mob. Napoleon was able to take control of the situation, disperse the mob and restore peace. Paul Barras who was in control of the French military was so impressed with Napoleon he promoted him to commander. Napoleons next duty was to carry out a series of operations in Italy that would ideally divide and conquer the Sardinian and Austrian armies in Italy. Napoleons plan was to divide the opposing force into two parts. He would then throw his force at one half before the other half had time to rejoin them. Using this tactic Napoleon destroyed the Sardinian armies. Napoleon could not be stopped. The King of Sardinia started talking of peace but Napoleon did not listen, he continued his path of terror and completely wiped out the Sardinians. Now Napoleon was determined to defeat the Austrians. Napoleon first attacked a large Austrian army in Mantua. The Austrian?s sent four separate brigades of reinforcements to help hold off Napoleons army but it wasn?t enough. Napoleon?s army still defeated the Austrians at Mantua. Napoleon continued to forge his way through the country. In 1797 when he came with in eighty miles of Vienna, the Austrians knew they were defeated and surrendered.. After the surrender Napoleon negotiated the treaty with the Austrians, which obviously greatly favored France. Napoleon in total had won 14 pitched battles and 70 combats. Also whenever Napoleon took over a rich lands he used those lands to feed and pay his army, and then the rest would be sent back to France. This greatly helped their poor economy. When Napoleon returned to France he received a heroes welcome. Napoleon was overwhelmed with the support he got from the people. He knew that this would be the perfect time to pursue an office in politics. Napoleon had dreams of being the next Alexander the great. He asked the government if he could take a large army to Egypt. Napoleon thought that if he conquered Egypt he could attack the English by surprise and cut off their trading routes. Napoleon brought 35,000 troops with him to Egypt. He won

Free Volunteer Income Tax Clinics Canada

Free Volunteer Income Tax Clinics Canada Updated: 03/06/2014 If you need help completing your Canadian income tax return and you cant afford an accountant or commercial income tax preparation service, take advantage of the Volunteer Income Tax Preparation Clinics offered by the Canada Revenue Agency. These free clinics are offered every year between February and April at locations across Canada. Eligibility Requirements Trained volunteers can help you with your taxes if you have a straightforward income tax return and your income is low. The program has basic eligibility requirements, including maximum income levels. Community organizations can adapt their own eligibility criteria depending on their economic location and capabilities, so check with the individual clinic. They can not help with income tax returns for: deceased individualsbankruptciescapital gains or lossesemployment expensesbusiness or rental income and expenses See Also: Filing Your Canadian Income Taxes - The BasicsHelp With Your Canadian Income Taxes

Critique of Research Article Term Paper Example | Topics and Well Written Essays - 1500 words

Critique of Research Article - Term Paper Example Urinary Tract Infection refers to the presence of germs in the urinary tract. It is a very common type of infection like respiratory tract infection. Having a catheter within a urinary tract increases the chances of a urinary tract infection. It also makes it harder to treat the original infection for which catheter was using. Bacteria will grow in it if the urinary catheter is left in place for a long time. A large number of bacteria in the urinary tract may result in a harmful infection. Most catheters associated urinary tract infections are caused by bacteria. Wilson and Jenner (2007) stated: â€Å"The presence of a urethral catheter interferes with the natural mechanism. The urethral catheter is thus a major predisposing factor in urinary tract infections in health services.† (P: 217) Researches done in the filed of nursing practices improve the practice of nursing and health services along with raising the standards of the profession but not every research is properly don e and can be considered to bring a change in nursing practice. Such researches must be evaluated to estimate the worth of the study and the evidence provided in it to critically appraise the study. ... The study population here is the people experiencing urinary tract infection due to catheterization. The major outcome being measured is the occurrence of urinary tract infection due to the use of catheters. The aim of this study paper is to test the effectiveness of a â€Å"newly designed urine-collecting system containing an antibacterial device which slowly releases silver ions onto the inner surface of the system† to prevent or reduce the chances of UTIs due to the use of catheters. The purpose of this research is feasible, relevant, healing and interesting. The study provides an abstract of the complete study which gives a quick view of its objective, study population and the conclusion derived. The abstract is usually considered as an essential part of an article in order to convey its important points to users with very limited time. The writers divide the abstract into five parts i.e., objective, patients and methods, results, conclusions and keywords. Abstract also re veals the focus and important aspects of the study according to the researchers. The actual study begins with the part of introduction. The introduction part is important because it defines the problem that is to be resolved and the reason why it is important to resolve that particular problem. In a standard research study, this part is divided into three parts which are background, rationale, and conceptual framework of the study. But this paper does not provide such a consistent introduction. The introduction is lengthy and not divided into these formal parts. The next part in a standard research paper should have been the literature review which is a collection of information about former researches conducted in relevance with the topic of the research. However

Week 3 DISCUSSION QUESTIONS Assignment Example | Topics and Well Written Essays - 250 words

Week 3 DISCUSSION QUESTIONS - Assignment Example Then, the parties having an agreement need to have capacity. Also, the performance and subject matter of the contract need to be steady with public policy and have legality (pp. 131). A contract can be modified when both parties agree in changing the terms found in the original agreement. A contract could either be modified in part or in whole. This depends on the desires of the parties. Promissory estoppel applies when promises made earlier and are relied on, are needed to be enforced (pp. 143). This law applies when there is no use of a formal contract. For example, when an employee is promised to be paid a certain monthly amount for the duration of his work, an official contract may not be applicable unless the employer specifies that this is in exchange for a valued substance. A partial breach of contract is one which applies to an ancillary or minor detail of the contract (pp. 149). For example, this breach would take place if a plumber and a homeowner agreed to have the carpenter use a purple cloth on the chairs but the carpenter ends up using a red one. It is seen to be a partial contract as it does not go to the center of the contract. On the other hand, a material breach may be seen as a serious form of breaching a contract. The value of the contract is affected negatively by the breach. For example, let’s say the agreement between the homeowner and the carpenter was to use mahogany wood in making the chair as it is durable and strong. Because the carpenter wants to save some money, he does not use mahogany and instead uses a cheap wood that is not strong and durable. This is a material breach as the fault in the agreement’s performance goes to the durability of the

How Societies Depend on Computers Essay Example for Free

How Societies Depend on Computers Essay In the 21st Century, the society that we live in has become highly dependent upon computers. The computers have increased the efficiency of the human resource by many times. It not only saves the society from a lot of work, but also acts as a source of entertainment. It is not only helping professionals in their office work but also helping children in their initial development. Businesses have reduced their requirements of human resource as they have adopted the computers in their processes. Teachers and professors use computers today to aid in their lectures and activities with the students. The students are highly dependent upon the computers as they study online, word process their assignments, print their documents, study from e-books and search for anything that they do not understand in the lectures. The professionals in the workplace use computers to manage their work, to make schedules, take notes, for accounting practices and for getting assisted in decision making. Many corporations have implemented systems using computers as an alternative to the human resource. Systems such as Enterprise Resource Systems (ERPs), Customer Relationship Systems (CRMs) and Decision Support Systems (DSS) help the top level management as well as the lower level staff to engage in best practices. Through these systems, the corporations reduce their costs, reduce inventory holding and get rid of excessive labor. The use of computers is not limited to the business today as governments have also started to incorporate computer systems in every aspect of public systems. Computers help monitor the traffic and manage the traffic through traffic signal lights and fines system. The computers have made it into the kitchens of households as they control the microwave heaters, fridge, freezers etc. The computers are also now everyone’s pockets these days as smart phones are getting common and cheaper day by day. The traditional mails are replaced 95% by e-mails, which are free, and the access to internet has also enabled many other services. Computers are also replacing televisions in many homes as they include DVD players and are less costly. The general-purpose attribute of the computers are making them everyone’s favorite. Everyone has some or the other use of computer daily. The banks are shifted to computers and internet banking has thrived. Where the computers are helping so much, they are also causing a lot of distress for many people and pain. Internet has made hacking easier for the hackers with the criminal intent. These hackers can erase important data and cause losses over millions. The popularity of computers has also brought with it the popularity of porn over the internet. There is no one who can stop children of illegal age to watch porn over the internet. Some say that the new generation is getting spoiled because of the access to the internet and computers at home and at schools. With the advent of computers, the privacy of the people has been stolen from them as anyone anywhere can take photographs from digital cameras and make videos. However, the society would still have suffered if there were no computers. We would still be living in the middle ages if the use of computers would not have flourished in the society. It would not have been possible to have a video chat with your relative living in another continent for free if the computers would not have been invented.

The Very Idea of Humanity :: Philosophy Papers

The Very Idea of Humanity Why should we believe in such a thing as humanity? Should we accept appearances or take authority as our guide? Should we point to some pragmatic advantage to be gained by believing it, or is there proof? Philosophy offers such proof, contained in the dream hypothesis of the Buddha and Plato (and, more famously, Descartes). The dream hypothesis reveals our common ground. It refers to a familiar experience in terms of which young people of every time and place can understand why routine, authority, definition and first principle, category, criterion, perception and paradigm might fail. But the dream hypothesis is about the transition from sleeping to waking. As familiar, this transition is an excellent device for teaching that similar transitions can happen to one who is already awake. The dream hypothesis is about the soul, and the capacity to choose not only one's actions but also one's contexts. On the eve of the new millennium, we face responsibility for the results of our routine s. The dream hypothesis promises to awaken a taste for foresight and negotiation. When we all understand the dream hypothesis, we will no longer worship our routines, but will be better judges of their utility. We will stand together when we transcend our cultures and recognize the capacity of all citizens of every nation, tribe, and culture to grow, that is, when we awaken to the possibility of waking up. This is a plea for the dream hypothesis-a sales pitch, if you will. We are here under the banner, "Philosophy Educating Humanity." If philosophy is to educate humanity, the dream hypothesis will help prove to people of all tribes that there is such a thing as humanity. The dream hypothesis will introduce every child to its own humanity, but it will also introduce every child to the humanity of others. The dream hypothesis will increase the number of fully-functioning souls, that is to say, beings with the capacity to decide rationally what game to play, what interpretation to accept, what routine to follow. According to some philosophers, the dream hypothesis is at best useless. Russell said as much in Problems of Philosophy: There is no logical impossibility in the supposition that the whole of life is a dream, in which we ourselves create all the objects that come before us. But although this is not logically impossible, there is no reason whatever to

Fixed Income Securities

ANSWERS TO QUESTIONS FOR CHAPTER 1 (Questions are in bold print followed by answers. ) 2. What is meant by a mortgage-backed security? A mortgage-backed security is a security backed by one or more mortgage loans. Like a bond that is callable, a mortgage-backed security allows the investor to grant the borrower an option. 4. What is the cash flow of a 10-year bond that pays coupon interest semiannually, has a coupon rate of 7%, and has a par value of $100,000? The principal or par value of a bond is the amount that the issuer agrees to repay the bondholder at the maturity date.The coupon rate multiplied by the principal of the bond provides the dollar amount of the coupon (or annual amount of the interest payment). A 10-year bond with a 7% annual coupon rate and a principal of $100,000 will pay semiannual interest of (0. 07/2)($100,000) = $3,500 for 10(2) = 20 periods. Thus, the cash flow is $3,500. In addition to this periodic cash, the issuer of the bond is obligated to pay back th e principal of $100,000 at the time the last $3,500 is paid. 6. Give three reasons why the maturity of a bond is important.There are three reasons why the term to maturity of a bond is important. First, the term to maturity indicates the time period over which the holder of the bond can expect to receive the coupon payments and the number of years before the principal will be paid in full. Second, the term to maturity is important because the yield on a bond depends on it. The shape of the yield curve determines how the term to maturity affects the yield. Third, the price of a bond will fluctuate over its life as yields in the market change.The volatility of a bond’s price is dependent on its maturity. More specifically, with all other factors constant, the longer the maturity of a bond, the greater the price volatility resulting from a change in market yields. 8. Explain whether or not an investor can determine today what the cash flow of a floating-rate bond will be. Floati ng-rate bonds are issues where the coupon rate resets periodically based on a general formula equal to the reference rate plus the quoted margin. The reference rate is some index subject to change.The exact change is unknown and uncertain. Thus, an investor cannot determine today what the cash flow of a floating-rate bond will be in the future. 10. What is an inverse-floating-rate bond? While the coupon on floating-rate bonds reliant on an interest rate benchmark typically rises as the benchmark rises and falls as the benchmark falls, there are issues whose coupon interest rate moves in the opposite direction from the change in interest rates. Such issues are called inverse floaters. 12. (a) What is meant by an amortizing security?The principal repayment of a bond issue can be for either the total principal to be repaid at maturity or for the principal to be repaid over the life of the bond. In the latter case, there is a schedule of principal repayments. This schedule is called an amortization schedule. Loans that have this amortizing feature are automobile loans and home mortgage loans. There are securities that are created from loans that have an amortization schedule. These securities will then have a schedule of periodic principal repayments.Such securities are referred to as amortizing securities. (b) Why is the maturity of an amortizing security not a useful measure? For amortizing securities, investors do not talk in terms of a bond’s maturity. This is because the stated maturity of such securities only identifies when the final principal payment will be made. The repayment of the principal is being made over time. 14. What does the call feature in a bond entitle the issuer to do? The most common type of option embedded in a bond is a call feature.This provision grants the issuer the right to retire the debt, fully or partially, before the scheduled maturity date. 16. What does the put feature in a bond entitle the bondholder to do? An issue wit h a put provision included in the indenture grants the bondholder the right to sell the issue back to the issuer at par value on designated dates. The advantage to the bondholder is related to the possibility that if interest rates rise after the issue date (thereby reducing a bond’s price) the bondholder can force the issuer to redeem the bond at par value. 8. How do market participants gauge the default risk of a bond issue? It is common to define credit risk as the risk that the issuer of a bond will fail to satisfy the terms of the obligation with respect to the timely payment of interest and repayment of the amount borrowed. This form of credit risk is called default risk. Market participants gauge the default risk of an issue by looking at the default rating or credit rating assigned to a bond issue by one of the three rating companies—Standard & Poor’s, Moody’s, and Fitch. 0. Does an investor who purchases a zero-coupon bond face reinvestment risk? The calculation of the yield of a bond assumes that the cash flows received are reinvested. The additional income from such reinvestment, sometimes called interest-on-interest, depends on the prevailing interest-rate levels at the time of reinvestment, as well as on the reinvestment strategy. Variability in the reinvestment rate of a given strategy because of changes in market interest rates is called reinvestment risk.This risk is that the interest rate at which interim cash flows can be reinvested will fall. Reinvestment risk is greater for longer holding periods, as well as for bonds with large, early cash flows, such as high-coupon bonds. For zero-coupon bonds, interest is reinvested at the same rate as the coupon rate. This eliminates any risk associated with the possibility that coupon payments will be reinvested at a lower rate. However, if rates go up, then the zero coupon bond will fall in value because its â€Å"locked-in† rate is below the higher market rate. 22.W hat is meant by marking a position to market? Marking a position to market means that periodically the market value of a portfolio must be determined. Thus, it can refer to the practice of reporting the value of assets on a market rather than book value basis. Marking to market can also refer to settling or reconciling changes in the value of futures contracts on a daily basis. 24. What is risk risk? There have been new and innovative structures introduced into the bond market. Money managers do not always understand the risk/return characteristics of these securities.Risk risk is defined as not knowing what the risk of a security is because those involved in issuing and buying securities are not aware of what can happen. There are two ways to mitigate or eliminate risk risk. The first approach is to keep up with the literature on the state-of-the-art methodologies for analyzing securities. The second approach is to avoid securities that are not clearly understood. 26. What is a pri ce-risk-transferring innovation? A price-risk-transferring innovation is an innovation that provides market participants with more efficient means for dealing with price or exchange rate risk.

Pay It Forward vs.Coach Carter Essay

Edith Ann once said â€Å"I like a teacher who gives you something to take home to think about besides homework. † I agree with this quote because it pertains to Coach Carter in the movie â€Å"Coach Carter† and Mr. Simonet in the movie â€Å"Pay It Forward†. Coach Carter and Mr. Simonet are similar in the way they approach their students. In both the movies, both teachers want more out of their students, they encourage them to do more, and to push themselves harder. In the movie â€Å"Pay It Forward†, Mr. Simonet tries to teach the kids that anything is possible. So he gives them an assignment to think of an act that can change the world. He tells them that â€Å"The realm of possibility exists within you†. This means that they can change the world only if they believe that they can do it. The whole purpose of him giving his students this assignment was to try to get them to set high expectations for themselves, to teach them not to settle for less and that even a big assignment like changing the world is possible. Just like Mr. Simonet in â€Å"Pay It Forward† Coach Carter also teaches his team to set high standards for themselves. He stresses that his vision, is for his players to be successful on the court, in the classroom, and in life. He lets them know that only they can make that happen. He makes them sign contracts that require them to maintain a certain GPA. When the players fail to uphold this responsibility, he locks down the gym, and cancels their games until they get their grades up. He did this to prove to the players that everything in life doesn’t come on a silver platter, they have to work for it. In Conclusion, both Mr. Simonet and Coach Carter are alike in the way they teach their students. Both of them teach the kids to set high expectations for themselves. They both teach the students to never settle for less. At the end of both movies it’s pretty clear that both of their teachings paid off. In â€Å"Pay It Forward†, Trevor comes up with the pay it forward system which becomes a world wide sensation. In â€Å"Coach Carter†, the basketball players learned a life lesson. Although the school board chose to go against Coach Carter and end the gym lock down, the basketball players refused to play. Also at the end Coach Carter realizes that he impacted the players more than he expected to. Not only did they graduate high school but most of them went to college and even won scholarships. Both Coach Carter and Mr. Simonet gave their students something to take home and think about.

The Namesake Theme of Family Essays

The Namesake Theme of Family Essays The Namesake Theme of Family Paper The Namesake Theme of Family Paper Essay Topic: The Namesake The Shake and Sashimi relationship with their parents was attached to Indian culture. Parents are who decide the by choosing who they marry this was a decision it determined their fate and character as parents. When Googol is a small child the relationship with his parents is completely normal. Over the years the relationship becomes a bit more complicated. Googol is like any boy his age stubborn obstinate and rebellious. This behavior is strange to Shake because in their culture the behavior of young men as Googol was different. Shake tries to educate his son as he was educated but definitely our method does not work. Lair wrote. That night at the dinner table, he brought it up with his parents. It was one thing for Googol to be the name penned in calligraphy on his high school diploma, and printed below his picture in the yearbook, hed begun. It was one thing, even, for it to be typed on his applications to five Ivy League colleges, as well as to Stanford and Berkeley. But engraved, four years from now, on a bachelor of arts degree? Written at the top of a rsum? Centered on a business card? It would be the name his parents picked out for him, he assured them, the good name theyd chosen for him when he was five. (99) Googol wants to change his name. His father is disappointed but decides to let him do what he wants to. Sashimi and Shake believed in a sense of family independence. But this idea of independence Sashimi and Shake had about his family not been applied to their about children and begin to experience what their parents felt years ago. Them have contrary feelings about this family indepe ndence. Whats done is done, his father had said. it will be a hassle. Googol has, in effect, become your good name. Its too complicate owe, his mother said, agreeing. Youre too Old. Im not, he persisted. Dont get it. Why did you have to give me a pet name in the first place? Wall- the point? Its our way, Googol, his mother maintained. Its what Bengal do. But its not even a Bengali name. He told his parents what hed learned in Mr.. Lagoons class, about Googol! Lifelong unhappiness, his mental instability, about how hed starved himself death. Did you know all this stuff about him? he asked. You forgot to mention that he was also a genius, his father said. l dont get it. How cot you guys name me after someone so strange? No one takes me seriously, Googol said. Who? Who does not take you seriously? his father wanted etc know, lifting his fingers from his plate, looking up at him. Then change it, father said simply, quietly, after a while. Really? in America anything is possible. Do as you wish. (99-100) The relationship between Shake and Googol was like the typical relational between a tough father and a shy son. Parents who want to raise their chi based on their own life experience. Maybe his intension was to teach Go lesson. But Googol had a mix of cultures to handle. These determine the relationship between they. When Googol decides introduce Maxine to his family. The Story takes a determinate change. Shake tells the Story of his accident years ago. The reason that he decided to put the name Googol. l want to tell you something, his father says when the piece ends, once tm have already turned onto Phenomenon Road. What? Googol asks. Its about your name. Googol looks at his father, puzzled. My name? His father shuts off the radio. Googol. These days he is called Googol so seldom that the sound of it no longer up: him as it used to. After three years of being Nikkei the vast majority of the mime, he no longer minds. There is a reason for it, you know, his father continues. Right, ABA. Gogols your favorite author. I know. No, his father says. He pulls into the driveway and switches off the engine then the headlights. He undoes his seat belt, guiding it with his hand as it retracts, back behind his left shoulder. Another reason. (122-123) Googol question if Shake remember that terrible day with his name. Cash replied something beautiful I remember everything that followed that c Every day after the accident were a gift Googol does not understand the message of his father years later would. Why dont I know this about y Googol says. His voice sounds harsh, accusing but his eyes well with tears. Why havent you told me this until now? It never felt like the right time, his father says. But its like youve lied to me all these years. When his father doesnt respond, he adds, Thats why you have that limp, isnt it? It happened so long ago. I didnt want to upset you. It doesnt matter. You should have told me. Perhaps, his father concedes, glancing briefly in Gogols direction. He removes the keys from the ignition. Come, you must be hungry. The car is tenting cold. But Googol doesnt move. He sits there, still struggling to absorb the information, feeling awkward, oddly ashamed, at fault. Im sorry, ABA. (123-124) The death of a parent to child is a difficult experience. Googol experiences an avalanche of emotions. Regret mostly because the relationship with his faith was not always the best. His glasses are missing Googol says, looking up at Mr.. Davenport. Mr.. Davenport does not reply. After a few minutes he says, Mr.. Gauguin, are you able to positively identify the body? Is this your father? Yes, thats him, (172) Googol begins to experience feelings of guilt after the death of his father. He faces the death of his father in a thoughtful way. Begins to consider that could have been more patient with his father because he always acted impatient with him. This happens when he can understand the story his father had told him about his name. The day his father had told him about the accident. The real reason his name was Googol Googol cannot be a beautiful name but the fact that Shake remember every wonderful omen after rebirth past that accident make happen that Googol was a beautiful name. Googol is maturing over time. And he realizes putting on the shoes of their parents that coming to America was a tough decision. However, his parents had the courage to come alone and be away from his family. And he believes that could not stay as far away from his family. This is a very important moment in the life of Googol. Finally understand all the effort mad for his parents. Just to give better life than they had. There he realizes that hi fathers teachings about the relationship with their parents were not accidental. He discovers that his father had felt the same way years ago with the death of his grandparents in Calcutta. The relationship between Googol and Sashimi is deeper after Shake dies. Googol tells his mother of his imminent separation of Museums. His felling of freedom and the reconnection that he felt with his father after find that famous book he had given and reed in front page. Lair wrote And then another book, never read, long forgotten, catches his eye. The jacket is missing, the title on the spine practically faded. Its a thick clothbound volume topped with decades- old dust. The ivory pages are heavy, slightly sour, silken to the touch. The spine cracks faintly when he opens it to the title page. The Short Stories of Nikolas Googol. For Googol Gauguin, it says on the front endpapers in his fathers tranquil hand, in red ballpoint ink, the letters rising gradually, optimistically, on the diagonal toward the upper right-hand corner of the page. The man who gave you his name, from the man who gave you your name is written within quotation marks. (288) The relationship between parents and children is not always the easiest thing to handle. But this novel gives us a clear example that the intentions of parents to educate are always the best. Parents, like the Gauguin always try to vie us the best.

Battle of Fredericksburg in the Civil War

Battle of Fredericksburg in the Civil War The Battle of Fredericksburg was was fought December 13, 1862, during the American Civil War (1861-1865) and saw Union forces suffer a bloody defeat. Having grown angry with Major General George B. McClellans unwillingness to pursue General Robert E. Lees Army of Northern Virginia after the Battle of Antietam, President Abraham Lincoln relieved him on November 5, 1862, and replaced him with Major General Ambrose Burnside two days later. A West Point graduate, Burnside had achieved some success earlier in the war campaigning in North Carolina and leading IX Corps. A Reluctant Commander Despite this, Burnside had misgivings about his ability to lead the Army of the Potomac. He had twice declined the command citing that he was unqualified and lacked experience. Lincoln had first approached him following McClellans defeat on the Peninsula in July and made a similar offer following Major General John Popes defeat at Second Manassas in August. Asked again that fall, he only accepted when Lincoln told him that McClellan would be replaced regardless and that the alternative was Major General Joseph Hooker whom Burnside intensely disliked.      Burnsides Plan Reluctantly assuming command, Burnside was pressured to undertake offensive operations by Lincoln and Union General-in-Chief Henry W. Halleck. Planning a late fall offensive, Burnside intended to move into Virginia and openly concentrate his army at Warrenton. From this position he would feint towards Culpeper Court House, Orange Court House, or Gordonsville before quickly marching southeast to Fredericksburg. Hoping to sidestep Lees army, Burnside planned to cross the Rappahannock River and advance on Richmond via the Richmond, Fredericksburg, and Potomac Railroad. Requiring speed and guile, Burnsides plan built upon some operations that McClellan had been contemplating at the time of his removal. The final plan was submitted to Halleck on November 9. Following a lengthy debate, it was approved by Lincoln five days later though the president was disappointed that the target was Richmond and not Lees army. Additionally, he cautioned that Burnside should move quickly as it was unlikely that Lee would hesitate to move against him. Moving out on November 15, the lead elements of the Army of the Potomac reached Falmouth, VA, opposite Fredericksburg, two days later having successfully stolen a march on Lee. Armies Commanders Union - Army of the Potomac Major General Ambrose E. Burnside100,007 men Confederates - Army of Northern Virginia General Robert E. Lee72,497 men Critical Delays This success was squandered when it was discovered that the pontoons needed to bridge the river had not arrived ahead of the army due to an administrative error. Major General Edwin V. Sumner, commanding the Right Grand Division (II Corps IX Corps), pressed Burnside for permission to ford the river to scatter the few Confederate defenders in Fredericksburg and occupy Maryes Heights west of the town. Burnside refused fearing that the fall rains would cause the river to rise and that Sumner would be cut off. Responding to Burnside, Lee initially anticipated having to make a stand behind the North Anna River to the south. This plan changed when he learned how slow Burnside was moving and he instead elected to march towards Fredericksburg. As the Union forces sat in Falmouth, Lieutenant General James Longstreets entire corps arrived by November 23 and began digging on the heights. While Longstreet established a commanding position,  Lt. General Thomas Stonewall Jacksons corps was en route from the Shenandoah Valley.   Opportunities Missed On November 25, the first pontoon bridges arrived, but Burnside refused to move, missing an opportunity to crush half of Lees army before the other half arrived. By the end of the month, when the remaining bridges arrived, Jacksons corps had reached Fredericksburg and assumed a position south of Longstreet. Finally, on December 11, Union engineers began building six pontoon bridges opposite Fredericksburg. Under fire from Confederate snipers, Burnside was forced to send landing parties across the river to clear out the town. Supported by artillery on Stafford Heights, the Union troops occupied Fredericksburg and looted the town. With the bridges completed, the bulk of Union forces began crossing the river and deploying for battle on December 11 and 12. Burnsides original plan for the battle called for the main attack to be executed to the south by Major General William B. Franklins Left Grand Division (I Corps VI Corps) against Jacksons position, with a smaller, supporting action against Maryes Heights. Held in the South Beginning at 8:30 AM on December 13, the assault was led by Major General George G. Meades division, supported by those of Brigadier Generals Abner Doubleday and John Gibbon. While initially hampered by heavy fog, the Union attack gained momentum around 10:00 AM when it was able to exploit a gap in Jacksons lines. Meades attack was eventually stopped by artillery fire, and around 1:30 PM a massive Confederate counterattack forced all three Union divisions to withdraw. To the north, the first assault on Maryes Heights had commenced at 11:00 AM and was led by the division of Major General William H. French. A Bloody Failure The approach to the heights required the attacking force to cross a 400-yard open plain which was divided by a drainage ditch. To cross the ditch, Union troops were forced to file in columns over two small bridges. As in the south, the fog prevented Union artillery on Stafford Heights from providing effective fire support. Moving forward, Frenchs men were repulsed with heavy casualties. Burnside repeated the attack with the divisions of Brigadier Generals Winfield Scott Hancock and Oliver O. Howard with the same results. With the battle going poorly on Franklins front, Burnside focused his attention on Maryes Heights. Reinforced by Major General George Picketts division, Longstreets position proved impenetrable. The attack was renewed at 3:30 PM when Brigadier General Charles Griffins division was sent forward and repulsed. Half an hour later, Brigadier General Andrew Humphreys  division charged with the same result. The battle concluded when Brigadier General George W. Gettys division attempted to attack the heights from the south with no success. All told, sixteen charges were made against the stone wall atop Maryes Heights, usually in brigade strength. Witnessing the carnage Gen. Lee commented, It is well that war is so terrible, or we should grow too fond of it. Aftermath One of the most one-sided battles of the Civil War, the Battle of Fredericksburg cost the Army of the Potomac 1,284 killed, 9,600 wounded, and 1,769 captured/missing. For the Confederates, casualties were 608 killed, 4,116 wounded, and 653 captured/missing. Of these only around 200 were suffered at Maryes Heights. As the battle ended, many Union troops, living and wounded, were forced to spend the freezing night of December 13/14 on the plain before the heights, pinned down by the Confederates. On the afternoon of the 14th, Burnside asked Lee for a truce to tend to his wounded which was granted. Having removed his men from the field, Burnside withdrew the army back across the river to Stafford Heights. The following month, Burnside strove to save his reputation by attempting to move north around Lees left flank. This plan bogged down when January rains reduced the roads to mud pits which prevented the army from moving. Dubbed the Mud March, the movement was cancelled. Burnside was replaced by Hooker on January 26, 1863.

Succinyl CoA Synthase and Regulation of the Enzyme Essay - 8

Succinyl CoA Synthase and Regulation of the Enzyme - Essay Example The amino acid responsible for activity is the phosphorylated histidine intermediate (HIS 246 alpha) which is the residue responsible for dephosphorylation of ATP and another site is suspected to be present in the beta subunit that ensures continued metabolism. It is also suspected that there is a nucleotide binding site at the N-terminal of beta subunit (Harel, 2014). This suggests that there are two active sites which are situated approximately 35A apart and that the HIS 246 alpha loop usually moves between them while catalysis is occurring. There is also GLU 208 alpha on the alpha subunit which interacts with the active HIS 246 residue in both the phosphorylated and dephosphorylated enzyme (Harel, 2014) As indicated above the histidine residue is the one involved in dephosphorylation or phosphorylation of ATP or ADP respectively. It has been proposed that the process involves a cooperative binding catalysis. Thus binding of ATP at one site enhances catalysis at another catalytic site (Schà ¼rmann et al, 2011). Binding of ATP occurs only in the presence of magnesium ion (Mg++) forming a complex which contains two ATP residue plus 2 phosphoric acid residues. If incubation is done this complex is converted to another one with 4 phosphoric acid residues per given protein. The complex with 4 phosphoric acid residues is the only one with the capability to react with succinate and CoA to give Succinyl CoA complex (Harel, 2014). This complex then releases phosphoric residues as many as bound succinate. The transfer of this phosphoric residue from the first active site correlates with the transfer to the second active site supporting the cooperative binding mechanism. These, therefore, mea ns that both ADP and ATP can both be activating or inhibiting depending on which stage of catalysis they bind to the enzyme(Harel, 2014). These, therefore, support the reversibility of the catalysis. After the phosphorylation of the Succinyl-CoA and  subsequent dephosphorylation, it is released and continues along the Krebs cycle as succinate.

Slave Culture Assignment Example | Topics and Well Written Essays - 250 words

Slave Culture - Assignment Example h of slavery, as Couvares and Saxton state, â€Å"had plunged him deeply into social history, that is, into the realm of group experience and collective fate that seemed very far away from the world of intellectuals and political leaders that had once so occupied him† (16). Morgan found no conflict between the ideas of liberal democracy as espoused by America’s founding fathers and the country’s dependence upon slavery. Instead, he believed that slavery minimized class conflict, thus making the experiment of social democracy easier to accomplish in the late seventeenth and early eighteenth centuries. Unlike other historians of his era, Morgan believed that racism had little to do with the origins of slavery. Rather, he felt that its existence had more to do with â€Å"elite English attitudes towards manual labor, a short supply of indentured servants, and an elite fear of their unruliness† (111). In other words, slavery was used by the English colonists of the U.S. to control the lower classes. For Morgan, slavery was more of a class issue than a race issue. Black slavery developed out of a response to a serious labor shortage in the colonies, not due to violent feelings towards Africans. Morgan pointed to the English treatment of Native Americans earlier and stated that they were not enslaved as Africans were because their attempts to exploit Native Americans failed. Consensus about other beliefs, Morgan held, had more to do with the origins and development of slavery in