Cyrus Hall McCormick :: Biography Biographies

Cyrus Hall McCormick The mechanical reaper. A time-saving invention which allowed farmers to more than double their crop size while at the same time spurring other innovations in farm machinery. This reaper, which combined all the steps that earlier harvesting machines had performed separately, was the brilliant innovation of a man, a man named Cyrus Hall McCormick. Born in Rockbridge County, Virginia, Cyrus was son to a man who's imagination also boggled with new inventions. As a child, Cyrus experimented with different tools in hopes of inventing something which would simplify his father's job. Finally, in 1831, he built his first reaper. Succeeding where his father had failed, Cyrus made some adjustments to his machine before patenting his invention in 1834. At around the same time (1833), a man by the name of Obed Hussey announced a the construction of a reaper of his own. The year was 1840, and by this time, McCormick had started to manufacture his creation and sold it for the first time in Virginia. The reaper's marketing did very well, and it's sales had expanded to other parts of the United States by 1844. Because of it's efficiency, the horse-drawn reaper allowed farmers to harvest five times the regular 2 acre per day amount that skilled workers used to harvest. In 1847, the McCormick Harvesting Machine Company was moved to Chicago. Location, ease of distribution, and reputation were all factors which convinced McCormick that Chicago was the place for him. "Centrally located in the Midwest, he used the Great Lakes to transport reapers to the East, and the Mississippi River to transport to the South."* What more, as industries grew in the Windy City, Chicago soon turned into a major railroad central in the 1850's. This added to the distribution potential which McCormick needed to ship his reapers out to other parts of the US. The company's success thrived under the name McCormick Harvesting Machine Company until McCormick's death in 1884. By this time, McCormick's company had grown to become one of greatest industrial establishments in the United States. Chicago newspapers were bragging about his success and other companies awed at the pace of development. Shortly after his death, the company had a "face-lift." It's name changed to the International Harvester, and sales slowed down from it's initial boom. In 1907, the company produced the Auto Buggy. With this machine, farmers were able to haul their goods to the markets.

Personal Narrative - Flying on the Wings of Love Essay -- Personal Nar

Flying on the Wings of Love The seat rumbled in the window seat of the plane. I looked out across the wing at the tiny men running frantically around in their orange vests. I started thinking about where I was about to go and my palms started to sweat. "Oh no" I thought to myself as I felt my body tensing. I was getting nervous although I had no clue about how my life was about to change. The plane began to move. We were taking off. With each minute, and each thought, I became more and more anxious. I looked out the window. The ground moved faster and faster, soon the gravel began to look like blurry streaks and suddenly the plane lifted. My mind cleared and I just watched... I looked down upon the tiny little towns, my nose pressed up against the cold, plastic window, and my imagination took over... I began to dream of living in foreign lands. A huge mansion on a vineyard property perhaps. The sunshine pouring through my window every morning. I then pictured myself getting up, putting on a silk robe and walking downstairs. The scent of grape blossoms ...

Giving Feedback Essay

Giving feedback to a classmate in a distance learning environment would be different from giving face to face feedback in many ways such as with distant learning you have to be sure to provide detailed information so that your classmate will understand. When providing feedback to a distant learner you have to be sure your words are used carefully try to critique the feedback as if you were the classmate an see what reaction you would give. When providing feedback face to face I am able to see the user’s reaction to the discussion. I also feel that when providing feedback face to face you feel a little more comfortable. Also, when providing feedback face to face I am able to see the user’s reaction to the discussion. Typically when I speak on a subject with someone I likeface to face coverag so I am able to see a reaction t our discussion. why I chose the OLS giving feedback to a classmate in a distance learning environment be different from giving face-to-face feedback 80% of communication is by the tone of voice we use, facial expression and in body language. Only 20% is in the words. If in a distance learning environment you have to very carefully pick your words so as to not be misunderstood or give offence. If face-to-face you could instantly see that soemone has misunderstood what you’re saying and could change it accordingly. Both however require honesty and openness. The usual best way of giving feedback is the â€Å"sandwich technique† – you say something good, then tell what they could improve on (never say they did something wrong), and finish on a positive; something like: â€Å"I really liked the way you wrote that story. I wouldn’t have minded if there had been more dialogue and less description, but overall I think you got the message over really well†. When you’re commenting on a post from someone, one tip you want to remember is your online tone is harder to distinguish than a face to face tone. Emoticons and jokes may seem juvenile, but they may keep a joke from being taken seriously. Also, in MS Word, when you’re reading someone’s paper, you can highlight a phrase, click insert comment, and comment away and it shows up very clearly what part of the paper you would like to comment on or edit. Save it with the comments and email it back to them.

Capital Punishment: Death Penalty Essay

The word â€Å"Death† itself scares a lot of people, but to get death penalty as one of their punishments sounds really terrifying and grows lots of questions and opinions. Death Penalty has been one of the most controversial social matters, since the early colonization period, in the United States. Whether it serves as a justified form of capital punishment or takes innocent peoples life, death penalty has continually produced a steaming debate. Death Penalty has a long history, starting the eighteen century B.C., when the first death penalty was established during the Babylon era (Center, History of the Death Penalty, 2012). But, death penalty was already carried out during the early fourteenth century and the seventh century. During this time period, death penalty was the answer to all the crimes committed. Several methods of death penalty during the early century were beating to death, execution, burning alive, drowning and etc. (Center, History of the Death Penalty, 2012) . It was the most usual form of punishment that had no laws or regulations placed on them. Britain’s Colonization in the United States in the 1600’s brought several changes as well as the idea of death penalty. Death penalty was one of the most practiced forms of punishment during the colonization period. Captain Kendall, from Jamestown colony in Virginia was the first one to be executed in early 1600 (ACKER, 2003). Many believed that captain Kendall was a spy for Spain. During the Colonial Period, death penalty was implemented for minor offenses such as stealing, killing chickens and etc. As history explains how effective the death penalty was carried out, today’s society reflects a different perspective and mixed opinions about the issue of death penalty. The issue of death penalty reveals both positive and negative perception. Some extremist still believe that death penalty remains an effective method of punishment, whereas many other argue that it is immoral, u nconstitutional, expensive and doesn’t deter the crime. Extremist supportive of capital punishment might argue that death penalty is the only answer to higher offenses such as murder, rape and such. Likewise someone against the idea of capital punishment might think it is immoral to execute someone and to take someone’s life for the crime they did is not rational.  This argument will always keep on moving and we will never reach a definite opinion, where death penalty is still carried out in our country. Britain’s colonization introduced the idea of death penalty to Americans, but during the late 18th century, many Americans began to question whether the death penalty should still be imposed on minor crimes such as stealing, burglary. The colonies also found influential opinions in newspapers and other writings about death penalty. Cesare Beccaria’s Essay on Crimes and Punishment in 1764 influenced many Europeans and Americans (Banner, 2003). The essay brought positive attributes about the death penalty towards the Americans and changed they mentality towards the death penalty. As a result, several European nations abolish death penalty. American intellect uals such as Dr. Benjamin Rush and Benjamin Franklin were also influenced by the writing of Beccaria. The executed the ideas mentioned in the writing and implemented several laws and regulation on death penalty. Pennsylvania was the first state to abolish death penalty for robbery, burglary and killing of animals (Center, History of the Death Penalty, 2012). Several years later, Pennsylvania also cancelled death penalty for every other offense except first degree murder. The abolishment movement in Pennsylvania led to several states to reconsider capital punishment. In 1846, Michigan, Rhode Island and Wisconsin abolished the death penalty for all crimes, except treason (Bohm, 1999). American abolition movement was gaining major support during the late eighteenth century, but there were several other states, still practicing capital punishment and implementing more capital offenses, especially for the slaves. During the movement, nine states abolished the death penalty for all crimes or placed strict limitation on it. (Center, History of the Death Penalty, 2012) The early and mid-nineteenth century saw decline in American abolition movement due to World War 1. During this period, there was a rise of Russian Revolution and Fascism. Americans were more worried about the threat of Russian Revolution and had just entered the war. The war created a social class conflicts, as many socialist were more worried about the challenge to capitalism. Due to the increasing revolution in Russian and capitalism, several states reinstated the death penalty by 1920 (Center, History of the Death Penalty, 2012). In 1924, Nevada introduced the use of cyanide gas to execute its inmate. Gee Jon was the first person executed by lethal gas (Center, History  of the Death Penalty, 2012). During the 1930’s execution rate hit its highest peak in American History, averaging 167 a year (Bohm, 1999). After the war and revolution, many European nations abolished the death penalty and as a result, Americans diverted their attentions towards capital punishment. In 1966, support for capital punishment reached an all-time low. A Gallup poll showed support for the death penalty at only 42% (Bohm, 1999). There have been a numerous cases regarding death penalty, which has contributed enormously, on how death penalty is viewed constitutionally in the Supreme Court. The first Supreme Court case was a case about federal kidnapping statue requiring that the death penalty be imposed only upon a recommendation of a jury. It was a case between U.S. v. Jackson in 1968, where the court held that this practice was unconstitutional (Center, History of the Death Penalty, 2012). Similarly, one of the most landmark cases in death penalty history was a case between. Where the Supreme Court effectively voids 40 death penalty cases and suspends the death penalty in June, 1972. Years later, there were lots of talks about, how Furman v. Georgia states that only specific death penalty was unconstitutional (Union, 2011). After much debate, the U.S. Supreme Court ope ns the door to states to rewrite their death penalty statue. Many states started writing a sentencing guideline for the judge and jury when deciding whether to impose death penalty. The Supreme Court approved most of the guidelines in 1976 in Gregg v. Georgia and reinstated death penalty in Florida, Georgia and Texas (Center, History of the Death Penalty, 2012). Several other cases have laid a foundation for death penalty laws and statue. In Ford v. Wainwright (1986), the Supreme Court stated that execution of an insane, mentally challenged person is unconstitutional therefore this practice was banned (Union, 2011). Likewise, another case of Thompson v. Oklahoma (1988) stated that execution of offenders age fifteen and younger at the time of other crimes is unconstitutional (Center, History of the Death Penalty, 2012). Since its re-instatement to the constitution, there have been quite a few states pushing to end capital punishment. New York’s death penalty law was declared unconstitutional by the state’s high court in June 2004 (Center, History of the Death Penalty, 2012). Also, New Jersey became the first state to legislatively abolish capital punishment since it was re-instated in 1976 (Center, History of the Death Penalty, 2012). Even though, the Supreme Court  states that the death penalty is constitutional under certain circumstances, many states have all the rights to rewrite their death penalty law. To every issue, we always come up with an argument or sometimes we agree with the decision we make. Likewise, we might have majority of people stating that the death penalty is constitutional and will deter crime in a long run. But, many people believe that death penalty isn’t that answer to deter crime and it’s unconstitutional to someone’s life. We have had lots of statistics and useful information, which supports both arguments. Since, reinstating the death penalty, many have argued that the death penalty kills innocent people. Many people believe that the criminal justice system and the legal procedure system of this country aren’t effective enough. According to ACLU, â€Å"Since 1973, 138 death row prisoners have been released because they were innocent.† That number s ounds really excruciating and explains how death penalty is really not the answer. At least 10 people have been executed since 1976, even though they were innocent. Much has to do with wrongful evidence, false confession, mistaken eyewitness and such, American Civil Liberties Union explains that death penalty is racially biased and punishes the poor. Most defendants are poor and cannot afford qualified attorney to oversee their case. As a result, the defendant pleads guilty, thinking it would get them out of death penalty. Many believe that death penalty is much more expensive that life without parole because death penalty requires long and complex judicial process. According to NBER, the extra cost of capital trials was &1.6 million from 1982-1997. The recent study by the Urban Institute predicted that the lifetime cost to taxpayers for the capitally prosecuted cases in Maryland since 1978 will be $186 million (Costs of the Death Penalty, 2011). Since the state reinstated the death penalty, there have been five executions taken place. Mathematically, the cost of every execution was about $32 million. As the numbers explain how death penalty is much more expensive, that amount could have been utilized in different sectors of infrastructure rather than death penalty. California is another state with higher death penalty cost. Since 1978, the average cost of death penalty in California has been over $4 billion (Ellis, 2011). California’s Commission on the Fair Administration of Justice reported that out of the $4 billion, pretrial and trails cost about $1.94 billion and the cost of incarceration is $1 billion. California has conducted 1.940 capital  cases, with every case estimated to be around $1 million (Center, THE DEATH PENALTY IN 2011:YEAR END REPORT, 2011). There has been numerous capital cases in New Jersey resulted in death penalty. Since the state reinstated the death penalty in 1982, it has spent #253.3 million in death penalty cases. Besides Maryland, California and New Jersey, other states such as Kansas estimated that the cost of death penalty case in 70% more than comparable non-death penalty case (Costs of the Death Penalty, 2011). When it comes to execution, every inmate on a death row is offered to pick their choice of execution. There is no limit placed on type of execution that can be performed with lethal injection to firing squad. Electrocution, gas chamber and hanging are other three methods of execution offered to an inmate depending on the state’s legation. New York was the first state to consider lethal injection in 1888 (Stewart, 2011). Today about 35 states use this method of execution. During lethal injection, the inmate is injected with sodium thiopental, which puts inmate to sleep. Next, Pancuronium bromide is injected which paralyzes the entire muscular system and the inmate stops breathing. Finally, the flow of potassium chloride stops breathing. Charles Brooks of New York was the first person to be executed by lethal injection. After the invention of lethal injection, New York wanted to introduce something more humane to execute the inmate. As a result, Electrocution was introduced by New York in 1888 and years later executed William Kemmler in 1890 (Center, History of the Death Penalty, 2012). The electric chair execution requires the person to be seated in the chair with belts around his chest, legs and arms. A metal skullcap electrode is attached to the scalp and forehead. After every tool has been connected to the person, a jolt of between 50 and 200 volts is given to the person. This process continues until the person is dead. Today, only Nebraska uses electric chair as the sole method of execution, while 9 other states provide as an alternative method (Stewart, 2011). Another method of execution is the gas chamber, which was introduced in 1924 in Nevada (ACKER, 2003). For execution by this method, the person is tied to a chair in a chamber. As instructed, the executioner flicks a leveler that releases crystals of sodium cyanide into the pail, situated below the chair. This causes a chemical reaction that releases hydrogen cyanide gas. Arizona, California, Missouri and Wyoming currently authorizes gas chamber as a method of  execution. In recent history only two inmates have been executed by firing squad, both in Utah: Gary Gilmore (1977) and John Albert Taylor (1996) (Stewart, 2011). Depending upon the choice of the inmate, only 3 states, Idaho, Utah and Oklahoma currently use Firing squad a method of execution. For this type of execution, the inmate is placed on a chair with belts around him and a black hood to cover his head. A doctor marks a white target spot around his heart, where the executioner from 20 feet away tries to aim the spot, resulting in execution of the inmate. Hanging was the primary method of execution used in the United States and is still used in Delaware and Washington, although both have lethal injection as an alternative method of execution (Center, History of the Death Penalty, 2012). Before the execution, the prisoner’s hands and legs are secured, and the prisoner is blindfolded, and the noose is placed around the neck, with the knot behind the left ear. The execution takes place when the trap door is opened and the prisoner falls down. The prisoner’s weight should cause a rapid fracture-dislocation of the neck. Currently, Delaware, New Hampshire and Washington are the only three states still using hanging as a method of execution, alternative to lethal injection, depending upon the choice of the inmate (Stewart, 2011). Compared to the early eighteenth and nineteenth century, death penalty is still practiced in the United States but the public support is diminishing. A majority of the U.S. public now prefers alternatives over the death penalty as the best punishment for the crime of murder. Compared to 98 execution in 1999 and 37 in 2008, executions have declined as well. In 2010, there were only 46 executions and 43 in 2011 (Center, THE DEATH PENALTY IN 2011:YEAR END REPORT, 2011). Death sentences have also declined sharply since 1990’s. There were only 78 death sentences in 2011, a decline of about 75%, compared to 315 death sentences in 1996.Compared to 47 death sentences in 1999; Texas had a massive drop to only 8 death sentences in 2011. California, the state with the largest death row had more than half death sentences this year- only 10 compared with 24 in 2010 (Center, THE DEATH PENALTY IN 2011:YEAR END REPORT, 2011). According to Gallup poll in 2011, 61% of the total population favors death  penalty. Even though, more than half of the citizens think death penalty should be continued, there have been continuous developments in the banning of capital punishment (Center, History of the Death Penalty, 2012). Many states are trying to replace death penalty with other form of punishment. In March 2009, Governor Bill Richardson signed legislation to abolish the death penalty in New Mexico, replacing it with life without parole. Two years later, Governor Pat Quinn from Illinois also signed legislation in March 2011, replacing death penalty with life without parole (ACKER, 2003). Also four other states in the past four years have already abandoned the death penalty altogether. Personally, the death penalty law in the United States should be abolished, in consideration to its expensive cost and wrong convictions to innocent person. Abolishing death penalty or replacing it with other punishment would only bring positive incentives to the community. Resources spent on death penalty can be used to expand the resources available for education, rehabilitation program, and drug treatment program and crime prevention. The death penalty is a scary theory for a lot of Americans. People who are convicted of crimes they have not committed have always shown in large numbers. That is why people feel that morally, the death penalty is too harsh, even if you find new evidence in a crime, and are able to free a wrongly convicted person, if you use the death penalty, then you can just bring that person back to life. Like all other politically debated topics, it is difficult to find a middle ground for people to rely upon. As for today, states are making it more and more difficult to keep the death penalty instated. Bibliography Costs of the Death Penalty. (2011). Retrieved from Death Penalty Information Center: http://www.deathpenaltyinfo.org/costs-death-penalty ACKER, J. R. (2003). THE DEATH PENALTY: AN AMERICAN HISTORY. Retrieved 2012, from The University of Hawaii System: http://www.hawaii.edu/hivandaids/The%20Death%20Penalty%20%20An%20American%20History.pdf Banner, S. (2003). The Death Penalty: An American History. Harvard University Press. Bohm, R. M. (1999). Deathquest:an introduction to the theory and practice of capital punishment in the United States. Anderson Publication Company. Center, D. P. (2011, December). THE DEATH PENALTY IN

Non Commissioned Officers in the Army

With the attack on Pearl Harbour in December 1941, the United States found itself in another major war. Mobilization greatly increased the numbers of Army non-commissioned officers. Ironically, mobilization, combined with other factors, created a staggering growth in the percentage of non-commissioned officers to total forces. The proportion of non-commissioned officers in the Army increased from 20 percent of the enlisted ranks in 1941, to nearly 50 percent in 1945, resulting in reduced prestige for many non-commissioned officer ranks. Coupled with this growth in numbers, the eight-man infantry squad increased to twelve, with the sergeant then staff sergeant, replacing the corporal as its leader. The rank of corporal came to mean very little, even though he was in theory and by tradition a combat leader. Basic training in World War II focused on hands-on experience instead of the classroom. NCOs conducted all training for soldiers. After basic training, a soldier went to his unit where his individual training continued. The major problem was that the rapid expansion of the Army had led to a proportionate decrease in experienced men in the non-commissioned officer ranks. Making this condition worse was the practice of quickly advancing in rank soldiers who showed potential while combat losses reduced the number of experienced NCOs. Fighting in the Pacific and Europe required large numbers of men. Millions of men enlisted and America drafted millions more. Still the Army suffered from manpower shortages. In 1942 the Army formally added women to its ranks. By 1945 over 90,000 women had enlisted in the Army. Women served in administrative, technical, motor vehicle, food, supply, and communications, mechanical and electrical Positions during the war. http://www.armystudyguide.com/content/army_board_study_guide_topics/nco_history/history-of-the-nco-from-f.shtml World war II made more demands on non commissioned officers corp. and had a greater impact upon the NCOs role and status than any previous conflict in American history. By the end of the war, there were 23,328 infantry squads in 288 active infantry regiments. More than seventy separate battalions, including armoured infantry and rangers, raised the total number of such squads to over 25,000, all needing non-commissioned leaders. Drafted, trained, and promoted during the hectic months of 1942 and 1943, these citizen soldiers carried our their duties as non commissioned officers superbly, in countless engagements on every front during WWII, but especially those where small unit leadership was at a premium, such as jungle warfare of new guinea in the pacific and the Hurtgeen forest battle in Europe. There were many Heroes of WWII and you could choose any one of them but here we have the first secret hero America had in World War II. WASHINGTON (Army News Service, March 29, 2005) — Fifty years ago an Army Reserve non-commissioned officer performed an act of heroism that led to him becoming America's first secret hero. Manning a hilltop position near Taejon-ni, Korea, Cpl. Hiroshi Miyamura, formerly of the Enlisted Reserve Corps, was a long way from his home in Gallup, N.M. on the night of April 24, 1951. A major Chinese Communist offensive had been launched against the United Nations line. Miyamura, a machine gun squad leader in Company H, 7th Infantry Regiment, 3rd Division, was 25/5/07 Ordered by his platoon sergeant to take 15 men — machine gunners, riflemen and ammo carriers — to a hill south of the Imjin River and hold the position against the Advancing Chinese Communists as long as possible. He did exactly that throughout the night, Miyamura directed the heavy and light machine guns of his squad as they held off repeated attacks by the Chinese. The combat was savage. Miyamura kept yelling at his gunners to use short bursts. He joined in with automatic fire from his carbine and threw grenades at the enemy, whose attacks were accompanied by bugles, whistles, flares, and supporting mortar bursts. At one critical point, he charged the enemy with his bayoneted carbine and killed ten of them in close-in-combat, breaking up the attack. Finally, it was time for those Americans still alive to fall back. Miyamura slid into the heavy machine gun position and told the unwounded members of the crew and two riflemen to help the injured soldiers away; he would cover them. They moved out and Miyamura was alone, waiting. Then the bugles and whistles sounded again. The Chinese were coming up the hill again. Miyamura fired his machine gun until it ran out of ammunition. He then threw grenades towards the advancing Chinese. With his final grenade, he destroyed the machine gun and took off for a nearby trench, where he literally ran into a Chinese soldier. Despite the surprise encounter, he shot the Chinese and wounded him. The Chinese got off a grenade, which Miyamura kicked away. It exploded, killing its thrower and wounding Miyamura in the leg. As enemy soldiers poured up the hill, Miyamura tried to get away but stumbled into American barbed wire in the dark, causing him further injury. Freeing himself, Miyamura dropped into a hole playing dead while the Chinese swarmed over the area. One Chinese soldier was not fooled and he pointed a pistol at the young corporal, telling him to get up. Four days later, a task force from Chinese around Miyamura's machine gun position. There was no Trace the 3rd Division recaptured the hill. There were more than 50 dead of Miyamura among the dead G.I.s of his section. The man who so fiercely defended that hill joined the Army during World War II and became part of one of the most famous units in American military history, the 442nd Regimental Combat Team. This unit, composed entirely of Americans of Japanese Ancestry, except for some white officers, was — for its size and length of service — the most decorated unit in the Army. Along with the attached 100th Infantry Battalion, its members earned more than 18,000 individual decorations, to include one wartime Medal of Honour, 52 Distinguished Service Crosses, 588 Silver Stars, 5,200 Bronze Stars and more than 9,480 Purple Hearts. We cannot of course forget Ira Hayes the hero, On February 19, 1945, Hayes took part in the landing on Iwo Jima. He then participated in the battle for the island and was among the group of Marines that took Mount Suribachi four days later, on February 23, 1945. The raising of the second American flag on Suribachi by five Marines, Ira Hayes, Rene Gagnon, Harlon Block, Franklin Sousley, and Mike Strank, and a Navy Corpsman, John Bradley, was immortalized by photographer Joe Rosenthal and became an icon of the war. Overnight, Hayes (on the far left of the photograph) became a national hero, along with the two other survivors of the famous photograph, Rene Gagnon and John Bradley. Hayes's story drew particular attention because he was Native American. Hayes was promoted to the rank of corporal before being discharged from the Marine Corps. His decorations and medals include the following: Commendation medal with â€Å"V† combat device, Presidential Unit Citation with one star (for Iwo Jima), American Campaign Medal, Asiatic-Pacific Campaign Medal with four stars (for Vella Lavella, Bougainville, Consolidation of the Northern Solomons, and Iwo Jima) and the World War II Victory Medal This then is the Heroes, now we will have a look at the weapons. The total allied forces in the Second World War were, Tanks 210,950 added to this vast number of fighting machines we had the help of Merchant Shipping, which totalled 44,431,300, and of course the Warships of which there was a grand total of 10,853,200 in the allied forces. Of course you also need to mention the warplanes that numbered 582,500. But the biggest weapon that we used and is still not recognised as such is the terrific amount of manpower that was needed, 109,705,100 men fought in the war and they above the weapons need to be mentioned, yes the weapons helped but it is the sheer blood and guts of the men and women that fought so bravely that got us all through. http://www.historylearningsite.co.uk/weapons_and_manpower.htm Part of the creed of NCOs is as follows and tells us what his duties are. Competence is my watchword; my two basic responsibilities will always be uppermost in my mind. Accomplishment of my mission, and the welfare of my soldiers. I will strive to remain tactically and technically proficient, all soldiers are entitled to outstanding leadership and I will provide that leadership, I know my soldiers and I will always place their needs above my own. I will communicate consistently with my soldiers and never leave them uninformed. I will be fair and impartial when recommending both reward and punishment. Officers of my unit will have ample time to fulfil their duties. They will not have to accomplish mine. I will earn their respect and confidence as well as that of my soldiers. I will be loyal to those I serve, seniors, peers, and subordinates alike. I will exercise initiative, by taking appropriate action in the absence of orders. I will not compromise my integrity. Nor my moral courage, I will not forget nor will I allow my comrades to forget that we are professionals. Non-commissioned officers, and leaders. http://ncohistory.com/files/Origins.pdf Throughout history, training noncommissioned officers of the United States Army had been accomplished using on-the-job training (OJT) in the unit, and many believed that is where it should stay. Training noncommissioned officers was conducted by officers in the regiment and was the commanding officer’s responsibility. It was accepted that unit training was the best means of developing noncommissioned officers and potential noncommissioned officers. In most early writings the NCO was regarded with the Enlisted man and as such received little interest. They should teach the soldiers of their squad how to dress with a soldier like air, how to clean their arms, accoutrements, etc and how to mount and dismount their Firelocks. {Instructions for the Sergeant and corporal Von Steubens 1779 Blue Book} Citation Page http://ncohistory.com/files/Origins.pdf http://www.historylearningsite.co.uk/weapons_and_manpower.htm http://www.armystudyguide.com/content/army_board_study_guide_topics/nco_history/history-of-the-nco-from-f.shtml   ;

Comparative Study of Common Vegetable Starches Essay

ABSTRACT The purpose of this experiment is to be able to help the society with its environmental issues by creating biodegradable plastic out of common vegetable starches. Here, the The procedures that the researcher use in this investigatory project were all experimental and were based on Scientific Method. The researcher used environment-friendly materials which can be made into biodegradable plastics that will not harm the environment and will not add to pollution problems. Among th The result was found that the product exhibited the desirable properties of a biodegradable plastic thus the product is completely biodegradable at disposal. The researcher conclude that among the different vegetable starches, _____________ starch is the most effective raw material for the development of biodegradable plastics due to its availability in large quantity, its relatively low cost and its biodegradability. INTRODUCTION A. Background of the Study The ever unending problem of waste disposal specifically the non-biodegradable one had contributed to the alarming worldwide problem of global warming. As an example, the experience storm surge of the island of Leyte due to increase of sea level, increase of water level among streets during heavy rain due to clogged drains, canals and sewerage. Using vegetable starches in developing biodegradable plastic is one big step to lessen, if not total eliminate, our global concerns. Generally, this study is conducted to replace the conventional non-biodegradable plastics to a more friendly biodegradable plastics using different vegetable starches. The cassava root is long and tapered, with a firm, homogeneous flesh encased in a detachable rind, about 1mm thick, rough and brown on the outside. Commercial varieties can be 5 to 10 cm in diameter at the top, and around 15 cm to 30 cm long. A woody cordon runs along the root’s axis. The flesh can be chalk-white or yellowish. Cassava roots are very rich in starch, and contain significant amounts of calcium (50 mg/100g), phosphorus (40 mg/100g) and vitamin C (25 mg/100g). However, they are poor in protein and other nutrients. In contrast, cassava leaves are a good source of protein, and are rich in the amino acid lysine, though deficient in methionine and possibly tryptophan. These components are components of biodegradable plastic. The squash The sweet potato B. Significance of the Study Once one of these vegetable starches known, this study will be very essential in the production of biodegradable plastics, which can lessen the tremendous piled up non-biodegradable garbages made by plastics thereby reducing harm  to our environment. C. Statement of the Problem The problem is to compare which among the different vegetables; squash, sweet potato and cassava, which are rich in starch will be an effective component for biodegradable plastic. D. Hypothesis Cassava starch is the most effective component for biodegradable plastic. E. Scope and limitations This study will be focused on the comparison of the three common vegetables, namely, the squash, principal variable of this project is the cassava starch. The locale of this project is it could help save the environment and reduce use of plastic that takes a lot of years to degrade. REVIEW OF RELATED LITERATURE The word plastic came from the Greek word plastikos, meaning capable of being molded. Plastics can be as hard as metal or as soft as silk. They can take any shape in almost any form due to the versatility of the carbon, the most common backbone of polymer chains. Plastics can be conveniently divided into two categories: semi-synthetic, in which the basic chain structure is derived from a natural product, such as cellulose; and synthetic, which is built up chemically from small units or monomers. Despite the various applications of plastics, drawbacks have been encountered in three major points. Firstly, there are certain chemicals used in the manufacture of .plastics that may cause allergic reactions. Three is a need man from these threat. Secondly, since cellulose films are biodegradable; they are readily attacked by bacteria. Films and packaging materials from synthetic polymers are normally attacked at a very low rate. New polymers such is nylon, polyvinyl chloride and Polystyrene have replaced cellulose, the pioneer plastic material. As a result, these plastic materials have become permanent wastes. There ‘are various methods in making biodegradable plastics. The simplest is the production of plastic from the extraction of casein from milk. Casein is obtained in two ways by souring, with the use of lactic acid, arid by boiling together with an additive, such as acetic acid. Starch is a natural organic polymer manufactured by green plants through photosynthesis s to serve as metabolic reserve It occurs in the form of grains in many ‘parts of the plant, principally in embryonic tissues such as seeds, fruits, roots and tubers. Polyvinyl alcohol is a colorless, odorless, tasteless, thermoplastic synthetic resin. It is usually used for grease-proofing paper, in adhesives, in gas- and oil-impervious films and Coatings. This substance, although soluble in water, is insoluble in Common organic solvents. Glycerol is the simplest trihydric alcohol. In commercial form, it is called glycerin. It is a colorless odorless and viscous liquid with a sweet taste. It is completely soluble in water and alcohol but is only slightly soluble in many common solvents, such as ether, ethyl acetate and dioxane. It is widely used in coatings and paints, pharmaceuticals and cosmetics. Plastic production is relatively new technology. Experiments are being conducted to relieve the negative effects ‘of overproducing plastics. By changing its raw materials and additives, commercial plastic may be improved so that it will become degradable while retaining its good quality. Cassava (Manihot esculenta), also called manioc, tapioca or yuca, is one of the most important food crops in the humid tropics, being particularly suited to conditions of low nutrient availability and able to survive drought (Burrell, 2003). The plant grows to a height of 1 to 3 m and several roots may be found on each plant. Although cassava leaves are sometimes consumed, the major harvested organ is the tuber, which is actually a swollen root. The plant is propagated mostly from stem cuttings. A major limitation of cassava production is the rapid post-harvest deterioration of its roots which usually prevents their storage in the fresh state for more than a few days (Okezie and Kosikowski, 1982). Cassava ranks very high among crops that convert the greatest amount of solar energy into soluble carbohydrates per unit of area. Among the starchy staples, cassava gives a carbohydrate production which is about 40% higher than rice and 25% more than maize, with the result that cassava is the cheapest source of calories for both human nutrition and animal feeding. A typical composition of the cassava root is  moisture (70%), starch (24%), fiber (2%), protein (1%) and other substances including minerals (3%) Compared to other crops, cassava excels under suboptimal conditions, offering the possibility of using marginal land to increase total agricultural production (Cock, 1982). METHODOLOGY Cassava Tubers were ground and squeezed to extract its starch. Starch obtained was weighed and divided into three equal parts; 50 grams in trial 1, trial 2 and trial 3. T1, T2 and T3 also consisted of 50 ml Polyester resin and increasing variations of Polymer MEKP Hardener; 50 grams for T1, 100 grams for T2 and 150 grams in T3. The components in every treatment or trial were mixed, stirred and then poured in 3 different shirts with Petroleum Jelly and then sun-dried. Afterwards, different methods were used to test the effectivity of the plastic. T1, T2 and T3 were sun-dried but they did not look like a plastic at all. The researchers observed the product while waiting for it to dry but there were no signs of turning into a plastic. The Cassava starch was too thick and the researchers realized that it would not turn into a plastic because of its heavy weight and it would take more time before it would dry because of its thickness. After letting T1, T2 and T3 dry under the sun, it became hard. Although the researchers had unexpected results and the Cassava starch did not turn into plastic, studies have already proven that Cassava starch could be used for making various types of packaging products. Cassava is a promising raw material for the development of biodegradable plastics.

A Study of the Association between Frederick Douglass and Abraham Lincoln

A Study of the Association between Frederick Douglass and Abraham Lincoln Fredrick Douglass and Abraham Lincoln shared an unusual friendship based on the hardships Fredrick had in life and the influence Abraham had on the country and slavery as a whole. Both Douglass and Lincoln wanted to slavery to end. Both had strong influences and ties to slavery. Fredrick Douglass had a very hard life growing up as a slave. Witnessed beating of other slaves but was never beating as a child. As a child he realized that they was no getting out of the situation he was end. He had a lot of time to himself which made him a witness to a lot of things like deaths of fellow adult slaves. â€Å"To be accused was to be convicted and to be convicted was to be punished.† (Douglass 18) Mr. Gore (one of Col Lloyd’s overseer) used to beat slaves no matter how guilty or innocent they were. Mr. â€Å"Gore was a grave man, and, though a young man, he never told jokes, said no funny words, seldom smiled.† (Douglass 19) This made Douglass understand that people were really cruel and had no care for anybody that was a slave. After leaving Col Lloyds plantation Fredrick Douglass was sent to live with Master Hugh’s family. â€Å"Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell.† (Douglass 33) While living on the plantation Hugh’s wife taught Douglass his A B Cs. As soon as Master Hugh’s found out what his wife was doing he and forbid her from teaching him anything else. From then on he slowly start teaching himself to read. It got so bad every time the Hugh’s family felt like the Douglass was alone they felt like he was away trying to learn. Growing up around a lot of white friends made him kind of jealous and mad that he had to be a slave for the rest of his life. â€Å"You will be free as soon as you are twenty-one, but I am a slave for life† (Douglass 34) He also used a lot of his white friends as teachers where he learned more and more. â€Å"I often found myself regretting my own existence, a nd wishing myself dead; and but for the hope of being free, I have no doubt but that I should have killed myself, or done something for which I should have been killed.† (Douglass 36) The thought of being a slave forever was killing him he was very depressed. â€Å"Frederick Douglass never lost faith in the possibility of humankind’s improvement. He confronted, he argued, he pleaded, he bluffed, he threatened and conned — using whatever tactics might work in a particular situation. No aspect of human oppression escaped his concern or compassion.†(Abraham Lincoln and Frederick) Through it all Douglass stood strong and fought for his freedom. He eventually got free and wrote many different writing about his times as a slave that influenced a lot of white and blacks to realize how evil slavery really was. Abraham Lincoln was very influential to the end of slavery. â€Å"As a young man, Abraham Lincoln had witnessed the slave system when he twice traveled down the Mississippi River on a raft to New Orleans.† (Abraham Lincoln and slavery) Lincoln always hated the injustice of slavery ever since he was a child. As a young man he had a lot of African American friends even his barber was African American. Lincoln knew how involuntary servitude felt. It just was unfair for someone to work for someone and it was wrong to not give someone there fair earnings. Especially when you’re gaining from their hard work and labor. In his Alton debate with Senator Stephen A. Douglass in 1858, Mr. Lincoln said: â€Å"That is the real issue. That is the issue that will continue in this country when these poor tongues of Judge Douglass and myself shall be silent. It is the eternal struggle between these two principles – right and wrong –throughout the world. They are the two principles that have stood face to face from the beginning of time; and will ever continue to struggle. The one is the common right of humanity and the other the divine right of kings. It is the same principle in whatever shape it develops itself. It is the same spirit that says, ‘You work and toil and earn bread, and I’ll eat it.’ [Loud applause.] No matter in what shape it comes, whether from the mouth of a king who seeks to bestride the people of his own nation and live by the fruit of their labor, or from one race of men as an apology for enslaving another race, it is the same tyrannical principle.† (Abraham Lincolns Values) He knew how it felt to have to work in the field in a lesser way. While he was young he worked at a farm for his father. In the 1830 Lincoln was a young and poor lawyer but he, alongside with Lyman Trumbull and Gustave Koerner, together destroyed the legal basis of the Negro indenture system which amounted to de facto slavery in Illinois. (Burlingame) He worked hard to help against slavery even as a poor lawyer. He felt very strongly about slavery and worked on many cases including Cromwell vs Baily a case where he won a case for an African American slave girl named Nancy. It was a decision made by the Illinois Supreme Court which was a very historic decision and the first of its kind. (Abraham Lincoln and slavery) The decision was that an African American was free and not for sale. It took a lot of morals and strength for a young lawyer to fight for slave freedom. Lincoln served a single term in Congress. During that term he voted for the Wilmot Proviso multiple times. (Abraham Lincoln and slavery) Wilmot Proviso was law that would prohibit slavery in new U.S. Territory. During The Civil War the main point of war Abraham stuck with was to preserve the Union. . Throughout the whole 1862 he offered many southern states a Compensated emancipation to make things easier for the south which would slowly transition the slave states to Free states. â€Å"President Lincoln took a measured approach to emancipation and set a period of 100 days until he would issue the final Emancipation Proclamation – giving the South a grace period until January 1, 1863 in which to return to the Union.† (Abraham Lincoln and slavery) Lincolns plan during the war was to fight mainly to preserve the Union but to slowly push the publics influence on abolishment. Lincoln said it himself â€Å"When I issued that proclamation, I was in great doubt about it myself. I did not think that the people had been quite educated up to it, and I feared its effects upon Border States.†(Burlingame) The south never took advantage of their grace period and a lot of people thoug ht that Lincoln wouldn’t even issue you the final emancipation. Many slaves never knew they were free until years later after the war was over. Both Fredrick Douglass and Abraham Lincoln were very crucial people in ending slavery. They both influenced many people to fight. Fredrick Douglass writing was very intense and it made people really understand the hardships of the life he lived as a slave. By the end of the war in over 617,000 Americans died by the time the Confederate army surrendered. The landscape was destroyed.