Behind The Lines: Spies In The Civil War :: essays research papers fc

Behind the Lines: Spies in the Civil War   Ã‚  Ã‚  Ã‚  Ã‚  The Civil War was the bloodiest, most devestating war that has ever been fought on American soil. It began on April 12, 1861, at 4:30 in the morning. The main reason that the war was fought was because Southern states believed that they should have the right to use African-Americans as slaves, and the Northern States opposed that belief.   Ã‚  Ã‚  Ã‚  Ã‚  Millions of American men and women fought against each other in this war, and more than half a million died. Yes, that is a fact. The men were usually soldiers. Women tended to be nurses, aides, or doctors, although some of them posed as men in order to be able to fight in the war. Some of these men and women, though, were spies. Instead of fighting with guns and ammunition, these people fought through secrets and sabotage. These tactics turned out to be essential. Battle could be won or lost depending on information aquired from spies.   Ã‚  Ã‚  Ã‚  Ã‚  Back then, spying was hardly the same as it is today, with all of our high-tech gadgets and well-organised secret agent groups. However, most of the things that spies do today were done in the nineteenth century just as effectively. On thing that spies did was send messages, which were usually about the enemy's plans and movements, their troop size, their supplies, and the placement or strength of their forts. Many used coded messages with words that stood for different words. Some had different symbols for letters and numbers. Some spies even used inivisible ink. The spies also had ways of concealing the messages that they had to deliver. Messages were often hidden in articles of clothing. People had to write on silk, that was then sewn into clothing, and spies could also hide information in large metal buttons. Women's clothing was ideal for hiding things in. Sometimes, they would even hide people under their hoop skirts!   Ã‚  Ã‚  Ã‚  Ã‚  Two other things that spies did often were interceptin gmilitary dispatches and sending supplies. Supplies were often hidden in the same places that messages were hidden. It was also common practice for Confederate spies to hide morphine in the heads of dolls to smuggle it in from the North, as morphine was a painkiller that was desperately needed in Confederate hospitals.   Ã‚  Ã‚  Ã‚  Ã‚  If a spy was caught, they were usually treated just like common criminals. The penalty for being a spy was most often death by a public hanging, although many spies begged to be shot to death, which was considered to be a more honorable way to go.

Chapter 2 Review Questions †Information Systems Essay

1. When determining the appropriate hardware components of a new information system, what role must the user of the system play? a. People involved in selecting their organization ´s computer hardware must clearly understand current and future business requirements so they can make informed acquisition decisions. 2. Identify two characteristics of RAM and ROM. a. Random Access Memory is temporary and volatile. Read-Only-Memory is nonvolatile and permanent. 3. What is RFID technology? How does it work? a. Radio Frequency Identification is a technology that employs a microchip with an antenna to broadcast its unique identifier and location to receivers. The purpose of the system is to transmit data by a mobile device, called a tag, which is read by an RFID reader and processed according to the needs of an information system program. 4. Identify the three components of the CPU and explain the role of each. a. The arithmetic/logic unit (ALU): The part of the CPU that performs the mathematical calculations and makes logical comparisons. b. Control Unit: The part of the CPU that sequentially accesses program instructions, decodes them, and coordinates the flow of data in and out of the ALU, the registers: the primary storage, and even secondary storage and various output devices. c. Register storage area: special, high-speed area within the CPU; temporary storage area. It works under the control of the control unit. 5. What is Solid State Storage technology? What advantages does it offer? a. A flash drive is an example of SS technologies. It stores data in memory chips rather than magnetic or optical media. b. Memory chips need less power and provide faster data access, and have only few moving parts, so that they are less fragile.

Thermodynamics of the Dissolution of Borax

CHEM 212 Laboratory – Dissolution of Borax Formal Lab Report Instructions Title Page: Experiment title, your name and partner name, course and section number, date, Signed honor code statement, and abstract. I (your name here) pledge that this assignment has been completed with accordance to the George Mason University Honor Policy as well as the policy set by the course. This work is my own and bears no resemblance to any other student's work (past or present). x__(Signature)______ Purpose Reference Materials and Chemicals Reaction: Procedure Results: Raw Downloaded Data Calculated Data for each temperature: oles of HCl moles of borax concentration of borax Ksp ?G- using both equations (A and B! ) Sample calculations – calculations of your data alone for all of the items listed above ? Graph lnK vs 1/T Show a trendline and provide the R2 value Determine ? H (kJ/mol) and ? S (J/mol K) from the graph SHOW HOW YOU DO THIS!! Printing Tables: ? Large tables should be printe d in the landscape mode and sometimes it might be necessary to go to â€Å"page setup† and select â€Å"Fit to 1 page† to make the page fit on one page. ? Include column and row headings on the printout so that the instructor can more easily understand equations used.This can be done by going to File > Page Setup > Sheet tab > Select â€Å"Row and Column Headings†. Discussion: In your discussion section address the following questions: ? Why is it unnecessary to precisely measure the amount of solid borax used? (This answer should be greater than 3 sentences in length! ) ? Should Ksp vary with temperature? Does it? Why or why not? ? Does the graph of ln (Ksp) v. 1/T have any deviating values? If so why? What could be the sources for these errors? ? Discuss the logic behind the determination of ? H and ? S.

ABC company’s Risk Profile Essay

ABC Company Risk Profile The ABC company is a manufacturing firm that specializes in making cedar roofing and siding shingles, with recent sales at $1.2 million, the company wants to reach the $3 million mark over the next 3 years. As a newly hired Corporate Controller for this company, I have been assigned the task of developing and overlooking a new plan made by the CEO that will use some of the shingle scrap materials to build cedar houses. The newly develop plan will certainly bring new challenges for the company on the form of increased cost and labor; However it will also provide additional revenue and gross profit to help reach the growth targets. On this paper I would go over the details of the report made for the CEO that includes information on the overall risk profile based on actual market conditions, a current company cash flow, the product cost and any potential investments that might accelerate profits. See more:  The Story of an Hour Literary Analysis Essay The Risk profile for this company includes several different factors that are mostly due to current market conditions, and the level of risk the company will face by adding extra inventory and expenses. Unfortunately risk is a reality of doing business, whether the company is large or small, public or private, risk will always be present since nothing on the business world warrants a guarantee. Some of the key risk points are: Inventory represents a big portion of the cash flow, therefore having extra inventory on hand will have an impact on the company’s future cash flow; payroll is also directly related to the cash flow since it takes a big portion of the monthly budget, therefore increasing the manufacturing capabilities of the factory as well as adding a new line of production will increase the payroll thus having an impact on cash flow reports; Economic downturn, that might affect prices of inventory to be purchased, therefore affecting the potential growth as well as hav ing an impact on reaching  forecasted company goals.

Law of Tresspass

LAW OF TORT LAW2002-N 20011/12 Lectures 3 and 4: Trespass to the Person Lectures 5 – 12:Negligence TRESPASS TO THE PERSON Reading: Steele Chap 2 to page 81; Street Chap 3; Winfield Chap 4. ASSAULT AND BATTERY Introduction Battery: intentional application of force to another person. Assault: act of the defendant which causes to the claimant reasonable apprehension of the infliction of an immediate battery on him by the defendant. Battery 1. The character of the act of D a)It must be a positive act. b)D must have control over what he is doing. c)There must be force and contact. Collins v Wilcock [1984] All ER 374Wilson v Pringle [1987] QB 237. In Re F (Mental Patient: Sterilization) [1990] 2 AC 1 2. State of Mind ie. the relationship between trespass and negligence. Letang v Cooper [1965] 1 QB 232; [1964] 3 WLR 573; [1964] 2 All ER 929; [1964] 2 Lloyd's Rep. 339. Note that since Fowler v Lanning [1959] 1 QB 426; [1959] 2 WLR 241; [1959] 1 All ER 290. C must prove that D acted in tentionally or negligently. 3. Livingstone v Ministry of Defence (1984) 15 NIJB – transferred malice 4. No consent by C and the burden is on C to prove it. Freeman v Home Office (No 2) [1984] QB 524 5. No damage need be proved. Assault 1.This means the act of putting another person in reasonable fear or apprehension of immediate battery. eg. pointing loaded gun shaking one's fist under C's nose. But not shaking fist from window of departing train. Thomas v NUM [1985] 2 All ER 1, 24 2. Mere words are not assault however menacing: there must be threatening acts Meade's Case (1823) 1 Lew CC 184 â€Å"No words or singing are equivalent to assault†. cf. R v Wilson [1955] 1 WLR 493 However a)There is no clear authority on this rule. b)In the nature of things threatening words are usually accompanied by threatening gestures. c)Words accompanying a menacing gesture may negative ts being an assault. Turbervell v Savadge (1669) 1 Mod. Rep. 3; 2 Keb 545; NoteStreet says that it i s preferable to treat this statement as merely an illustration of the principle that D must have caused C to apprehend an immediate contact rather than to make it a separate rule. A case to be distinguished is where there is a conditional threat: Ansell v Thomas [1974] Crim LR 31 See also Read v Coker (1853) 13 C. B. 850 3. Pointing a loaded pistol is obviously an assault. What if it is unloaded but C does not know this? There is one criminal case where it was the ratio that to point an unloaded gun at P is an assaultR v St George (1840) 9 C&P 483, 492. 4. If D's blow is intercepted by a third party this will still be an assault. Stephens v Myers (1830) 4 C 349; 34 R. R. 811. 5. The act of D need not produce actual fear just reasonable apprehension. 6. There can be battery without assault. FALSE IMPRISONMENT Definition:The infliction of bodily restraint which is not expressly or impliedly authorised by the law. – Winfield. State of Mind This tort normally involves an intentio nal act in the sense that D must intend to do act which is at least substantially certain to effect the confinement.It is, however, a tort of strict liability in that there need be no intention to act unlawfully – R v Governors of Brockhill Prison ex parte Evans No. 2 [2001] 2 A. C. 19 Malice is irrelevant. On principle negligence ought to be enough. â€Å"Accordingly, if a person locks a door being negligently unaware of the presence of somebody in the room, this should be false imprisonment. †: Street â€Å"False† – wrongful. â€Å"Imprisonment† – â€Å"Every confinement of the person is an imprisonment, whether it be in a common prison, or in a private house, or in the stocks, or even by forcibly detaining one in the public streets† – Blackstone.The character of D's act 1. There need be no actual incarceration. 2. Physical force is not necessary. Meering v Graham – White Aviation Co 122 LT 44 3. The area of confinemen t may be very large. 4. Restraint must be complete. Bird v Jones (1845) 7 QB 742; 9 Jur 87; 66 RR 564. 5. If a person has the means of escape, but does not know it, it is submitted by Winfield that his detention is nevertheless false imprisonment unless any reasonable man would have realised that he had an available outlet. 6. Act must be direct. 7. There must normally be a positive act rather than an omission.Herd v Weardale Steel, Coke and Coal Co [1915] AC 67; 111 LT 660. Knowledge of C Herring v Boyle (1834) 1 CM&R; 6 Car&P; 4 Tyr 801; 3 LJ Ex 344 cfMeering v Grahame – White Aviation Co (Supra) Murray v Minister of Defence [1985] 1 WLR 692 No proof of actual damage is necessary. INTENTIONAL PHYSICAL HARM OTHER THAN TRESPASS TO THE PERSON: The Rule in Wilkinson v Downton An act wilfully done which is calculated to cause, and does cause, physical harm to a person is a tort, although it may not be trespass to the person or other specific tort. This principle was laid down by WRIGHT, J. in Wilkinson v Downton [1897] 2 QB 57; 76 LT 493.Upheld by C. A in Janvier v Sweeney [1919] 2 KB 316; 121 LT 179. In Wainwright v Home Office [2002] 3 WLR all three judges in CA held the view that either actual intention or objective recklessness would suffice. Protection from Harassment Act 1997 But see also Hunter v Canary Wharf [1997] AC 655 DEFENCES TO AN ACTION FOR TRESPASS TO THE PERSON Self Defence Main question is whether force used by D was reasonable in the circumstances. Prevention of trespass to land or ejection of trespassers from land Note that unless the trespasser is entering by force, D must ask him to leave before using force against him.Volenti Burden is on C to establish lack of consent. Parental or other authority Inevitable accident Not relevant as a defence. Since Fowler v Lanning (supra) the burden has been on C to prove that D's act was intentional or negligent. Failure by C to fulfil a reasonable condition This is a defence to false imprisonment . Note:Robinson v Balmain Ferry [1910] AC 295 Herd v Weardale (supra) D acting in support of the law Dallison v Caffery [1965] 1 QB 348; [1964] 3 WLR 385; [1964] 2 All E 610 cfHogg v Ward (1858) 27 LJ Ex 443.

Ancient Indian Mathematics

There are opposing views prevalent regarding the prominence of mathematics in ancient India. One, there are those who make excessive claims for the antiquity of Indian mathematics with the motive of emphasizing the uniqueness of Indian mathematical achievements. Whereas, the other conflicting views denies the existence of any ‘real’ Indian mathematics before A. D. 500. This view is the result of deeply entrenched Euro centrism that does not negotiate with the idea of independent developments in early Indian mathematics. Whereas mathematics grew out of philosophy in ancient Greece, it was an outcome of linguistic developments in India. In fact the algebraic character of ancient Indian mathematics is but a byproduct of the well-established linguistic tradition of representing numbers by words. ? Around 800 B. C. Vedic mathematics declined and Jains School of mathematics gradually which was to do notable work in the field. ? From about 200 B. C. was period of instability and fragmentation due to foreign invasions but also of useful cross cultural contacts. Probably the only piece of existing mathematical evidence from this period is the Bakhshali manuscript. ? This period ranges from 3rd to 12th centuries and is referred to as the classical period of Indian civilization. Mathematical activities reached a climax with the appearance of the famous quartet: Brahmagupta, Mahvika and Bhaskracharya. Indian work on astronomy and mathematics spread westward, reaching the Islamic world where it was absorbed, refined and augmented before being transmitted to Europe. This last period described as the medieval period of Indian history, saw the migration of astronomy and mathematics from the north to south. Particularly in present day state of Kerala, this was a period marked by remarkable studies of infinite series and mathematical analysis that predated similar works in Europe by about three hundred years. Harappan society was a highly organized society. There is every possibility that the town dwellers were skilled in mensuration and practical ar ithmetic of a bid similar to what was practiced in Egypt and Mesopotamia. Archaeological findings from that period provide the following indications of the numerate culture of that society: ? It shows uniformity of weights over such a wide area and time which is quite unusual in the history of metrology. Taking 27. 584 grams as a standard, representing 1, the other weights form a series of 0. 05, 0. 1, 0. 2, 0. 5, 2, 5, 10, 20, 50, 100, 200 and 500. Such standardization and durability is a strong indication of a numerate culture with wellestablished, centralized system of weights and measures. Scales and instruments for measuring length have also been discovered with remarkably high accuracy. A notable feature of Harappan culture was its extensive use of kiln-fired bricks and the advanced level of its brick-making technology. These bricks are exceptionally well baked and of excellent quality and may still be used over and over again provided some care is taken in removing them in the first place. Fifteen different sizes of Harappan bricks have been identif ied with standard ratio of the three dimensions as 4:2:1. It was thought until recently that from them evolved first the Bakhshali Number system and then the Gwalior system which is recognizably close to our present day number system. In both Bakshati and Gwalior number systems, ten symbols were used to represent 1 to 9 and zero. With them it became possible to express any number, irrespective of its largeness, by a decimal place value system. Long lists of number- names for powers of 10 are found in various early sources. In the Ramayana, it is reported that Rama had an army of 1010 +1014 +1020 +1024 +1030 +1034 +1040 +1044 +1052 +1057 +1062 +5 men. The very existence of names for powers of ten up to sixty two indicates that the Vedic Indians were quite at home with very large numbers. This is to be compared with ancient Greeks, who had no words for numbers above the myriad (104). The Jains who came after the Vedic Indians were particularly fascinated by even larger numbers which were intimately tied up with their philosophy of time and space. For units of measuring time, the Jains suggested following relationship: 1 purvis = 756 * 1011 days 1 shirsa prahelika = (8,400,000)28 purvis The last number contains 194 digits! The word numeral system was the logical outcome of proceeding by the multiples of 10. Such a system presupposes a scientifically based vocabulary of number names in which the principles of addition, subtraction and multiplication are used. Â  Due to oral mode of preserving and disseminating knowledge, the wordnumeral system persisted in India. As a replacement to this, a new concrete system was devised to help versification and memory, known as bhutasamkhya, wherein numbers were indicated by well-known objects or ideas.

Student Experiences with Diversity at Liberal Arts Colleges Research Paper

Student Experiences with Diversity at Liberal Arts Colleges - Research Paper Example While larger college campuses have the draw to pull a large body of minority students, smaller liberal arts colleges typically have fewer students, less diversity and fewer resources to offer this same environment, yet they still manage to provide their students with many of these benefits. It has not yet been established why or how these smaller colleges manage to give their students this type of experience. Therefore, this study was designed to answer primarily three questions: How do students at liberal arts colleges compare with their counterparts at other types of institutions in terms of their diversity-related experiences; what organizational factors and conditions are related to diversity experiences at liberal arts colleges; and what are the relationships between diversity experiences at liberal arts colleges and other educationally purposeful activities and outcomes? One of the questions explored by this study is whether or not students at the smaller liberal arts colleges experience the same, the less or greater degree of diversity than those students attending larger university campuses with greater inherent diversity among its student population.   This is relevant both in determining whether students at smaller institutions are receiving the type of education desired in terms of being able to meet ‘real-world’ challenges as well as whether true diversity in student population is necessary to provide students with this education.   The study also begins to formulate ideas regarding which programs, activities, curriculum or other factors contribute to an effective experience.