5 Steps to Write a Great Analytical Essay

5 Steps to Write a Great Analytical Essay SAT / ACT Prep Online Guides and Tips Do you need to write an analytical essay for school? What sets this kind of essay apart from other types, and what must you include when you write your own analytical essay? In this guide, we break down the process of writing an analytical essay by explaining the key factors your essay needs to have, providing you with an outline to help you structure your essay, and analyzing a complete analytical essay example so you can see what a finished essay looks like. What Is an Analytical Essay? Before you begin writing an analytical essay, you must know what this type of essay is and what it includes. Analytical essays analyze something, often (but not always) a piece of writing or a film. An analytical essay is more than just a synopsis of the issue though; in this type of essay you need to go beyond surface-level analysis and look at what the key arguments/points of this issue are and why. If you’re writing an analytical essay about a piece of writing, you’ll look into how the text was written and why the author chose to write it that way. Instead of summarizing, an analytical essay typically takes a narrower focus and looks at areas such as major themes in the work, how the author constructed and supported their argument, how the essay usedliterary devices to enhance its messages, etc. While you certainly want people to agree with what you’ve written, unlike with persuasive and argumentative essays, your main purpose when writing an analytical essay isn’t to try to convert readers to your side of the issue. Therefore, you won’t be using strong persuasive language like you would in those essay types. Rather, your goal is to have enough analysis and examples that the strength of your argument is clear to readers. Besides typical essay components like an introduction and conclusion, a good analytical essay will include: A thesis that states your main argument Analysis that relates back to your thesis and supports it Examples to support your analysis and allow a more in-depth look at the issue In the rest of this article, we’ll explain how to include each of these in your analytical essay. How to Structure Your Analytical Essay Analytical essays are structured similarly to many other essays you’ve written, with an introduction (including a thesis), several body paragraphs, and a conclusion. Below is an outline you can follow when structuring your essay, and in the next section we go into more detail on how to write an analytical essay. Introduction Your introduction will begin with some sort of attention-grabbing sentence to get your audience interested, then you’ll give a few sentences setting up the topic so that readers have some context, and you’ll end with your thesis statement. Your introduction will include: A hook Brief background information explaining the issue/text Your thesis Body Paragraphs Your analytical essay will typically have three or four body paragraphs, each covering a different point of analysis. Begin each body paragraph with a sentence that sets up the main point you’ll be discussing. Then you’ll give some analysis on that point, backing it up with evidence to support your claim. Continue analyzing and giving evidence for your analysis until you’re out of strong points for the topic. At the end of each body paragraph, you may choose to have a transition sentence that sets up what the next paragraph will be about, but this isn’t required.Body paragraphs will include: Introductory sentence explaining what you’ll cover in the paragraph (sort of like a mini-thesis) Analysis point Evidence (either passages from the text or data/facts) that supports the analysis (Repeat analysis and evidence until you run out of examples) Conclusion You won’t be making any new points in your conclusion; at this point you’re just reiterating key points you’ve already made and wrapping things up. Begin by rephrasing your thesis and summarizing the main points you made in the essay. Someone who reads just your conclusion should be able to come away with a basic idea of what your essay was about and how it was structured. After this, you may choose to make some final concluding thoughts, potentially by connecting your essay topic to larger issues to show why it’s important. A conclusion will include: Paraphrase of thesis Summary of key points of analysis Final concluding thought(s) 5 Steps for Writing an Analytical Essay Follow these five tips to break down writing an analytical essay into manageable steps. By the end, you’ll have a fully-crafted analytical essay with both in-depth analysis and enough evidence to support your argument. All of these steps use the completed analytical essay in the next section as an example. #1: Pick a Topic You may have already had a topic assigned to you, and if that’s the case, you can skip this step. However, if you haven’t, or if the topic you’ve been assigned is broad enough that you still need to narrow it down, then you’ll need to decide on a topic for yourself. Choosing the right topic can mean the difference between an analytical essay that’s easy to research (and gets you a good grade) and one that takes hours just to find a few decent points to analyze Before you decide on an analytical essay topic, do a bit of research to make sure you have enough examples to support your analysis. If you choose a topic that’s too narrow, you’ll struggle to find enough to write about. For example, say your teacher assigns you to write an analytical essay about the theme in John Steinbeck’s The Grapes of Wrath of exposing injustices against migrants. For it to be an analytical essay, you can’t just recount the injustices characters in the book faced; that’s only a summary and doesn’t include analysis. You need tochoose a topic that allows you to analyze the theme. One of the best ways to explore a theme is to analyze how the author made his/her argument. One example here is that Steinbeck used literary devices in the intercalary chapters (short chapters that didn’t relate to the plot or contain the main characters of the book) to show what life was like for migrants as a whole during the Dust Bowl. You could write about how Steinbeck used literary devices throughout the whole book, but, in the essay below, I chose to just focus on the intercalary chapters since they gave me enough examples. Having a narrower focus will nearly always result ina tighter and more convincing essay (and can make compiling examples less overwhelming). #2: Write a Thesis Statement Your thesis statement is the most important sentence of your essay; a reader should be able to read just your thesis and understand what the entire essay is about and what you’ll be analyzing. When you begin writing, remember that each sentence in your analytical essay should relate back to your thesis In the analytical essay example below, the thesis is the final sentence of the first paragraph (the traditional spot for it). The thesis is: â€Å"In The Grapes of Wrath’s intercalary chapters, John Steinbeck employs a variety of literary devices and stylistic choices to better expose the injustices committed against migrants in the 1930s.† So what will this essay analyze? How Steinbeck used literary devices in the intercalary chapters to show how rough migrants could have it. Crystal clear. #3: Do Research to Find Your Main Points This is where you determine the bulk of your analysisthe information that makes your essay an analytical essay. My preferred method is to list every idea that I can think of, then research each of those and use the three or four strongest ones for your essay. Weaker points may be those that don’t relate back to the thesis, that you don’t have much analysis to discuss, or that you can’t find good examples for. A good rule of thumb is to have one body paragraph per main point This essay has four main points, each of which analyzes a different literary device Steinbeck uses to better illustrate how difficult life was for migrants during the Dust Bowl. The four literary devices and their impact on the book are: Lack of individual names in intercalary chapters to illustrate the scope of the problem Parallels to the Bible to induce sympathy for the migrants Non-showy, often grammatically-incorrect language so the migrants are more realistic and relatable to readers Nature-related metaphors to affect the mood of the writing and reflect the plight of the migrants #4: Find Excerpts or Evidence to Support Your Analysis Now that you have your main points, you need to back them up. If you’re writing a paper about a text or film, use passages/clips from it as your main source of evidence. If you’re writing about something else, your evidence can come from a variety of sources, such as surveys, experiments, quotes from knowledgeable sources etc. Any evidence that would work for a regular research paper works here. In this example, I quoted multiple passages from The Grapes of Wrathin each paragraph to support my argument. You should be able to back up every claim you make with evidence in order to have a strong essay. #5: Put It All Together Now it's time to begin writing your essay, if you haven’t already. Create an introductory paragraph that ends with the thesis, make a body paragraph for each of your main points, including both analysis and evidence to back up your claims, and wrap it all up with a conclusion that recaps your thesis and main points and potentially explains the big picture importance of the topic. Analytical Essay Example + Analysis So that you can see for yourself what a completed analytical essay looks like, here’s an essay I wrote back in my high school days. It’s followed by analysis of how I structured my essay, what its strengths are, and how it could be improved. Essay American author Rita Mae Brown stated, â€Å"Language exerts hidden power, like a moon on the tides.† Applying rhetoric well has been the goal of countless writers throughout history. Effective use of language in literature has had the ability to affect people for generations. John Steinbeck’s novel, The Grapes of Wrath, is an instance of an enduring piece of writing that contains compelling and powerful language. The Grapes of Wrath details the journey of the Joad family as they migrate west after being thrown off their land. The Joads must deal with a severe lack of basic necessities and unjustified hatred towards them even after they arrive in California. Steinbeck uses his intercalary chapters to express his view points and describe the difficulties and indignities migrants had to face. Powerful language is a crucial aspect in getting people to understand the author’s beliefs. In The Grapes of Wrath’s intercalary chapters, John Steinbeck employs a vari ety of literary devices and stylistic choices to better expose the plight of migrants in the 1930s. One way Steinbeck illustrates the connections all migrant people possessed and the struggles they faced is by refraining from using specific titles and names in his intercalary chapters. While The Grapes of Wrath focuses on the Joad family, the intercalary chapters show that all migrants share the same struggles and triumphs as the Joads. No individual names are used in these chapters; instead the people are referred to as part of a group. Steinbeck writes, â€Å"Frantic men pounded on the doors of the doctors; and the doctors were busy. And sad men left word at country stores for the coroner to send a car,† (555). By using generic terms, Steinbeck shows how the migrants are all linked because they have gone through the same experiences. The grievances committed against one family were committed against thousands of other families; the abuse extends far beyond what the Joads experienced. The Grapes of Wrath frequently refers to the importance of coming together; how, when peop le connect with others their power and influence multiplies immensely. Throughout the novel, the goal of the migrants, the key to their triumph, has been to unite. While their plans are repeatedly frustrated by the government and police, Steinbeck’s intercalary chapters provide a way for the migrants to relate to one another because they have encountered the same experiences. Hundreds of thousands of migrants fled to the promised land of California, but Steinbeck was aware that numbers alone were impersonal and lacked the passion he desired to spread. Steinbeck created the intercalary chapters to show the massive numbers of people suffering, and he created the Joad family to evoke compassion from readers. Because readers come to sympathize with the Joads, they become more sensitive to the struggles of migrants in general. However, John Steinbeck frequently made clear that the Joads were not an isolated incident; they were not unique. Their struggles and triumphs were part of something greater. Refraining from specific names in his intercalary chapters allows Steinbeck to show the vastness of the atrocities committed against migrants. Steinbeck also creates significant parallels to the Bible in his intercalary chapters in order to enhance his writing and characters. By using simple sentences and stylized writing, Steinbeck evokes Biblical passages. The migrants despair, â€Å"No work till spring. No work,† (556). Short, direct sentences help to better convey the desperateness of the migrants’ situation. Throughout his novel, John Steinbeck makes connections to the Bible through his characters and storyline. Jim Casy’s allusions to Christ and the cycle of drought and flooding are clear biblical references. By choosing to relate The Grapes of Wrath to the Bible, Steinbeck’s characters become greater than themselves. Starving migrants become more than destitute vagrants; they are now the chosen people escaping to the promised land. When a forgotten man dies alone and unnoticed, it becomes a tragedy. Steinbeck writes, â€Å"If [the migrants] were shot at, they did not run, but splashed sul lenly away; and if they were hit, they sank tiredly in the mud,† (556). Injustices committed against the migrants become greater because they are seen as children of God through Steinbeck’s choice of language. Referencing the Bible strengthens Steinbeck’s novel and purpose: to create understanding for the dispossessed. It is easy for people to feel disdain for shabby vagabonds, but connecting them to such a fundamental aspect of Christianity induces sympathy from readers who might have otherwise disregarded the migrants as so many other people did. The simple, uneducated dialogue Steinbeck employs also helps to create a more honest and meaningful representation of the migrants, and it makes the migrants more relatable to readers. Steinbeck chooses to accurately represent the language of the migrants in order to more clearly illustrate their lives and make them seem more like real paper than just characters in a book. The migrants lament, â€Å"They ain’t gonna be no kinda work for three months,† (555). There are multiple grammatical errors in that single sentence, but it vividly conveys the despair the migrants felt better than a technically perfect sentence would. The Grapes of Wrath is intended to show the severe difficulties facing the migrants so Steinbeck employs a clear, pragmatic style of writing. Steinbeck shows the harsh, truthful realities of the migrants’ lives and he would be hypocritical if he chose to give the migrants a more refined voice and not portray them with all their shortcomings. The depiction of the migrants as imperfect through their language also makes them easier to relate to. Steinbeck’s primary audience was the middle class, the less affluent of society. Repeatedly in The Grapes of Wrath, the wealthy make it obvious that they scorn the plight of the migrants. The wealthy, not bad luck or natural disasters, were the prominent cause of the suffering of migrant families such as the Joads. Thus, Steinbeck turns to the less prosperous for support in his novel. When referring to the superior living conditions barnyard animals have, the migrants remark, â€Å"Them’s horses-we’re men,† (556). The perfect simplicity of this quote expresses the absurdness of the migrants’ situation better than any flowery expression could. In The Grapes of Wrath, John Steinbeck uses metaphors, particularly about nature, in order to illustrate the mood and the overall plight of migrants. Throughout most of the book, the land is described as dusty, barren, and dead. Towards the end, however; floods come and the landscape begins to change. At the end of chapter twenty-nine, Steinbeck describes a hill after the floods saying, â€Å"Tiny points of grass came through the earth, and in a few days the hills were pale green with the beginning year,† (556). This description offers a stark contrast from the earlier passages which were filled with despair and destruction. Steinbeck’s tone from the beginning of the chapter changes drastically. Early in the chapter, Steinbeck had used heavy imagery in order to convey the destruction caused by the rain, â€Å"The streams and the little rivers edged up to the bank sides and worked at willows and tree roots, bent the willows deep in the current, cut out the roots of cott onwoods and brought down the trees,† (553). However, at the end of the chapter the rain has caused new life to grow in California. The new grass becomes a metaphor representing hope. When the migrants are at a loss over how they will survive the winter, the grass offers reassurance. The story of the migrants in the intercalary chapters parallels that of the Joads. At the end of the novel, the family is breaking apart and has been forced to flee their home. However, both the book and final intercalary chapter end on a hopeful note after so much suffering has occurred. The grass metaphor strengthens Steinbeck’s message because it offers a tangible example of hope. Through his language Steinbeck’s themes become apparent at the end of the novel. Steinbeck affirms that persistence, even when problems appear insurmountable, leads to success. These metaphors help to strengthen Steinbeck’s themes in The Grapes of Wrath because they provide a more memorable way to recall important messages. John Steinbeck’s language choices help to intensify his writing in his intercalary chapters and allow him to more clearly show how difficult life for migrants could be. Refraining from using specific names and terms allows Steinbeck to show that many thousands of migrants suffered through the same wrongs. Imitating the style of the Bible strengthens Steinbeck’s characters and connects them to the Bible, perhaps the most famous book in history. When Steinbeck writes in the imperfect dialogue of the migrants, he creates a more accurate portrayal and makes the migrants easier to relate to for a less affluent audience. Metaphors, particularly relating to nature, strengthen the themes in The Grapes of Wrath by enhancing the mood Steinbeck wants readers to feel at different points in the book. Overall, the intercalary chapters that Steinbeck includes improve his novel by making it more memorable and reinforcing the themes Steinbeck embraces throughout the novel. Exemplary sty listic devices further persuade readers of John Steinbeck’s personal beliefs. Steinbeck wrote The Grapes of Wrath to bring to light cruelties against migrants, and by using literary devices effectively, he continuously reminds readers of his purpose. Steinbeck’s impressive language choices in his intercalary chapters advance the entire novel and help to create a classic work of literature that people still are able to relate to today. Analysis This essay sticks pretty closely to the standard analytical essay outline. It starts with an introduction, where I chose to use a quote to start off the essay. (This became my favorite way to start essays in high school because, if I wasn’t sure what to say, I could outsource the work and find a quote that related to what I’d be writing about.) The quote in this essay doesn’t relate to the themes I’m discussing quite as much as it could, but it’s still a slightly different way to start an essay and can intrigue readers. I then give a bit of background on The Grapes of Wrath and its themes before ending the intro paragraph with my thesis: that Steinbeck used literary devices in intercalary chapters to show how rough migrants had it. Each of my four body paragraphs is formatted in roughly the same way: an intro sentence that explains what I’ll be discussing, analysis of that main point, and at least two quotes from the book as evidence. My conclusion restates my thesis, summarizes each of four points I discussed in my body paragraphs, and ends the essay by briefly discussing how Steinbeck’s writing helped introduce a world of readers to the injustices migrants experienced during the dust bowl. What does this analytical essay example do well? For starters, it contains everything that a strong analytical essay should, and it makes that easy to find. The thesis clearly lays out what the essay will be about, the first sentence of each of the body paragraph introduces the topic it’ll cover, and the conclusion neatly recaps all the main points. Within each of the body paragraphs, there’s analysis along with multiple excerpts from the book in order to add legitimacy to my points. Additionally, the essay does a good job of taking an in-depth look at the issue introduced in the thesis. Four ways Steinbeck used literary devices are discussed, and for each of the examples are given and analysis is provided so readers can understand why Steinbeck included those devices and how they helped shaped how readers viewed migrants and their plight. Where could this essay be improved? I believe the weakest body paragraph is the third one, the one that discusses how Steinbeck used plain, grammatically incorrect language to both accurately depict the migrants and make them more relatable to readers. The paragraph tries to touch on both of those reasons and ends up being somewhat unfocused as a result. It would have been better for it to focus on just one of those reasons (likely how it made the migrants more relatable) in order to be clearer and more effective. It’s a good example of how adding more ideas to an essay often doesn’t make it better if they don’t work with the rest of what you’re writing. This essay also could explain the excerpts that are included more and how they relate to the points being made. Sometimes they’re just dropped in the essay with the expectation that the readers will make the connection between the example and the analysis. This is perhaps especially true in the seco nd body paragraph, the one that discusses similarities to Biblical passages. Additional analysis of the quotes would have strengthened it. Summary: How to Write an Analytical Essay What is an analytical essay? A critical analytical essay analyzes a topic, often a text or film. The analysis paper uses evidence to support the argument, such as excerpts from the piece of writing. All analytical papers include a thesis, analysis of the topic, and evidence to support that analysis. When developing an analytical essay outline and writing your essay, follow these five steps: #1: Choose a topic #2: Write your thesis #3: Decide on your main points #4: Gather evidence to support your analysis #5: Put it all together Reading analytical essay examples can also give you a better sense of how to structure your essay and what to include in it. What's Next? Learning about different writing styles in school?There are four main writing styles, and it's important to understand each of them. Learn about them in our guide to writing styles, complete with examples. Writing a research paper for school but not sure what to write about?Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you. Literary devices can both be used to enhance your writing and communication. Check out this list of 31 literary devices to learn more! Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Hoffmann Surname Meaning and Family History

Hoffmann Surname Meaning and Family History The Hoffmann surname originated as a nickname for a farmer who owned his land rather than rented, from the Middle High German Hofman, meaning person working on a farm. The name eventually came to denote a steward (manager) of a manor farm; as such, it was widespread throughout central and eastern Europe, in both German and non-German-speaking countries. Hoffmann is the 10th most common German surname. Surname Origin: German, Jewish Alternate Surname Spellings:  HOFMAN, HOFMANN, HOFFMAN, HOFMANS, HUFFMAN, HUFFMANN, GOFMAN, HAUFFMAN, HOUGHMAN, HUFMAN Famous People with the HOFFMANN  Surname Dustin Hoffman  - Oscar-winning actorAbbie Hoffman  - American political activist; founder of  the Youth International PartyPhilip Seymour Hoffman  - American actor and directorGaby Hoffmann - American film and television actressErnst Theodor Amadeus Hoffmann  (E. T. A. Hoffmann) - German Romantic author of fantasy and horrorAlbert Hofmann - Swiss scientist; best known for his discovery of LSDRoald Hoffmann - American theoretical Nobel Prize-winning  chemistFelix Hoffmann - German chemist best-known for inventing aspirin Where is the HOFFMANN Surname Most Common? According to surname distribution from Forebears, the Hoffmann surname is most prevalent in Germany, where it ranks as the 7th most common surname in the nation, but is used by a greater percentage of the population in Luxembourg, where it is the 3rd most common surname. It is also fairly common in Austria (74th), Denmark (116th) and Switzerland (150th). The Hoffman spelling, on the other hand, is most prevalent in the United States, although this spelling is not always derived from the German Hoffmann. According to WorldNames PublicProfiler, Hoffmann is found most frequently in southwest Germany, especially the states of Saarland and Rheinland-Pfalz, followed by the northeast German states of Brandenburg and Sachsen-Anhalt. The Hofmann spelling of this surname is also found primarily in Germany, but  in the states of Sachsen, Hessen, Bayern and Thuringen, followed by Zurich, Switzerland. Genealogy Resources for the Surname HOFFMANN Meanings of Common German SurnamesUncover the meaning of your German last name with this free guide to the meanings and origins of common German surnames. Hoffmann  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Hoffmann  family crest or coat of arms for the Hoffmann surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. DistantCousin.com - HOFFMANN  Genealogy Family HistoryExplore free databases and genealogy links for the last name Hoffmann. The Hoffmann  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Hoffmann  surname from the website of Genealogy Today. - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997 https://www.thoughtco.com/surname-meanings-and-origins-s2-1422408

Journal 1 and 2 Essay Example | Topics and Well Written Essays - 1000 words

Journal 1 and 2 - Essay Example In my mind, the concept of human security was shaped by the ideas and concepts from presidents and the media. It is not only about military power and being protected from other nations, as we should not trust the authorities. After reading the first section, I began to view the concept of human security in a different way. Indeed, most security issues nowadays come from domestic groups rather than outsiders. In fact, it is groups of people who are being ignored by the government or not taken seriously that are causing chaos and conflict in the state. For example, the main cause of the Arab Spring revolution was because the people wanted a change to their system and regime. They wanted a change that would provide them with all their basic needs, such as safety and respect. When this change did not happen, or was not accepted by their leaders, people started to rebel against their leaders and this created conflict in the country. In addition, as I included in my QIP reflection of secti on 1 of the book, the author indicated that to achieve human security patriarchy should be replaced with gender equality. For example, this means allowing women to get involved in making security decisions. Also, the institutions of war must be destroyed (Reardon and Ash Hans 111). ... However, the discrimination against women is not about men and women but it is about the roots of each person's origin. In other words, people who don't have Arab roots might be involved but not as deeply as the local people, where they get the chance to be ambassadors and take higher positions in the political field. In fact, the reason why people who have Iranian roots are not involved in the political system is because of distrust and suspicion that those people may cause conflict in the state. This discrimination increased a lot after the involvement of Iran in the revolution in Bahrain between the Sunnis and Shias. This also caused tension between the Sunnis and Shias in the most of the Gulf countries as well. Not involving women in the political sphere is not only about the idea that men are more powerful than women, it is also about other concepts, such as religion and trust. Moreover, women can find jobs in any other field easier than they do trying to get a job in politics. The teaching notes, A Gendered Analysis of Women, Power, War and Peace, written by Professor Barbara Wien, presented five feminist schools of thoughts: eco-feminism, liberal feminism, post-modernism, radical feminism, and difference feminism. I always heard about feminist schools of thought but I did not know what each one was called and what each stood for. The teaching notes helped me to understand the different feminism schools clearly, and I was impressed by many of the concepts that the schools stand for. For example, when it comes to the liberal feminist school of thought, it supports the fact that women are neither peaceful nor softer than men, but it also says

Global Financialization Essay Example | Topics and Well Written Essays - 750 words - 2

Global Financialization - Essay Example In fact, massive inflows of capital followed by sharp and sudden reversals of capital flow result in crises of exchange rates that have characterized developing and emerging nations (Stiglitz 1081). The macroeconomic troubles stirred by volatile flows of capital have been acutely felt in developing and emerging countries such as Turkey and Argentina in 2001 and the late 90s South East Asia financial crisis, which were all related to flow of capital. These countries suffered from sharp declines in real GDP. A particular reason that leads to rates of exchange having such a significant effect is because, in liberalization and financialization of global markets, it is profitable to be involved in interest arbitrage, which means that one borrows from a specific currency and lends or invests in other currencies, also referred to as carrying trade (Rodrik 1). For example, if interest rates of the Turkish Lira were higher compared to those of the Euro, taking rates of exchange to be stable, it tempts to borrow in Euro credit and then invest or even lend in Turkish Lira. This implies that liabilities, as well as assets, will be in currencies of different countries. Therefore, abrupt realignments in rates of exchange could end up having disastrous effects on the balance sheets of banks or organizations. In addition, capital flow liberalization also lets developing nations accrue current account deficits for a longer time, and at a higher level than they could be during the reign of the Bretton Woods organizations. Financial globalization and liberalization have led to an increase of potential difference in development among countries if the global market financial markets retain their stability and calmness. The revaluation, typically, of financial markets has been accompanied by abrupt reversals of capital flow, as well as crises in exchange rates, all of which show that global financialization is not good for developing countries (Rodrik 1). Governments play a crucial role in the evolution of global financialization, as well as its effects on individual countries and their development. All governments at national level possess a specific responsibility to ensure security and stability of the domestic financial, banking, and monetary systems, which are vital to any economy’s functions. The vulnerable nature of financial and banking systems to crises, failure of markets and instability has virtually produced regulatory authorities and central banks that are aimed at protecting their social interests, as well as for the mediation of their countries’ interactions with international financial markets (Doyran 32). Effective stability and functioning of the financial and monetary systems have become a fundamental requirement as far as development is concerned, which is only achievable via the effective actions of nations.

An Education Film Essay Essay Example for Free

An Education Film Essay Essay Analyse how conflict (either internal or external) was used in a film you have studied to help us better understand a main character. â€Å"Often, it’s not about becoming a new person, but becoming the person you were meant to be, and already are, but don’t know how to be.† An Education directed by Lone Scherfig is a film about coming of age and discovering whom we are. The film is set in the early 1960’s a time ruled by moral code and strong feminist rules. Jenny is the main character who is 16 and aspiring to read English at Oxford. She soon meets playboy David, who seduces her and they fall in love. This relationship lets Jenny see into a whole new world of thrilling and current things. This creates a big internal conflict for Jenny who now must decide what she wants to do with her life. She has three pathways she can choose from, and the characters of Helen, Mrs. Stubbs and Jenny’s mother Marjorie model all of these paths. She must decide if she wants to live an exciting life but is filled with fraud and larceny. She can also living a boring life of teacher marking ‘pony essays’ but also one that has had the purpose of an education and is fulfilling in numerous ways. Jenny can also become a housewife though like her mother Marjorie, this is the most common paths for women in the 1960’s and is a tedious and unfulfilling lifestyle. Jenny is internally conflicted between all three of these paths, because whic hever one she picks will determine the rest of her life. Very early on in the film we are introduced to the character of Helen, she is an affluent person and lives an abundant life style of which many people in the 1960’s would be jealous. She has the privilege of lavish clothes, attending fabulous concerts, going to art auctions, eating in Michelin star restaurants and traveling the world. This is the life Jenny wants to live. Jenny is able to access this life style through David; he opens her up to all sorts of new possibilities. When we first meet Helen at the concert in Saint James Square we can tell the Jenny is in awe of Helen. Jenny strokes Helens velvety fur cape, admiring the fine piece of clothing. Jenny asks Helen â€Å"it is beautiful, where did it come from?† Helen being very wealthy probably has many coats and beautiful clothes like this and so simply replies â€Å"oh South Ken somewhere.† The area Helen is talking about is South Kensington and is one of the wealthiest areas of London. This is the kind of area that Jenny wouldn’t have been able to afford anything from so when Helen suggests to her that they should go shopping together there and that David can pay, Jenny is a little taken back because something so luxurious and exorbitant shouldn’t come so easily. Jenny realises that this life can become possible if she sticks with David. There is no need for her to attend Oxford to have a fun and fulfilling life. With David she can live Helen’s life, where she can go to France; her escape in life â€Å" I want to be French. She wouldn’t have to deal with her parents, school and Oxford. With David she is not confined in her life, she can do whatever she wants. Jenny must make a decision as to whether she wants to stay with David and to continue living this exciting lifestyle or to continue on the path of life she had originally planned out for her life in Oxford and one of an Education. Jenny must remember that â€Å"when life’s path is steep to keep your mind open† Jenny is focused on David in the movie because she thinks it is what she wants. We must all keep be level minded when we are making decisions, Lone Scherfig has alerted this too the audience that these choices we make are important and they will leave a mark on us forever. Mrs. Stubbs is a very influential person in Jenny’s life. Mrs. Stubbs life could foreshadow one that Jenny might live if she gets an education at Oxford. Mrs. Stubbs is Jenny’s English teacher, and she studied at Cambridge. Cambridge is a very prestigious school, which is very similar to Oxford. Both schools hold high reputation and only the elite and highly respected can attend these two schools. Judging from the lifestyles of the female role models around her, Jenny’s future can be narrowed down to two options; housewife or a secretary if she doesn’t get an education. In order to avoid those to paths in life, Jenny’s caring but overly concerned parents Jack and Marjorie and Mrs. Stubbs forcefully suggest an education at Oxford. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. The final route Jenny can take is one of the most common paths young women in the 1960’s take and that is to become a housewife and mother. This path requires no education apart from how to cook, clean and sew. These three things are all taught at school along with dancing and posture. These are all qualities a good housewife needs to make their husband look first class and not themselves. In the very opening scenes of the movie we see a montage of shots that exhibit the young girls in the 1960’s learning these qualities. This opening scene illustrates to the audience the traditional expectations of young women. This kind of education the women are getting is to set them up to be wives, to be like Marjorie. Jenny however is different to the other girls. Her education will not stop her hopefully but instead it will continue on at Oxford. One of the most important scenes shown in the movie is when Jenny comes home after being out for the night with David for the first tim e. When we see Marjorie in this shot we can see her through the kitchen door trying to clean a casserole dish. Marjorie is completely framed inside her world. By marrying Jack it has trapped inside this world, there is no fun parties or lavish concerts, instead she is a housewife, â€Å"and I cant get this casserole dish clean. We had hot-pot tonight, and its all burnt round† Jenny is confused though as â€Å"its twenty-five to twelve. We finish tea at seven.† Jenny soon realises that this is a life you get trapped in, and once you enter into it there isn’t any escape. Jenny is different from the other girls at school she is smart. She will not become a housewife and we can see how fantastic it is to stand out and be different. With this comes choice though resulting in hard decisions. Jenny is forced to make one and as the viewer Lone Scherfig has positioned us to see how all the choices we make in our lives will and can affect us. Jenny is forced to make a difficult decision, and she is conflicted between what she wants to do in life. At this stage in her life she can has to choose between becoming her mother, Helen or Mrs. Stubbs. With decisions comes conflict and Jenny is internally conflicted with all of these options. Lone Scherfig has effectively made the audience look back on all of the decisions we have had to make in our lives and how they have shaped us into who we are today. Our paths should lead us all to a goal and desire. We can only know this when â€Å"if youre walking down the right path and youre willing to keep walking, eventually youll make progress.†

Experiencing Four Major World Religions First Hand Essay -- Islam, B

The nine-sided building and the surrounding gardens give the impression of the world view of the Baha’i faith. A component of the Baha’i world view is that all religions come from a common source. The site conveyed that unity among all religions and people is an additional view of the Baha’i. The arrangement of the house of worship, and the gardens conveyed the idea of unity. The nine sides of the house of worship, and the surrounding gardens represent that all people no matter their religion, race, or gender are welcome at this site to practice their religion. Furthermore, it also gave the impression of the view of all religions having a common source, God. Specifically, the house of worship could represent God, and the nine sides, may represent the nine major world religions, or the idea that all people are united through God. In addition, the house of worship contains symbols on the pillars of the structure. These symbols are of the nine major world religions, for example; symbols include the Christian cross, Judaism Star of David, and the nine-pointed star, which is the symbol of the Baha’i faith. These symbols on the pillars represent unity among all religions, and the idea that all the religions come from a common source, God. Information provided in the handout, video, and by the representative was quite similar to the impression given by the site itself. The representative of the Baha’i faith specifically talked about how all religions have a common source. The video, handout, and the representative explained that God revealed himself in different manifestations in different time periods. God gave the teachings for a certain time period, and then when a new time period came God revealed himself as a different manifestat... ...gion. One thing that I did not know about was the artifact with a staircase and raised platform. According to Gardner’s Art through the Ages Non-Western Perspective by Fred Kleiner, this structure is called a minbar, and it serves as a pulpit for the imam to stand on, and this is where he would speak. An imam is the leader of prayer according to Living Religions by Mary Pat Fisher. Having the opportunity to visit four different religious sights resulted in gaining new insight. However, some of the information presented was similar to my previous understandings of the religions. It was interesting to hear followers of the different religions speak about their beliefs. Overall, visiting the Buddhist temple, Sikh Religious Society, Turkish Society of Chicago, and The Baha’i House of Worship made me reconsider my previous thoughts about each of the religions.

Is Torture a Necessary Evil Essay

14th September 2013 Torture is a necessary evil. After reading this article and evaluating both sides of the argument, my opinion remains the same. I disagree that torture is necessary; it is a barbaric breach of human rights. After looking at statistics, only 8% of Guantanamo detainees were Al Qaeda fighters, this is a shockingly low percentage in proportion to the 517 Guantanamo that were detained. British laws have deemed torture illegal and yet at least 6 detainees alleged that British forces were involved in the torture. Torturing cannot go on; the pros do not outweigh the cons of torture. In exceptional circumstances, lives may be saved, but at what cost? Where does it end, as stated in the article, will family members become torture victims? As the initial suspect may not have value for their own life, they turn to his/her loved ones? If a suspect has been detained, regardless of what their crime may be, they still have the right to remain silent. Any forced extraction of information goes against the fundamental human rights , and even if information is gained, what assurance do we have that it will be correct information? In the heat of the moment, it may seem that the information is true, to end the pain that the victim is in, yet it may all be fiction. These are clearly not risks worth taking, and in my opinion, anyone who is willing to submit a fellow human being to that amount of pain and discomfort, does not fill me with confidence in the fact that they are in a position of power. In recent news, countries like the UK or the USA are undecided whether to involve themselves in the business of Syria; they claim that involvement, in the sense of morals, is the right thing to do. Yet there is still a debate on whether torture should be legal, does one not contradict the other? It seems extremely hypocritical that on one hand, the armed forces have a sense of human rights in one way, yet on the other hand, claims that torture is necessary, which completely abolishes human rights in another way. In conclusion, regardless of the arguments in favour of torture, I still disagree that torture is a necessary evil; it dehumanises victims, stripping them of their human rights, regardless of whether they may be Al Qaeda fighters, they still ha ve the basic human right to remain silent during questioning, any way of obtaining information by forced means is morally wrong.

An Application of Jean Watson’s Theory of Transpersonal Caring to Nursing Practice Essay

Introduction Essentially, the Caring theory of Jean Watson is oriented towards human science and focuses on the humanitarian aspect of caring processes, occurrences and experiences. It also grounded on a unitary perspective and interconnectedness with elements such as an individual with its community. The caring theory embraces one-sided, philosophical and interpretative as well as objective-empirical analysis and integrates several epistemological approaches that clinical and empirical but at the same time is open to other avenues of acquiring vital information.   (Watson, 1988, 1999). On the theoretical framework, the caring theory of 1979 was founded on the ten carative factors. These are essentially a formation of a Humanistic-altruistic system of values and cultivation of sensitivity to one’s self and to others. It has provisions for a supportive, protective, and/or corrective mental, physical, societal, and spiritual environment. Lastly the basic core is grounded on both caring philosophy and science (Watson, 1999). Some suggestions on original carative factors into clinical caritas processes include the formation of humanistic-altruistic value system becomes practice of loving-kindness, Instillation of faith-hope becomes authentically present. Cultivation of sensitivity between the communities becomes going beyond ego self, Development of a human caring relationship becomes helping-trusting an authentic caring relationship, and Promotion and acceptance of the expression of positive and negative feelings becomes being supportive of the expression of positive and negative feelings (Watson, 2006). Main Components Originally, Watson’s theory revolved around three major elements, namely the carative factors, the transpersonal caring relationship,   and the caring moment. She stated ten carative factors that served as guidelines for the nursing practice and basically centered on the principles of caring. The transpersonal caring relationship describes how the nurse goes beyond an objective assessment, showing concerns toward the person’s subjective and deeper meaning regarding their own health care situation, while the caring moment is defined as the moment (focal point in space and time) when the nurse and another person come together in such a way that an occasion for human caring is created (Cara, 2003). In this context, the four essential concepts of nursing – person, environment, health, and nursing – are encompassed in the theory. Being holistic in nature, the theory presents its framework as a congregation of all these concepts, centering on the person. Watson regards a person as an individual with unique qualities and unique needs. The person is recognized as a being capable of communicating with another beyond physical interaction. The person is viewed as whole and complete, regardless of illness of disease (Watson, 2006). The environment is regarded as a healing space, where the person’s awareness and consciousness can expand and promote mindbodyspirit wholeness and healing (Watson, 1999). Inevitably, the state of a patient’s environment can influence an individual’s state of health. The physical environment can affect how the person can connect and exist in the spiritual environment created by transpersonal caring relationships, and could affect the effectiveness of the science of caring. Health is referred to as the unity and harmony within the mind, body and soul. It is a state of complete physical, mental, and social well-being and functioning (Hagopian, 2007). The theory establishes that caring can promote a person’s health better than the curative means of conventional medicine. Through caring, the care giver recognizes the condition of the recipient at a deeper level, enabling him/her to sympathize as needed, and provide the appropriate care needed by the patient. With this means of understanding the patient better, there is greater chance of addressing the patient’s needs, creating the needed balance in his/her physical, mental, and social well-being (Watson, 1998). Influence in My Delivery of Care Watson defines nursing â€Å"as a human science of persons and human health – illness experiences that are mediated by professional, personal, scientific, esthetic, and ethical human care transactions† (Watson, 1988). The theory also emphasizes caring as central to nursing, and is essentially what the theory wishes to achieve. Nursing is not just about curing an illness or disease – it is beyond that. It is about the nurse being able to center consciousness on the entire being of the other in order to detect his/her inner condition, and impart genuine concern through caring moments communicated through â€Å"movements, gestures, facial expressions, procedures, information, touch, sound, verbal expressions and other scientific, technical, aesthetic, and human means of communication.† The role of consciousness is deemed greatly important, because then the nurse exhibits commitment and sincere intention to connect with the patient at a deeper level, thus becoming an effective aid in nursing the patient back to health, physically, emotionally, and spiritually (Watson, 2006). I remember having to give care to a patient who is suffering from a terminal disease and have been placed in ICU care. In this case, the patient was not capable of communicating because he was already in a coma – an application of Jean Watson’s theory in this case would require me to treat not just the patient but his loved ones, holistically. That is, I do not merely stop at trying to address the needs of the patient but also of those who surround him. Concretely, I tried to build a humanistic-altruistic value system which is the core of Watson’s theory. I have dealt with her family as real people who have real needs that have to be addressed. For them to be able to cope with the situation, I have tried to show them empathy, as they express their feelings towards the condition of the patient. It is very difficult to have a dying loved one, but it is a reality that we all must face at one point or the other. Having someone by your side during such a time of grief is very consoling and shall help you thresh out your feelings and cope with the situation. I have proven this many times in opportunities to care for patients placed in intensive care. The development of a caring relationship with the patient’s family helps them go through the ordeal with appropriate and well-expressed emotions, and even greater spiritual strength and maturity. I believe that the nurse has a critical role to play in such incidents. Applicability of Theory to Modern Nursing Practice The effectiveness of Watson’s theory has been validated with its use as a guide in several studies centering on caring science. It has been â€Å"recommended as a guide to nursing patients with hypertension, as one means of decreasing blood pressure and increase in quality of life,† in a study made on its effectiveness on the quality of life and blood pressure of patients with hypertension in Turkey (Erci, Sayan, Tortumluoglu, Kilic, Sahin, & Gungormus, 2003). In another study on caring for old adults, it was established that the theory was effective in improving the quality of life and peace of mind, body, and soul of the older people, just by caring and listening attentively to what they have to say (Bernick, 2004). The situation of caring for a patient in the intensive care unit has a more serious need for dedicated and focused care. Patients in intensive care in the intensive care unit (ICU) need more than mere treatment.   They need assistance for themselves and their family who want to hear good news and encouraging words about the patient’s recovery, information that is not always quick in coming, if at all. In ICU situations, the patient and, equally as important, the patient’s family wants to know the patient’s chances for survival; possibility of permanent disability; and answers to their queries on the patient’s condition (Rafael, 2000). . Although the attending doctor and nurses are the best sources for information to answer these questions, it is not always possible for them to accurately predict patient outcome, particularly in the first few hours or days of an ICU stay.   Like the patient and the patient’s family, the attending doctors and nurses are also awaiting the initial outcome. This means that everyone—attending physicians, attending nurses, family, friends and the patient him/herself are involved. All can and do contribute to the final outcome in one way or another. On my end, I try to answer all the questions that are posed to me by the patient’s loved ones to manage their expectations about the patient’s condition. And yet, I do this with caution, since it is still the physician who has the authority to inform them of these. The end goal was to try to assist the patient and his loved ones go through the ordeal, addressing their physical, emotional and spiritual needs in the context of a caring relationship. Conclusion Overall, Jean Watson’s theory of transpersonal caring has very high utility in modern nursing practice. It has been shown to be strongly oriented towards human science and focuses on the humanitarian aspect of caring processes, occurrences and experiences and has been able to effectively encapsulate the science of arts and humanities. Moreover, it has been grounded on a unitary perspective and interconnectedness with elements such as an individual with its community. However, one limitation may be its emphasis on being one-sided, philosophical and interpretative rather than on objective-empirical analysis. Moreover, it includes ontological, philosophical, ethical, historical inquiry and studies. Caring science is a new field that is evolving currently in the nursing industry and has truly evolved nursing theories and science and has contributed heavily to health, education, and human service fields and professions. References Bernick, L. (2004). Caring for older adults: practice guided by Watson’s caring-healing model. Nursing Science Quarterly, 17(2):128-34. Cara, C. (2003).   A pragmatic view of Jean Watson’s caring theory.   International Journal of Human Caring, 7(3), 51-61. Erci, B., Sayan, A.,Tortumluoglu, G., Kilic, D., Sahin, O., & Gungormus Z. (2003). The effectiveness of Watson’s Caring Model on the quality of life and blood pressure of patients with hypertension. Journal of Advanced Nursing, 41(2), 130–139. Hagopian, G. (2007).   Nursing theorists.   Retrieved February 8, 2007 from www.nipissingu.ca/faculty/arohap/aphome/NURS3006/Resources/theorists.ppt Rafael, AR. (2000). Watson’s philosophy, science, and theory of human caring as a conceptual framework for guiding community health nursing practice. ANS. Advances in Nursing Science, 23(2):34-49. Watson, J. (1988). Nursing: Human science and human care. A theory of nursing (2nd printing). New York: National League for Nursing. Watson, J. (1999). Postmodern nursing and beyond. Toronto, Canada: Churchill Livingstone. Watson, J. (2006).   Dr. Jean Watson’s Theory of Human Caring.   Retrieved February 8, 2007 from http://www2.uchsc.edu/son/caring/content/evolution.asp

psych in 12 angry men essays

psych in 12 angry men essays The film Twelve Angry Men follows the jury deliberation of a first degree murder case. The jury, totaling twelve men, dispute their decision of innocence or guilt throughout the movie. Many concepts of social psychology including conformity, anger displacement, and stereotypes are used in the struggle between these men to reach a verdict. Conformity is the tendency for people to go along with a groups opinion despite what they really feel, just to fit in or be liked. In many cases, conformity is increased when a member of a group feels inferior to fellow peers in the group. In the initial hand count, all men except for one vote guilty. During this voting process it becomes clear that the men who are unsure of what they really feel will go along with the majority without any apparent reason. In the movie the jury decides to take an initial vote to see where everyone stands on the verdict before they start discussing their decision. Some men are very out-spoken about their opinion on the case and make others feel like they will be stupid to think otherwise. As the controversy continues, the one man who voted innocent proceeds to disprove the evidence and make the defendant in the case appear innocent. Every piece of evidence he disproves seems to ensure him a new supporter for a verdict of innocent. This one man is so persuasive in his argument that he makes his opponents appear naive. As the momentum now switches to his side, conformity again becomes evident as people who appear to be undecided now vote innocent. Conformity is obvious when the people were not able to explain their reasons for voting the way they do. The most common reason given is "because I think so." They never use concrete evidence to advocate their choice, but rather allow themselves to be swayed by the majority. Anger Displacement is comes into play through the main antagonist in the movie. This man continually uses the boys ...

Major General Joseph Wheeler in the Civil War

Major General Joseph Wheeler in the Civil War Major General Joseph Wheeler was noted cavalry commander who served in the Confederate Army during the Civil War (1861-1865) and the US Army during the Spanish-American War (1898). A native of Georgia, he was largely raised in the North and attended West Point. Electing to side with the South during the Civil War, Wheeler gained notoriety as a cavalry commander with the Army of Tennessee. Serving in almost of its major campaigns, he became its senior cavalry officer. Winning a seat in Congress after the war, Wheeler volunteered his services when war with Spain was declared in 1898. Given command of a cavalry division in V Corps, he took part in the Battle of San Juan Hill and Siege of Santiago. He remained in the army until 1900.      Fast Facts: Joseph Wheeler Rank: Major General (Confederate States), Major General (United States)Service: Confederate Army, US ArmyNickname(s): Fightin Joe, Little JoeBorn: September 10, 1836 in Augusta, Georgia, USADied: January 25, 1906 in New York City, New York, USAParents: Joseph Wheeler and Julia Knox HullSpouse: Daniella Jones Sherrod (m. 1866)Children: Lucy Louise Wheeler, Annie Early Wheeler, Ella Wheeler, Julia Knox Hull Wheeler, Joseph M. Wheeler, Caroline Peyton Wheeler, Thomas Harrison WheelerConflicts: Civil War, Spanish-American WarKnown For:  Battle of Shiloh, Battle of Perryville, Battle of Stones River, Knoxville Campaign, Atlanta Campaign,  March to the Sea, Battle of Bentonville,  Battle of San Juan Hill Early Life Born on September 10, 1836 in Augusta, GA, Joseph Wheeler was the son a Connecticut native who had moved south. One of his maternal grandfathers was Brigadier General William Hull who served in the American Revolution and lost Detroit during the War of 1812. Following his mothers death in 1842, Wheelers father encountered financial difficulties and moved the family back to Connecticut. Despite returning north at a young age, Wheeler always considered himself a Georgian. Raised by his maternal grandparents and aunts, he attended local schools before entering the Episcopal Academy in Cheshire, CT. Seeking a military career, Wheeler was appointed to West Point from Georgia on July 1, 1854, though due to his small stature he barely met the academys height requirement. Early Career While at West Point, Wheeler proved to be a relatively poor student and graduated in 1859 ranked 19th in a class of 22. Commissioned as brevet second lieutenant, he was posted to the 1st US Dragoons. This assignment proved brief and later that year he was ordered to attend the US Cavalry School at Carlisle, PA. Completing the course in 1860, Wheeler received orders to join the Regiment of Mounted Riflemen (3rd US Cavalry) in the New Mexico Territory. While in the Southwest, he took part in campaigns against the Native Americans and earned the nickname Fighting Joe. On September 1, 1860, Wheeler received a promotion to second lieutenant. Joining the Confederacy As the Secession Crisis began, Wheeler turned his back on his northern roots and accepted a commission as a first lieutenant in the Georgia state militia artillery in March 1861. With the beginning of the Civil War the following month, he officially resigned from the US Army. After brief service at Fort Barrancas near Pensacola, FL, Wheeler was promoted to colonel and given command of the newly-formed 19th Alabama Infantry. Taking command at Huntsville, AL, he led the regiment at the Battle of Shiloh the following April as well as during the Siege of Corinth. Back to the Cavalry In September 1862, Wheeler was shifted back to the cavalry and given command of the 2nd Cavalry Brigade in the Army of Mississippi (later Army of Tennessee). Moving north as part of General Braxton Braggs campaign into Kentucky, Wheeler scouted and raided in front of the army. During this period, he incurred the enmity of Brigadier General Nathan Bedford Forrest after Bragg reassigned the bulk of the latters men to Wheelers command. Taking part in the Battle of Perryville on October 8, he aided in screening Braggs withdrawal after the engagement. A Quick Rise For his efforts, Wheeler was promoted to brigadier general on October 30. Given command of the Second Corps, Army of Tennessees cavalry, he was wounded in a skirmish in November. Quickly recovering, he raided into the rear of Major General William S. Rosecrans Army of the Cumberland in December and continued to harass the Union rear during the Battle of Stones River. After Braggs retreat from Stones River, Wheeler earned fame for a devastating attack on the Union supply base at Harpeth Shoals, TN on January 12-13, 1863. For this he was promoted to major general and received the thanks of the Confederate Congress. With this promotion, Wheeler was given command of a cavalry corps in the Army of Tennessee. Embarking on a raid against Fort Donelson, TN in February, he again clashed with Forrest. To prevent future conflicts, Bragg ordered Wheelers corps to guard the armys left flank with Forrests defended the right. Wheeler continued to operate in this capacity during the summers Tullahoma Campaign and during the Battle of Chickamauga. In the wake of the Confederate victory, Wheeler conducted a massive raid through central Tennessee. This caused him to miss the Battle of Chattanooga in November. Corps Commander After supporting Lieutenant General James Longstreets unsuccessful Knoxville Campaign in late 1863, Wheeler returned to the Army of Tennessee, now led by General Joseph E. Johnston. Overseeing the armys cavalry, Wheeler ably led his troopers against Major General William T. Shermans Atlanta Campaign. Though outnumbered by the Union cavalry, he won several victories and captured Major General George Stoneman. With Sherman nearing Atlanta, Johnston was replaced in July by Lieutenant General John Bell Hood. The following month, Hood directed Wheeler to take the cavalry to destroy Shermans supply lines. Departing Atlanta, Wheelers corps attacked up the railroad and into Tennessee. Though far-ranging, the raid did little meaningful damage and deprived Hood of his scouting force during the decisive stages of the struggle for Atlanta. Defeated at Jonesboro, Hood evacuated the city at the beginning of September. Rejoining Hood in October, Wheeler was ordered to remain in Georgia to oppose Shermans March to the Sea. Though clashing with Shermans men on numerous occasions, Wheeler was unable to prevent their advance to Savannah. In early 1865, Sherman embarked on his Carolinas Campaign. Joining a reinstated Johnston, Wheeler aided in attempting to block the Union advance. The next month, Wheeler may have been promoted to lieutenant general, however debate exists as to whether he was confirmed in this rank. Placed under the command of Lieutenant General Wade Hampton, Wheelers remaining cavalry took part in the Battle of Bentonville in March. Staying in the field after Johnstons surrender in late April, Wheeler was captured near Conyers Station, GA on May 9 while attempting to cover President Jefferson Davis escape. Spanish-American War Briefly held at Fortress Monroe and Fort Delaware, Wheeler was permitted to return home in June. In the years after the war, he became a planter and lawyer in Alabama. Elected to the US Congress in 1882 and again in 1884, he remained in office until 1900. With the outbreak of the Spanish-American War in 1898, Wheeler volunteered his services to President William McKinley. Accepting, McKinley appointed him a major general of volunteers. Taking command of the cavalry division in Major General William Shafters V Corps, Wheelers force included Lieutenant Colonel Theodore Roosevelts famed Rough Riders. Arriving in Cuba, Wheeler scouted ahead of Shafters main force and engaged the Spanish at Las Guasimas on June 24. Though his troops took the brunt of the fighting, they forced the enemy to continue their retreat towards Santiago. Falling ill, Wheeler missed the opening parts of the Battle of San Juan Hill, but rushed to the scene when the fighting began to take command. Wheeler led his division through the Siege of Santiago and served on the peace commission after the citys fall. Later Life Returning from Cuba, Wheeler was dispatched to the Philippines for service in the Philippine-American War. Arriving in August 1899, he led a brigade in Brigadier General Arthur MacArthurs division until early 1900. During this time, Wheeler was mustered out of the volunteer service and commissioned as a brigadier general in the regular army. Returning home, he was given an appointment as a brigadier general in the US Army and placed in command of the Department of the Lakes. He remained in this post until his retirement on September 10, 1900. Retiring to New York, Wheeler died on January 25, 1906 after a protracted illness. In recognition of his service in the Spanish-American and Philippine-American Wars, he was buried at Arlington National Cemetery.

Alcohol Consumption Problems Personal Statement Example | Topics and Well Written Essays - 500 words

Alcohol Consumption Problems - Personal Statement Example However, at that time the enjoyable moments made me forget the possible after effects of such an action. Not realizing its harm, I continued using it as my companion in the moments of happiness and distress, joy and grief but afterwards it resulted in a notable change on my academic record and daily life. I, being intoxicated for most of my time, became unable to concentrate on my studies. This was not the end of problems but just a start. This addiction led me to misbehave with my parents and siblings. I didn't have control on my behaviors. My social circle was shortened due to my irregular and rude behavior. Due to a limited circle of friends and isolation I got mentally disturbed. It was no more fun having those alcoholic drinks but a compulsion as I felt that I had no other option to pass my time and overcome my mental depression. However, it was my wrong thinking that alcohol consumption may help me in reducing my mental distress. Drugs, cigarettes and alcohol are not the solution of any problem, but are the reason of upcoming health and psychological problems. Alcohol consumption also weakened me financially as I used to spend most of my time under the influence of those drinks and hence had no awareness of what a normal person must do.