Marketing Mix :: essays research papers

Social Systems Analysis of Organizational Planning and Management   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  HUS 643.22   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Systems Analysis –Comp Unit IV-B Purpose: To discuss the components of the marketing mix, outline the product offerings of the agency and define strategic planning from an open systems perspective. Monifa K. Jackson December 26, 2003 Dr. Harold Carter Thesis Development Marketing mix is a management function linking the organization to its external environment. The linking or transaction occurs not only between customers and the organization, but also amongst the organization’s task environment. Kotler & Andreasen (2002) contend that in contrast to those who conceive of marketing largely in terms of communications strategies designed to change customers to fit the organization’s offering, sophisticated marketer’s view the marketing function as more diverse and the marketing objective as, above all, responding to customer needs and wants. A diverse marketing program pays attention not only to communication but also to the nature of the offering, its cost to target audience members, and the channels through which it is made available. The true marketer’s mindset considers that it is the organization that must be willing to adapt its offering to the customer, and not vice versa. At National Pike Health Center (NPHC), this philosophy has been adopted. NPHC agrees that creativity is necessary for survival. All clients will not be able to molded into an already existing program. Change agents must be readily able to view challenges to impacting positive change and adapting to a more flexible style of empowering. Generations change rapidly and what worked for one may not work for another. Staying informed is essential to staying at the forefront of empowerment.   Ã‚  Ã‚  Ã‚  Ã‚  The pilot project focuses on educating families with options to achieving a better education for their children. The foundation of a good education, in which the children are stimulated and motivated to learn and to return to school, is priceless. The classroom is a microcosm of the world. Survival of the academic arena dictates one’s future potential. Children were taught not to give up, but to discover alternative methods of locating valuable solutions.   Ã‚  Ã‚  Ã‚  Ã‚  Kotler and Andreasen (2002) contend the marketing mix is the particular blend of controllable marketing variables that the firm uses to achieve its objective in the target market. There are many variables that create the marketing mix. They are classified into major groups including price, product, place, and promotion.   Ã‚  Ã‚  Ã‚  Ã‚  The product was the delivery of the services to the consumers (target population). The services were distributed within the context of the existing program through group sessions, accurate record keeping, and other client services. Marketing Mix :: essays research papers Social Systems Analysis of Organizational Planning and Management   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  HUS 643.22   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Systems Analysis –Comp Unit IV-B Purpose: To discuss the components of the marketing mix, outline the product offerings of the agency and define strategic planning from an open systems perspective. Monifa K. Jackson December 26, 2003 Dr. Harold Carter Thesis Development Marketing mix is a management function linking the organization to its external environment. The linking or transaction occurs not only between customers and the organization, but also amongst the organization’s task environment. Kotler & Andreasen (2002) contend that in contrast to those who conceive of marketing largely in terms of communications strategies designed to change customers to fit the organization’s offering, sophisticated marketer’s view the marketing function as more diverse and the marketing objective as, above all, responding to customer needs and wants. A diverse marketing program pays attention not only to communication but also to the nature of the offering, its cost to target audience members, and the channels through which it is made available. The true marketer’s mindset considers that it is the organization that must be willing to adapt its offering to the customer, and not vice versa. At National Pike Health Center (NPHC), this philosophy has been adopted. NPHC agrees that creativity is necessary for survival. All clients will not be able to molded into an already existing program. Change agents must be readily able to view challenges to impacting positive change and adapting to a more flexible style of empowering. Generations change rapidly and what worked for one may not work for another. Staying informed is essential to staying at the forefront of empowerment.   Ã‚  Ã‚  Ã‚  Ã‚  The pilot project focuses on educating families with options to achieving a better education for their children. The foundation of a good education, in which the children are stimulated and motivated to learn and to return to school, is priceless. The classroom is a microcosm of the world. Survival of the academic arena dictates one’s future potential. Children were taught not to give up, but to discover alternative methods of locating valuable solutions.   Ã‚  Ã‚  Ã‚  Ã‚  Kotler and Andreasen (2002) contend the marketing mix is the particular blend of controllable marketing variables that the firm uses to achieve its objective in the target market. There are many variables that create the marketing mix. They are classified into major groups including price, product, place, and promotion.   Ã‚  Ã‚  Ã‚  Ã‚  The product was the delivery of the services to the consumers (target population). The services were distributed within the context of the existing program through group sessions, accurate record keeping, and other client services.

System coverage

This guide is written for forest rangers and foresters, county forest board members and exaggerators extension workers. Each illustration introduces a set of principles and planning procedures on how exaggerators planning can proceed for the restoration of degraded sloping lands and for the incorporation of trees into agricultural landscapes. 1. 3 How to use this guide? This guide does not provide ready-made recipes, but offers advice on how to integrate trees and exaggerators practices into land restoration in general, and in sloping land management.Its aim is to help extension workers and rammers formulate their own knowledge, innovations and practices for the specific conditions they face. The guide also takes stock of good practice and success stories from locally and aboard, as well as lessons learnt from failures. It is designed as an entry point primarily for field practitioners. In cases where exaggerators is completely absent in current field practices, it may be used to ini tiate a participatory planning process for the incorporation of trees in farms and sloping lands.The purpose is to assist in sustainable economic development and environmental protection. Exaggerators is the combination of agriculture and forestry; rather than treating these as separate options for land use, it brings both together, recognizing and promoting tree use on farms. Exaggerators can be defined as: The integration of trees in farming systems and their management in rural landscapes to enhance productivity, profitability, diversity and ecosystem sustainability.While the number of trees in natural forests is steadily declining, the number of trees on farmland is increasing. In many parts of the tropics, exaggerators is providing essential products and services that can help relieve he pressure on the natural forest domain. EXAGGERATORS: OTHER DEFINITION In simplest language, â€Å"exaggerators is the production of trees and of non-tree crops or animals on the same piece of land†. The crops can be grown together at the same time, can be grown in rotation, or can even be grown in separate plots when materials from one are used to benefit another.However, this simple definition fails to take into account the integrated concepts associated with exaggerators that make this system Of land management possibly the most self-sustaining and ecologically sound of any agricultural system. Thus, a second definition of exaggerators would be, ‘the integration of trees, plants, and animals in conservative, long-term, productive systems†. Exaggerators can be considered more as an approach than as a single, finished technology.Although several finished systems have been devised and tested, such technology may require adjustment for particular situations. The flexibility of the exaggerators approach is one of its advantages. WHY EXAGGERATORS? Exaggerators systems make maximum use of the land. Every part of the land is considered suitable for useful pla nts. Emphasis is placed on perennial, ultimate purpose crops that are planted once and yield benefits over a long period of time. Such benefits include construction materials, food for humans and animals, fuels, fibers, and shade.Trees in exaggerators systems also have important uses such as holding the soil against erosion and improving soil fertility (by fixing nitrogen or bringing minerals from deep in the soil and depositing them by leaf-fall). Furthermore, well-designed systems of exaggerators maximize beneficial interactions of the crop plants while minimizing unfavorable interactions. The most common interaction is intention, which may be for light, water, or soil nutrients. Competition invariably reduces the growth and yield of any crop.Yet competition occurs in monoculture as well, and this need not be more deleterious in exaggerators than monoculture systems. Interactions between components of an exaggerators system are Often complementary. In a system with trees and pastu re, with foraging animals, the trees provide shade and/or forage while the animals provide manure. Thus, exaggerators systems limit the risks and increase sustainability of both small- and large-scale agriculture. Exaggerators yester may be thought of as principle parts of the farm system itself, which contains many other sub-systems that together define a way of life. . 5. 1 -or produce For farmers, well managed exaggerators systems on sloping lands provide food, fiber, fodder, fruit, construction materials, medicine, honey, dyes and resin/gum, among other products. They also provide cultural and household utility items, bush meat from hunting and trapping, and products for sharing and barter among community member. Planted trees can also improve soil fertility and therefore support the production of staple crops and enhance DOD security in this way. 1. 5. 2 To protect Sloping lands are vulnerable to a number Of risks and hazards.Intense monsoon rain can trigger landslides and flas h floods and lead to soil erosion. Trees on slopes can help to prevent these effects, replenish soils and provide other environmental services. For example, a combination of grass strips, shrubs and trees in contour hedgerows on slopes can significantly reduce soil erosion. In addition, droughts can significantly reduce agricultural production, but exaggerators trees can help redistribute water in soil to provide annual rope with greater water availability, and provide shade to prevent water loss.

Written Project Base on Case Study

From the case we discuss, LabCo’s accounting policy for recognizes revenue from construction contract is reasonable. According to ASC605-35-25-61, an entity†¦ shall use the completed-contract†¦ for which reasonably dependable estimates cannot be made or for which inherent hazards make estimates doubtful. LabCo Company uses a normal standard for its accounting policy which is using Percentage of complection method base on how it determine the profit (cost-to-cost method); but in contract with Halibut, LabCo experiences unexpected difficulties includes: revising design, outsourcing engineering, price of material rising unforeseeably. These are the factors that make cost estimation harder. Percentage of Completion method is appropriate under ASC605-35-25-57, criteria B, The buyer can be expected to satisfy all obligations under the contract and C, The contractor can be expected to perform all contractual obligations. Completion of contract method is used according to ASC605-32-25-90, When lack of dependable estimates†¦inherent hazards relate to contract conditions or external factors that raise questions about contract estimates and about the ability of either the contractor or the customer to perform all obligations under the contract. Percentage of completion method is inappropriate for this contract, not only because it’s difficult to estimate the cost, but also the product fails to fulfill the buyer’s need. In this case, choosing completion of contract is better decision; based on previous experience, LabCo underestimate the cost and ability of complete the contract is the main reason forces them to change the policy. Change in method of accounting from the percentage-of-completion to the completed-contract is considering change in accounting principle. In ASC250-10-45-2, it states clearly about company can use alternative accounting principle to better interpret the current financial issues. According to ASC250-10-45-1, a presumption exists that an accounting principle once adopted shall†¦consistent use of the same accounting principle from one accounting period to another†¦and with a,b criteria. Once a new accounting principle is adopted, entity should consistently practice. Base on ASC250-10-45-5, entity should use retrospective approach apply for the new accounting principle. There are three basic requirements to do: A. Back to prior accounting period, the change of cumulative effect must be showed once apply the new principle. B. adjustment of the balance of retained earning must be made. C. Each individual financial statement from prior period shall apply the new principle. In LabCo’s case, once it changes the revenue recognition principle, the prior year’s revenue will become less in completion of contract method. Retain Earning account must be higher when using percentage of completion method. Therefore, retained earnings account needs to be adjusted. For current year, adjustment shall be made to beginning balance of retained earnings. Base on ASC250-10-45-8, Retrospective application shall include only the direct effects of a change in accounting principle, including any related income tax effects. Using retrospective approach shall contain direct effects, in this case would be income tax from prior period which should be less than the entity actual paid. Disclosure, ASC250-10-50-2 An entity that issues interim financial statements shall provide the required disclosures in the financial statements of both the interim period of the change and the annual period of the change. When reporting a change in Principle, explanation of why use new principle should be included. Work Cited Kieso, D. E., T. D. Warfield, and J. J. Weygandt.Intermediate accounting. 14th. Hoboken: John Wiley& Sons, Inc. , 2012. Print. https://asc.fasb.org/advancedsearchresults

Gifted Children and Poverty Sociology Essay

Gifted Children and Poverty Sociology Essay Gifted Children and Poverty Sociology Essay Gifted Children and Poverty Sociology Essay Poverty is the universal issue, which is affecting many areas of life in the zones of political and economic instability and in emerging and developed countries. In particular, poverty may be the most important factor impacting attainment of high achievements in education amongst other student differences. While not all schools have students of diverse ethnicity, race, and religion background, almost all schools would have some students who are living in poverty conditions. Hence, there is a need to give individual support to high-ability, low-income students (Burney Beilke, 2008). This topic is important to research because poverty is not so easily identifiable as a factor in the field of gifted education. There are numerous research studies on the impact of such elements as ethnicity, race, gender, cultural background, language, or school location on students’ high achievement. The importance to research the topic of the paper lies in the fact that it is not easy to identify prospective high-achieving students who, in addition, may be living in poverty. This is detrimental to the principals of equal opportunities given in education and the complication is that poverty may have a high impact on students’ performance. This research can be justified by its practical use in classrooms, in particular, supporting the belief in one’s own ability to master tasks, which can be influenced by motivating activities. It is very important to give stimulation in order to boost confidence of gifted students in poverty, for instance, by giving them challenging tasks. It has been determined that for those students who demonstrate high ability, their personal beliefs of own competence are often at the core of gaining motivation and, therefore, leading to exercising control in achieving high performance (Burney Beilke, 2008). The Impact of Poverty on Students’ Achievement The up-to-date research in the area of the impact of poverty on gifted students’ achievement contains philosophical beliefs and empirical research applicable to the issue. It also contains recommendations to help teachers boost the confidence of gifted youth and ensure the equity of education as an important part of equity in the democratic society, which nurtures its future. This analysis is particularly relevant in the field of gifted education. For the purpose of this research, four current scholarly articles have been selected, summarized, and analyzed. Burney and Beilke (2008) have focused on the definition of poverty as it relates to various areas of family life and argue that its implication is by far broader than purely financial limitations. The case under analysis is comprised of a socially underprivileged locality school with statistically 65 per cent of students living under the established poverty line and almost 100 per cent of students of Afro-American background. These students were given a chance to attain a cost-free college education, but only under the condition that they successfully graduate from school. Surprisingly, the outcome of such program was far from expected: in that particular year less students successfully graduated from school in comparison to the previous years (Burney Beilke, 2008). Some of the limiting circumstances, which are directly connected to poverty, have been identified in relation to gifted students with the main one being limited access to the resources that are required to build foundational skills for successful further studies and motivation. This refers to financial resources and common family interests and moral support required to support gifted children. In the ethnically and culturally diverse community, the myth of difference in values in different cultures may prompt an unnecessary belief and stereotype that a representative of certain cultural background places less value on education and success, which may lead to overlooking gifted children from those cultures. It is interesting that the findings of Burney and Beilke of Ball State University (2008) are confirmed in the earlier research of Baldwin of Connecticut State University (2004), precisely that children from poor households are underrepresented in the state and school Gifted Program s and various rigorous courses. Baldwin refers to the professional magazine Gifted Child Quarterly where there was an ongoing discussion and dialogues devoted to the lack of culturally diverse and underrepresented community groups’ students over the past five decades. Although this clearly demonstrates that there is a major concern about this issue, there was only a superficial analysis of many influential issues and variables. These issues can be grouped into three major topics: identification and selection of gifted students, curriculum and programming, and the choice of teaching staff along with their professional development (Baldwin, 2004). Baldwin has conducted a case research with the outcome, which has largely undermined the scoring of IQ and overall attitudes existing in education towards underprivileged children. This case study has shown the outcome of stimulating students in the classroom on the basis of 100 per cent Afro-American group of students who previously did not reach the IQ score of gifted students. It has turned out that the research has undermined the validity of IQ scores results, which basically determines if students are gifted. In this particular case, 24 students were identified who would not have been admitted to a Gifted Program, but for the teacher who would have advocated them by recognizing their potential and developing a motivational environment to pursue their innate abilities (Baldwin, 2004). It is worth noting that this case study can be applicable to a mixed group of students, not only of Afro-American descent. The key to the research is that with the motivation, the potential of stude nts can be identified and encouraged to flourish, thus bringing them to the Gifted Program. Later in this paper, it will be recommended in what ways this motivation can be applied in the conventional classroom approach. The grey area is the approach to giftedness and conceptions about the ways intelligence is demonstrated. Students with poor background may have such talents and gifts that might manifest in other ways, which are not recognized in the system of traditional values and behaviors. For instance, some of these manifestations may be in the field of creativity and expression, but due to the student’s vocabulary choice and poor grammar and the lack of social experience, their talent may not be acknowledged as one of the indicators of their potential talent. Some of the knowledge of students from poor background like, for example, sports, music, and other culture may not be considered as a valuable knowledge. Complex domestic environment may stimulate development of negotiation and communication skills, which are used to solve problems and avoid conflict, but are not recognized in the criteria for Gifted Programs (Slocumb Payne, 2000). Even when students from poverty are placed in the Gifted Program, risks exist, which can impede on their learning and progression in these programs. Some of them are the feeling of inadequacy as compared to wealthier students, low confidence, and poor self-image and they may stay in the way of student’s academic success. Not less important is the students’ lack of financial resources to gain access to learning materials, which are necessary to perform up to the academic expectations of the Gifted Program. Social status in the group of gifted students and the fact that some of the established friends are not in this program present further constraints on the ease of access of gifted education for the poor. There are many hidden undercurrents to poverty, which are not directly obvious to teachers and they can lead to teachers trying to remove the child from the program for the benefit of a group rather than trying to make necessary adjustments. The possible lack of help a nd support from family members may be another complication when any issues need a three-way discussion with the teacher, student, and family (Slocumb Payne, 2000). Critique and Recommendations Designing a suitable Gifted Program in school is often dependable on the identified number of gifted students and, therefore, on financial and other resources. While some areas have schools with enough students to offer such special Gifted Program within the school, others may have identified a small number of their students as gifted and this may be related to the community where this school operates. Some schools may have additional pull-out hours for gifted students, which may be insufficient to address the need and not serve the purpose of the Gifted Program. Even those schools that have a full Gifted Program face challenges, in particular, in the way of support for teachers. In terms of developing the potential of gifted students, their awareness of their own high potential is required for their high performance; at the same time, it is not a guarantee of such performance. A stronger motivation is needed from teachers to help students develop and up-keep their efforts and hard work to attributing high achievements. High grades and achievement are potentially leading to the likelihood of enrolling students to post-secondary courses and further lead to improved chances for obtaining a well-paid job and overall increased earnings, thus breaking the cycle of poverty. Better education can give prospects for students to escape the limitations of poverty not only for themselves, but for their families, parents, and future generations. Strategies for success in reviewing the Gifted Education Program include the importance of early identification and intervention in the overall improved general school program, changed perceptions of intelligence, and allowing for more flexible access to Gifted Programs. On an individual level, developing strength and resilience of students who are prepared to exercise high efforts and commitment along with attracting and recognizing the important role of the family support are important points to be stressed in the improvement of the Gifted Program strategy. Along with recognizing the need for improvement of the Gifted Education policy, the following recommendation can be made in the existing programs: Ensure effectiveness of identification and then placement of students from minority groups and possible preparatory classes for gifted programs; Review flexibility of teaching strategies and curriculum design, which would be the most effective for students from various cultural backgrounds; Involve the community in supporting poorer students demonstrating high ability; Review the current IQ tests and, possibly, remove its major role as an indicator for the giftedness; Review the role of creativity as one of the assessment tools for high potential identification. It should be said that poverty is the world issue and it will undoubtedly take many years to be resolved. The new globalized environment has brought along the faster pace, increasing technical progress and making the world smaller with integrated borders. One of the benefits of globalization is the fact that it has increased wealth, however, not for everyone and not everywhere. The existing poverty generates poor nutrition, poor hygiene living conditions, less employment chances, and more diseases. In the social sphere, which can also be evident in schools, children from poor background can experience bullying due to† low status† and depression, to name a few. British politician Peter Hain said that globalization presented opportunities. When well managed, it will help in driving forward efforts for building prosperity and diminishing poverty. Badly managed, it is bound to increase the gap between the rich and the poor (Cole, 2012, p. 7). Educators have to put their best efforts in order to help reduce this gap between the rich and the poor on the foundation level.

General George Washington in the American Revolution

General George Washington in the American Revolution Born February 22, 1732, along Popes Creek in Virginia, George Washington was the son of Augustine and Mary Washington. A successful tobacco planter, Augustine also became involved in several mining ventures and served as Justice of the Westmoreland County Court. Beginning at a young age, George Washington began spending most of his time at Ferry Farm near Fredericksburg, VA. One of several children, Washington lost his father at age eleven. As a result, he attended school locally and was taught by tutors rather than following his older brothers to England to enroll at the Appleby School. Leaving school at fifteen, Washington considered a career in the Royal Navy but was blocked by his mother. In 1748, Washington developed an interest in surveying and later obtained his license from the College of William and Mary. A year later, Washington used his familys connections to the powerful Fairfax clan to obtain the position of surveyor of newly-formed Culpeper County. This proved a lucrative post and allowed him to begin buying land in the Shenandoah Valley. The early years of Washingtons work also saw him employed by the Ohio Company to survey land in western Virginia. His career was also aided by his half-brother Lawrence who commanded the Virginia militia. Using these ties, the 62 Washington came to the attention of Lieutenant Governor Robert Dinwiddie. Following Lawrences death in 1752, Washington was made a major in the militia by Dinwiddie and assigned as one of four district adjutants. French Indian War In 1753, French forces began moving into the Ohio Country which was claimed by Virginia and the other English colonies. Responding to these incursions, Dinwiddie dispatched Washington north with a letter instructing the French to depart. Meeting with key Native American leaders en route, Washington delivered the letter to Fort Le Boeuf that December. Receiving the Virginian, the French commander,  Jacques Legardeur de Saint-Pierre, announced that his forces would not withdraw. Returning to Virginia, Washingtons journal from the expedition was published on Dinwiddies order and helped him gain recognition throughout the colony. A year later, Washington was placed command of a construction party and sent north to aid in building a fort at the Forks of the Ohio. Assisted by the Mingo chief Half-King, Washington moved through the wilderness. Along the way, he learned that a large French force was already at the forks constructing Fort Duquesne. Establishing a base camp at Great Meadows, Washington attacked a French scouting party led by Ensign Joseph Coulon de Jumonville, at the Battle of Jumonville Glen on May 28, 1754. This attack prompted a response and a large French force moved south to deal with Washington. Constructing Fort Necessity, Washington was reinforced as he prepared to meet this new threat.   In the resulting Battle of Great Meadows on July 3, his command was beaten and ultimately forced to surrender. Following the defeat, Washington and his men were permitted to return to Virginia. These engagements began the French Indian War and led to the arrival of additional British troops in Virginia. In 1755, Washington joined Major General Edward Braddocks advance on Fort Duquesne as a volunteer aide to the general.   In this role, he was present when Braddock was badly defeated and killed at the Battle of the Monongahela that July. Despite the failure of the campaign, Washington performed well during the battle and worked tirelessly to rally British and colonial forces.   In recognition of this, he received command of the Virginia Regiment. In this role, he proved a strict officer and trainer. Leading the regiment, he vigorously defended the frontier against the Native Americans and later took part in the Forbes Expedition which captured Fort Duquesne in 1758. Peacetime In 1758, Washington resigned his commission and retired from the regiment. Returning to private life, he married the wealthy widow Martha Dandridge Custis on January 6, 1759, and took up residence at Mount Vernon, a plantation he had inherited from Lawrence. With his newly obtained means, Washington began expanding his real estate holdings and greatly expanded the plantation. This also saw him diversify its operations to include milling, fishing, textiles, and distilling. Though he never had children of his own, he aided in raising Marthas son and daughter from her previous marriage. As one of the colonys wealthiest men, Washington began serving in the House of Burgesses in 1758. Moving to Revolution Over the next decade, Washington grew his business interests and influence. Though he disliked the 1765 Stamp Act, he did not begin publicly opposing British taxes until 1769 when he organized a boycott in response to the Townshend Acts. With the introduction of the Intolerable Acts following the 1774 Boston Tea Party, Washington commented that the legislation was an invasion of our rights and privileges. As the situation with Britain deteriorated, he chaired the meeting at which the Fairfax Resolves were passed and was selected to represent Virginia at the First Continental Congress. With the Battles of Lexington Concord in April 1775 and the beginning of the American Revolution, Washington began attending meetings of the Second Continental Congress in his military uniform. Leading the Army With the Siege of Boston ongoing, Congress formed the Continental Army on June 14, 1775. Due to his experience, prestige, and Virginia roots, Washington was nominated as commander in chief by John Adams. Accepting reluctantly, he rode north to take command. Arriving at Cambridge, MA, he found the army badly disorganized and lacking supplies. Establishing his headquarters at the Benjamin Wadsworth House, he worked to organize his men, obtain needed munitions, and improve the fortifications around Boston. He also dispatched Colonel Henry Knox to Fort Ticonderoga to bring the installations guns to Boston. In a massive effort, Knox completed this mission and Washington was able to emplace these guns on Dorchester Heights in March 1776. This action forced the British to abandon the city.  Ã‚   Keeping an Army Together Recognizing that New York would likely be the next British target, Washington moved south in 1776. Opposed by General William Howe and Vice Admiral Richard Howe, Washington was forced from the city after being flanked and defeated at Long Island in August. In the wake of the defeat, his army narrowly escaped back to Manhattan from its fortifications in Brooklyn. Though he won a victory at Harlem Heights, a string of defeats, including at White Plains, saw Washington driven north then west across New Jersey. Crossing the Delaware, Washingtons situation was desperate as his army was badly reduced and enlistments were expiring. Needing a victory to bolster spirits, Washington conducted a daring attack on Trenton on Christmas night. Moving Towards Victory Capturing the towns Hessian garrison, Washington followed up this triumph with a victory at Princeton a few days later before entering winter quarters. Rebuilding the army through 1777, Washington marched south to block British efforts against the American capital of Philadelphia. Meeting Howe on September 11, he again flanked and beaten at the Battle of Brandywine. The city fell shortly after the fighting. Seeking to turn the tide, Washington mounted a counterattack in October but was narrowly defeated at Germantown. Withdrawing to Valley Forge for the winter, Washington embarked on a massive training program which was overseen by Baron Von Steuben. During this period, he was forced to endure intrigues such as the Conway Cabal, in which officers sought to have him removed and replaced with Major General Horatio Gates. Emerging from Valley Forge, Washington began a pursuit of the British as they withdrew to New York. Attacking at the Battle of Monmouth, the Americans fought the British to a standstill. The fighting saw Washington at the front working tirelessly to rally his men. Pursuing the British, Washington settled into a loose siege of New York as the focus of the fighting shifted to the southern colonies. As commander in chief, Washington worked to direct operations on the other fronts from his headquarters. Joined by French forces in 1781, Washington moved south and besieged Lieutenant General Lord Charles Cornwallis at Yorktown. Receiving the British surrender on October 19, the battle effectively ended the war. Returning to New York, Washington endured another year of struggling to keep the army together amid a lack of funds and supplies. Later Life With the Treaty of Paris in 1783, the war came to an end. Though immensely popular and in position to become a dictator if he desired, Washington resigned his commission at Annapolis, MD on December 23, 1783, confirming the precedent of civilian authority over the military. In later years, Washington would serve as president of the Constitutional Convention and as the first President of the United States. As a military man, Washingtons true value came as an inspirational leader who proved capable of keeping the army together and maintaining resistance during the darkest days of the conflict. A key symbol of the American Revolution, Washingtons ability command respect was only surpassed by his willingness to cede power back to the people. When he learned of Washingtons resignation, King George III stated: If he does that, he will be the greatest man in the world.

Consideration Essay Example | Topics and Well Written Essays - 1000 words

Consideration - Essay Example The extant practice of the courts is to reject a transaction even if there is consideration for the promise; if it is illegal in nature. Furthermore, it has become accepted practice to refuse enforcement of a promise, for the reason that it had not been the objective of the promisor to create any legal association by that promise. As such, consideration is no longer perceived to be a concise term that indicates the presence or absence of justification for enforcing a promise2. Albeit, consensus demands unconditional acceptance of an offer, consideration is also required, if a valid contract is to come into existence. Consideration is related to various legal concepts and provisions. A mere inclusion of consideration in the contract is insufficient to make it valid. Consideration should be either in a monetary form or in a form that can be estimated monetarily. A promise that lacks consideration is not capable of being legally enforced3. In general, the provision of goods or services constitutes the consideration on account of one of the parties to the contract. The other party pays money for these goods or services. Agency law terms such financial consideration as commission. Such consideration is known as price in sale of goods; receipt of wages or salary by employees in employment contracts; freight in the carriage of goods; and premiums in insurance contracts4. As such, persons, who are under a legal obligation to perform some duty, need not be provided with consideration, in order to perform the same. This is due to the reason that they are legally bound to complete the duty. Thus, anyone who is under a legal obligation to do something cannot make a good consideration by merely completing it. Performing a duty beyond a person’s legal obligation can constitute good consideration. This principle was established in

Understanding Various Dimensions of War Essay Example | Topics and Well Written Essays - 750 words

Understanding Various Dimensions of War - Essay Example Leaders who create tough realistic training conditions and ensure psychological protection, continue to fulfill the challenges of a key leader. Moreover, the responsibility also encircles maintaining unit cohesion and demonstrating the quality of humanness (Moseley, 2007). Furthermore, it is important for leaders to ensure appropriate grief counseling and grief work during tough times, as well as to ensure that leaders observe and identify critical warning signs of Soldiers who are in distress. Not to forget how important is communication, since it makes meaning of the risks and sacrifices which are made by the Soldiers while achieving the unit’s missions and objectives. It is important for leaders to realize and embrace the understanding of the moral, ethical and psychological dimensions of war. The training of applied ethics fosters the development of a unique combination of values, principles, knowledge, skills and abilities critical for decision making and effective leadership combat (Moseley, 2007). This training is mostly done through self-study. The critical factors that include everything that is done in war involve the moral, ethical and psychological dimensions of war. An even broader dimension of the psychological aspects of war lies beyond psychological health and psychological fitness, which transcends every performance of the leaders. Within the psychological characteristics of motivation are woven character, presence and intellect along with leads, develops and archives, in a leader. It is because of these psychological factors that become the X-factor under pressure and stress, and therefore this may become the determinant for either success or failure either individually or as a unit (Moseley, 2007). A key ingredient of bravery, valor and warrior ethos can be categorized as psychological fitness.