Henry VII & Richard III :: European Europe History

Henry VII & Richard III Richard the Third had just recently become King of England. But he did not know that soon he would not Henry Tudor was from Wales. His surname was really spelt 'Tewdwr.' It was changed to the English way though when he became King of England. Henry was too to France by his Uncle Jasper in 1471, fourteen years before the Battle of Bosworth. His uncle took him to Brittany. There, Henry learnt a lot. He learnt about warfare, treachery and betrayal. He also learned about court politics and how to keep supporters. This helped Henry very much with the Battle of Bosworth. Henry landed at Milford haven in South Wales. He had about two thousand soldiers with him. He marched all through Wales and the Midlands. When he got to the battle site he had around five thousand troops. He had gained more than three thousand on his journey. The battle was fought up on a hill at Bosworth. At the battle site there was a third army. It was small and led by Lord William Stanley. It did not know what side to join. Henry started the battle by moving up the hill and charging at Richard. Stanley decided which side to join. It would be Henry's. He hit on the rear of Richards army causing the Kings forces to run. Richard fell from his horse in the rush and was eventually killed. As the battle ended, Stanley found the Kings crown hanging on a thorn bush. Lord Stanley crowned Henry the King of England. Henry then married Edward the IV'S daughter Elizabeth. This united both of the families together. The battle of Bosworth wasn't any old battle. It was very important in history. The Lancastrian, Henry Tudor defeated the Yorkist, Richard the third at the battle of Bosworth field in 1485 and became King

Philosophy :: essays research papers

The philosophy of Tae Kwon Do is to build a more peaceful world. To accomplish this goal Tae Kwon Do begins with the foundation, the individual. The Art strives to develop the character, personality, and positive moral and ethical traits in each practitioner. It is upon this "foundation" of individuals possessing positive attitudes and characteristics that the "end goal" may be achieved. Tae Kwon Do strives to develop the positive aspects of an individual's personality: Respect, Courtesy, Goodness, Trustworthiness, Loyalty, Humility, Courage, Patience, Integrity, Perseverance, Self-control, an Indomitable Spirit and a sense of responsibility to help and respect all forms of life. This takes a great deal of hard training and many do not reach far enough to achieve perfection in all of these aspects. However, it is the physical, mental, and spiritual effort which the individual puts forth that develops the positive attributes and image of both the individual and how he or she perceives others. By helping mold an individual into a well-rounded and responsible person, the individual can pass onto others, through both his teachings and his personal actions, the principles he has learned through his Tae Kwon Do training. Individuals unite and become a family, families come together and form a community, communities merge and develop into a nation, and nations are what make up our present-day world. In order to help build a more peaceful world, Tae Kwon Do starts with one person at a time. Gradually groups form, dojangs (schools) emerge, organizations develop, until Tae Kwon Do's philosophy has influenced, in a positive way, enough persons, families, communities, and nations, to someday bring about, or at least help bring about, the unification of nations dedicated to helping each other. The task is not easy. Just like the metamorphosis an individual goes through from white belt to black belt and eventually Master, so the transition of the unification of nations united by laws of peace, is a long and hard task. Tae Kwon Do strives for this unification. Race, creed, and nationality have nothing to do with Tae Kwon Do. They are all one in the same. Tae Kwon Do reaches toward the total development of the individual and the founding of a peaceful world. No matter what color a persons skin, no matter what his religion, no matter where his national boundaries we all seek one thing, Peace. This peace can only be achieved if each person has found peace within himself.

Good Will Hunting Movie Analysis

Good Will Hunting Movie Analysis The movie Good Will Hunting is about Will Hunting, a janitor with an Irish background and a pure gift for math. He is the janitor at the notorious college MIT and often cleans near a prominent math/chemistry professor’s classroom. This professor assigns his class a task that would involve solving a very difficult math problem and the reward would be an automatic A in the class and the ability to work with the professor on research. Will, having an excellent background of knowledge, views the problem one day while cleaning in the evening. With no surprise for himself, he completes the problem and leaves it on the board. The professor sees the problem finished the next day. He does not know who had completed it, so he asks the members of his class who completed it. None of them answer, so he is forced to post another problem because nobody claimed the first. Will again finished the problem and once again the professor is puzzled as to who had completed the problem a second time. The professor posts a third problem, but this time has his assistant closely monitor the board to see who completes it. The professor catches Will posting the answer and stops him because he thinks Will is vandalizing on the board. To the professor’s amazement, Will is completing the problem and tells him to continue. Will completes it and walks away before the professor can find out who he is. The professor goes and finds out his name from other janitors and find out Will just got arrested for battery and assault and is being held on bail. With his MIT â€Å"power† and â€Å"persuasion† the professor gets Will on probation instead of jail time to work with and help use his knowledge for good. Will initially does not say barely a single word in the probation time with the professor. The professor tells him that he could be jailed if he wants to, but Will knows he doesn’t want to go back to that. After a few sessions, Will begins to open up to the professor. After opening up to the professor for the first time, the professor soon understands Will’s situation. He is very poor, he does not have a stable financial situation on his home, and he has no other family than his â€Å"brothers†. Will refuses to use his knowledge as a positive thing, and the professor has to send him to his college roommate, Sean (played by Robin Williams) who specializes in psychological practices of Will’s sort. He gets Will to realize that happiness can only come from inside and that if he wants to be happy he has to use his abilities and have fun with them. Will begins working with the professor on some not so basic problems and they get along quite nicely. Within the movie are some aspects of psychology that stand out and some that don’t. One that stands out is the wanting from others for Will to succeed. Although Will may not see his potential in his future, almost every other character in the movie does. His best friend Chuckie, says â€Å"You're sitting on a winning lottery ticket. It would be an insult to us if you're still around here in 20 years. † It seems everybody wants him to succeed but him. Will also falls in love with Skylar, which completely alters his perspective on life. He goes from not believing in anything but alcohol and bars, to believing in love and a future.

Bridge paper

The builders could not have imagined that it would be still in use over 100 years after its opening (ENDEX Engineering 2007). So who were these people who built the bridge? What gave them the energy to construct one of the world’s greatest marvels? It can be safely said that there were only three people who believed in the project from start to finish. These were the Roeblings’; father, son, and son’s wife. The story of their achievement is the same so while the remainder of this paper will dwell on son Washington Roebling’s achievements it could just as easily be the story of the other two.Education and Practical Training Washington Roebling was the son of an impressive man, born May 26th 1837 in Saxonburg, Pennsylvania. Few remember his father; which says something about Washington’s accomplishments. His father owned a very successful wire rope business and was a pioneer in the field of iron and steel cable. As Washington grew older, he began to h elp his father in engineering endeavors. Since wire rope is a superb match for suspension bridge construction with flexibility and a high tensile strength, the Roeblings’ did much work in this field (Invention Factory 2007).Before entering the army, Washington went to Rensselaer Polytechnic Institute in Troy, New York. Much like civil engineering majors today, it took him four years to receive his degree, but it was much more hands on than is allowed today. The education back in the 1800’s was mostly on-the-job training, whereas today computer technologies and weeding out nonconformists through mindless homework play a huge role in education. Today modern engineering students, co-ops and internships help provide realistic situations.During the civil war, in which Washington Roebling served superbly as an engineer officer in the 6th New York Calvary, Washington began to make a name for himself. He built a 1200 foot suspension bridge across the Rappahannock River and spe nt much of his time in a hot air balloon, the civil war version of air reconnaissance. Before the construction of the Brooklyn Bridge, John sent Washington to Europe to study new methods for the sinking of the foundations. Later in his life, Washington would bestow almost all the credit and knowledge obtained for the Brooklyn Bridge to his father.Knowledge from the army and from his dad were used in his finishing of the two giant granite masonry towers that climbed 276 feet above high water over which to suspend wire cables to support a road 135 feet at its highest point above the water. This height was needed for ships to pass under. The bridge would be wide, at 85 feet, and the cables that would support the span would be bound to huge anchorages of 60,000 tons each (ENDEX Engineering 2007). The Brooklyn Bridge was an innovative project. Table 2 shows all the accomplishments and innovations that are related to the Brooklyn Bridge.Socioeconomic and Political Environments After the C ivil War, Washington returned to the family business, assisting in completing two more suspension bridges across the Ohio River (Invention Factory 2007). During this time Washington’s father, John, became interested in building a bridge across the East River. New York legislators finally realized the need for a route over the East River and passed a bill for some sort of construction. The largest restriction that the plans for the structure had to abide by was its height over the river, which was set to avoid contact with masts of ships that passes under it.This idea of a bridge was nothing new. For 60 years, different ways of linking Brooklyn and New York had been considered (Trachtenberg 1965). Soon, the city of New York set up the first ferries from Manhattan to Brooklyn in 1812 but more versatile transit was needed. The Brooklyn Bridge was erected out of economic necessity and urban sprawl (Brooke and Davidson 2006). New York City was a huge immigration hub. In the mid-18 00’s, men and women began to emigrate from Europe and many settled in Brooklyn. As a result, many lived in boarding houses.Brooklyn at this time consisted mainly of Irish immigrants. Immigrants were paid very poorly considered the work they performed as it was always the most demanding and risky. From 1860 to 1870, Brooklyn’s population growth was 50 percent; the fastest growing city at the time (Trachtenberg 1965). Manhattan was the opposite of Brooklyn, in that it was primarily a business district in the mid 1800’s. Approximately 40 percent of wager earners in Brooklyn had jobs in Manhattan. The northeastern coast was a major hub for imports and manufacturing goods after the Erie Canal was built.At the time the only way to get from Manhattan to Brooklyn was by fairy which was often slow and hampered by storms. Taking the ferries tended to be very dangerous. Plans for a either a bridge or a tunnel over the East River were interrupted by the Civil War. Bridges w ere thought to be impossible as no materials where known to be strong enough to support the needed span. Part of the problem was that the bridge needed to be high above the channel to allow masted ships to pass beneath it, even at high tide. These details had proved insurmountable until then.A fleet of ferries shuttled people and goods across the river every day. John Roebling, with his wire rope business and history of successful suspension bridges, had a viable solution (Invention Factory 2007). The Brooklyn Bridge would use steel in its cables. Good wrought iron breaks at 30 tons where good steel of the same size breaks at 75 tons (2. 5 times stronger) (Hart 1967). While it was not trusted at the time because of its newness, the Roeblings’ had faith in its strength. At the time, suspension bridges were viewed with suspicion.Many had failed in storms or under live loads; however, none of the bridges John had built had ever failed. One of the reasons he had succeeded was tha t he made them very stiff, preventing flexing from wind that would plague other suspension bridge builders into the next century and most famously in the Tacoma Narrows Bridge in 1940, more than 70 years after John. After due debate, the Brooklyn Bridge Company was formed with John Roebling as chief engineer (Invention Factory 2007). One thing that the times lent to the project was a good source of cheap labor.Poor immigrants, mainly Irish, were the ones who worked the most on the bridge. They also took the brunt of the casualties. Approximately 20-30 people died during construction and administration viewed it as necessary and unavoidable. Labor was very manual and at the time workers had very little power in politics. The Irish workers did not enjoy the choice of date, as it coincided with the Queen’s birthday. Technological Context & Construction Details In December 1849, an accident mangled Roebling’s father’s left hand while undergoing testing on the innova tive wire rope machinery.This new technology would set this bridge far ahead of its time, utilizing a braded configuration allowing flexibility and easier handling (Trachtenberg 1965). The Brooklyn Bridge would use steel in its cables. Good wrought iron breaks at 30 tons where good steel of the same size breaks at 75 tons (2. 5 times stronger) (Hart 1967). While steel was not trusted at the time because of its newness, the Roeblings’ had faith in its strength. At the time, steel or no steel, suspension bridges were viewed with suspicion. Many had failed in storms or under live loads; however, none of the bridges John had built had ever failed.One of the reasons he had succeeded was that he made them very stiff, preventing flexing from wind that would plague other suspension bridge builders into the next century and most famously in the Tacoma Narrows Bridge in 1940, more than 70 years after John’s lifetime. Construction was very hazardous at that time, even for chief e ngineers. At the start of the project, the Brooklyn Bridge Company lost a crucial member. A ferryboat crushed John Roebling’s foot when he was on site. After having his toes amputated, during which he declined anesthetic, an infection set in and killed him (ENDEX Engineering 2007).Surprisingly there was little debate over who should succeed him. Washington Roebling was already deeply involved with the project so he was appointed successor (Invention Factory 2007). In 1872 disaster struck again. Washington himself was down in the caissons more than any one else. He was suddenly struck with what was called caisson sickness, and is what is modernly called the bends (Invention Factory 2007). This disease was not understood at the time and results from prolonged exposure to high pressures and then sudden decompression, allowing nitrogen bubbles to form in blood and possibly clog them.Washington was not the first to fall ill from the bends, in fact, people had already died of it bu t work proceeded on. After coming back even though clearly sick, Washington was bedridden, crippled for the remainder of the project. He was only able to stand for 10 minutes at a time when the bridge opened in 1883 (Smithsonian Associates 2004). Washington remained head engineer giving orders from his bed but the person most visible to visitors at the project was his wife, Emily. She knew just as much about the project as Washington.When a board of enquiry was put together to try to oust the bedridden head engineer she removed sufficient doubt from its members for Roebling to stay (Smithsonian Associates 2004). To say she was the head engineer would only be a very slight exaggeration. The towers that supported the span were made out of limestone, granite and concrete. Newly found techniques for making steel made it a cheap, strong metal for the suspension cables (Hart 1967). The first order of business was to sink the two giant caissons into the riverbed to support the towers (Figu re 1).These were made of 12 x 12 yellow pine beams and weighed by themselves 3000 tons, having 15 foot thick roofs to keep the excavators from getting crushed by the eventually 80,000 tons of rock piled on top to make up the Towers. John found a new way to devise a foundation. The caissons were floated into place and then sunk into position, driven downward by the towers on top and crews underneath removing the actual riverbed (ENDEX Engineering 2007). Once they reached solid ground the caissons would be pumped full of grout and serve as a perfect foundation. They were undoubtedly the most tedious and difficult part of the bridge construction.Excavation methods consisted of shovel, pick, wheelbarrow, steel bar stone breakers, winches, and ten ton hydraulic jacks, eventually blasting after Washington Roebling conducted a series of experiments in the caisson. Initial rate of caisson excavation and lowering produced 6 inches per week, with a workforce of 360 people constructing the bri dge (Trachtenberg 1965). Compressed air was used in the caissons to keep the water out, and the deeper they got (78 feet on the New York side, 45 feet on the Brooklyn side) the higher the pressure needed (ENDEX Engineering 2007). This was dangerous in more way than one.Fires could be catastrophic, and occasionally there would be a blowout that subsequently would allow water back in. The largest of these air releases blew rocks and mud 500 feet into the air in 1870. Fires, from using dynamite, were the worst however. One was found smoldering in the 15 feet of wood under the Brooklyn Caisson, fed by compressed air (ENDEX Engineering 2007). Eventually some timbers were replaced and the rest of the holes were pumped full of grout. The New York caisson was stopped after 78 feet not because it had reached rock but because conditions had become intolerable.As a result, to this day it rests on sand; surprisingly stable (ENDEX Engineering 2007). The Brooklyn and New York Towers were complete d in 1875 and 1876 respectively (ENDEX Engineering 2007). The cables were strung after the completion of the towers. Perhaps the greatest calamity struck in the middle of this. A cable snapped, killing two men, and it was found to be very substandard (ENDEX Engineering 2007). Incidentally, the contractor who supplied the steel cable was not John Roebling’s Sons Co, which at the time was owned exclusively by Washington’s brothers. The cables were flawed.Eventually, the wire in all the cables, including 1520 suspenders and 400 diagonal stays, was approximately 3600 miles long (ENDEX Engineering 2007). Personal Characteristics Washington fought in the civil war both on the ground as a military observer from hot air balloons. Washington served at Gettysburg with distinction on Little Round Top and was at the siege of Richmond (Invention Factory 2007). He became very noble and selfless, though cocky at times, during the Civil War. Perhaps the most important part of his war career, however, was that he met his wife to be, Emily Warren, because he served under her brother, General G.K. Warren (ENDEX Engineering 2007). He ended the war at the rank of a Colonel. After the war he helped his father build the Cincinnati-Covington Bridge (now called John A. Roebling Suspension Bridge) before the Brooklyn Bridge. Despite many the huge hurdles of the Brooklyn Bridge project, among which was the fact that Washington became horribly sick and bedridden for most of the actual building from decompression sickness when the huge caissons for the twin towers were sunk in the Hudson riverbed (hence the traditional term ‘caisson sickness’), he managed to oversee all stages of its construction.He did this only with the help of his wife Emily Warren Roebling, who almost every day visited the site and reported to him and who some felt built the bridge herself (The Great Engineers, 1967). The Brooklyn Bridge was opened May 24th 1883 by the president of the Unite d States U. S. Grant, to fireworks and one cent ticket passes to cross. Apparently it was a great relief to Washington Roebling as his health began to slowly improve.After the completing this engineering marvel in 1883, Washington lived a relatively quiet life, mostly as a result of being still partially crippled from his illness, and when his wife died in 1903 he remarried in 1908. He spent much of his time collecting minerals, which was his one great hobby, eventually having 16,000 specimens and ending up in the Museum of Natural History’s mineral and gem collection (Smithsonian Associates 2004). This hobby added balance to his life and probably kept him from accomplishing very much else as it took so much of his time.He outlived his wife Emily and remarried. He became president of his fathers company, John Roebling’s Sons, in 1921 at the age of 79. He brought incredible energy to the position, modernizing the factory with electricity and adding a galvanized wire sec tion. The business prospered under his leadership until 1926, when Washington Roebling died. When one has hobbies such as athletics help keeps a healthy time management of school work and fun down time. College is one of the few times were one can have fun.There is a time and place to enjoy your hobbies but to enjoy these hobbies one must put in an honest day’s work. Conclusion When the Brooklyn Bridge opened to traffic on May 24th 1883, it was one of the grandest engineering marvels of that century in North America. The construction was composed of many firsts. Despite innumerable setbacks, including the untimely death of the original designer of the plan, John A. Roebling, and the crippling of his son, Washington Roebling, who succeeded him in the chief engineer duties it, was finished in 14 years, having been commenced January 2, 1870.At the time of completion it was 50% longer than any other suspension bridge, it was the first to use steel cables, much stronger than hemp or cast iron previously used. The towers that supported the four main cables (each of which supports a total dead & live load of about 6 million pounds) for the span were the largest stone and masonry objects of their kind rising approximately 276 feet above the high water mark (Smithsonian Associates 2004). The challenges of this are hard to fathom in today’s world of reinforced concrete.

Barriers To Communication

Barriers To Communication For any kind of communication to be successful, it is essential that the receiver attributes the same meaning to the message as intended by the sender of the message. But all acts of communication are not perfect or successful. At times, some meaning is lost as the message encounters various barriers along its passage between the sender and the receiver. Such barriers may arise at any of the stages through which a message passes during the process of communication. This is also called miscommunication. Some of the common problems that lead to the failure of communication are: noise, cultural differences, complexity of subject matter, personal biases, semantic problems, socio-psychological barriers, filtering, information overload, poor retention, poor listening, goal conflicts, slanting, inferring, etc. Barriers to communication can be classified as follows on the basis of the stage of the communication process during which the problem/s arise: a. Sender-oriented barriers: lack of p lanning, lack of clarity about the purpose of communication, improper choice of words resulting in a badly encoded message, difference in perception, wrong choice of the channel, unjustified presumptions, etc. b. Receiver-oriented barriers: poor listening, lack of interest, difference in perception, biased attitude, etc. c. Channel-oriented barriers: noise, wrong selection of medium, technical defects in the address system or the medium of communication chosen by the sender, time and distance, etc. We may define communication as a psycho-semantic process. Therefore, the barriers that affect the effectiveness of communication are mostly of social-psychological-linguistic nature. These factors may act upon any or all of the elements of the process of communication, that is, the sender or the receiver or the channel. And a common barrier for both the sender and receiver can be the absence of a common frame of reference which often leads to the breakdown of communication in a specific s ituation. A common frame of reference is the context in which communication takes place. A well-defined context helps the sender and the receiver to comprehend the content of the message in a similar way, with regard to its implications and meaning. Many of the barriers listed above are easy to understand. But a few of them may require a detailed explanation. DIFFERENT TYPES OF BARRIERS The various barriers to communication can be classified into the following broad categories: 1) Semantic or language barriers, 2) Physical barriers, 3) Personal barriers, 4) Emotional or perceptional barriers, 5) Socio-psychological barriers, 6) Cultural barriers, and 7) Organizational barriers. SEMANTIC/LANGUAGE BARRIERS Semantics is the systematic study of the meaning of words. Thus, the semantic barriers are barriers related to language. Such barriers are problems that arise during the process of encoding and/or decoding the message into words and ideas respectively. Both the oral and the written communication are based on words/symbols which are ambiguous in nature. Words/ symbols may be used in several ways and may have several meanings. Unless the receiver knows the context, he may interpret the word/symbol according to his own level of understanding and may thus misinterpret the message. The most common semantic barriers are listed as under:

CHild abuse Research Paper Example | Topics and Well Written Essays - 1500 words

CHild abuse - Research Paper Example It’s an underreported crime, usually due to family contingencies involved. Child abuse- A term that is associated with dire pain and agony for the child. It’s not just a harm that is inflicted on the individual or the familial basis, but if we go and look out of our â€Å"little world† scenario, we find that it’s a larger problem with a larger consequence base. Children who grow up having such experiences, in turn are more likely to inflict abuse on their own children. This becomes a vicious circle, which lingers on and on. It not just has its effect in the immediate family; it explodes and infects the society altogether with crime, drugs, disease and callousness. It’s a state of emotional, economic and sexual maltreatment meted out to a person below the age of eighteen and is globally prevalent phenomenon. According to WHO :† child abuse or maltreatment constitutes all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power† (World Health Organization, 1999). Different connotations may be attached with â€Å"child abuse† in different cultures and socio-economic background. There are majorly 4 types of child abuse inflicted upon children. The WHO defines them as: 1. Physical abuse – physical abuse is inflicting of physical injury upon the child. This may include burning, hitting, punching, shaking, kicking, beating or otherwise harming a child. The parent or the caretaker may not have intended to hurt the child. It may, be the result of over-discipline or physical punishment that is inappropriate to the child’s age. 2. Sexual abuse – sexual abuse is inappropriate sexual behavior with the child. It includes fondling a child’s genitals, making the

Cultural Issues in Public Schools Essay Example | Topics and Well Written Essays - 500 words

Cultural Issues in Public Schools - Essay Example Before going to discuss cultural issues in public schools and their association with anthropology, let us get a better understanding of what culture actually is. Culture represents customs and traditions, which people belonging to any specific country or society adopt. If we talk about culture with respect to the concept of culture in public schools, we can say that culture of public schools depends on the overall culture of a country. If a country is diverse ethnically and culturally, the culture of the public schools will also be diverse which will raise cultural issues in the schools along with some benefits for the students. The thesis statement of this paper is that ‘Cultural issues that occur in public schools of culturally diverse countries affect the overall culture of the public schools’. Cultural Issues in Public Schools Cultural issues in public schools refer to those issues, which occur between the students belonging to different cultures and societies. â€Å"Cultural diversity in the classroom opens the minds of students to an enriching experience† (Borkar, 2010). .In a society having the diverse culture, different kinds of cultural issues occur along with benefits for students. Some of the common examples of cultural issues in public schools include the low level of understanding between students, discrimination, and language proficiency.