Johnson, Reverdy

Johnson, Reverdy Johnson, Reverdy, 1796â€"1876, American lawyer and statesman, b. Annapolis, Md. Admitted to the bar in 1816, he served in the Maryland legislature (1821â€"28) and the U.S. Senate (1845â€"49) and was attorney general under President Taylor. Johnson won a reputation as one of the ablest constitutional lawyers of the period. His constitutional argument as counsel for the defense in the Dred Scott Case is known to have greatly influenced the Supreme Court, particularly Chief Justice Roger Taney. A Whig and then a conservative Democrat, Johnson was sympathetic with the South but was absolutely opposed to secession and used his influence to keep Maryland in the Union. He played an important role in the unsuccessful defense of Mary E. Surratt , alleged accomplice of John Wilkes Booth. In his second term in the U.S. Senate (1863â€"68), he supported President Andrew Johnson's Reconstruction program, and his opposition to the impeachment of Johnson influenced other senators in voting for t he President's acquittal. In 1868 he was appointed minister to Great Britain, where he negotiated the Johnson-Clarendon Treaty to settle the Alabama claims ; the treaty was rejected by the U.S. Senate largely for party reasons, and Johnson was recalled in 1869. See biography by B. C. Steiner (1914, repr. 1970). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

Compare and Contrast - 1444 Words

Kellsey Fenley 10-28-09 Holly Jenkins. English 4- 101 Poison Apples and Glass Slippers Over time, Walt Disney films have captured the hearts of millions of people. In particular, women, ranging from toddlers to grandmothers, love and admire the captivating tales of the Disney Princesses. Cinderella and Snow White are two magnificent tales of princesses and the trials and tribulations each young lady is put through. Though these stories differ in some ways, such as conflict and plot, one can see that both stories show how important friendship is to overcoming obstacles and finding true love. â€Å"Mirror, Mirror, on the wall, who is the fairest of them all?† In the enchanting tale of Snow White and the Seven Dwarfs, vanity is the true†¦show more content†¦After her father’s untimely death, the true nature of her step family is revealed. Cinderella’s stepmother and spiteful stepsisters abuse and mistreat Cinderella. These are only some of the trials that Cinderella has to face. Like Snow White, the villain in this story is also the step mother of the main character, Cinderella. In this story, vanity and jealousy are also the cause the conflict. The reason Cinderella is forced to wait on her stepfamily like a maid is because they are all envious of her beauty. Cinderella, like Snow White, has many friends that are crucial to her life. As Cinderella blossoms into a beautiful young woman who is kind despite her hardships, she befriends the animals that live in around her house. Cinderella’s animal friends include: Bruno the bloodhound, Major the horse, and many of the mice and birds who live around the chateau. Cinderella finds a mouse inside a trap, releases him, and names him Octavius, Gus for short. She is also friends with a mouse named Jacques, Jaq for short, who is the leader of a mouse-pack. One day, after receiving an invite to the royal ball, Cinderella asks her stepmother if she may attend the ball. Her stepmother tells her that she may attend the ball only if she finishes her house work and can find a suitable dress to wear. Gus Jaq and all of Cinderella’s other animal friends help her to complete her choresShow MoreRelatedCompare and Contrast1441 Words   |  6 PagesThe Compare/ Contrast Essay First, let’s explain compare and contrast: When we compare, we show our readers a subjects similarities. When we contrast, we show our readers a subjects differences. Compare and Contrast essays are learning-process essays. You learn about your subject as you gather and organize information. This type of essay takes a bit of organization, and its this organizational process, this gathering of facts, that helps you learn as you go. You will create lists of qualitiesRead MoreCompare and Contrast1427 Words   |  6 PagesThe Compare/ Contrast Essay First, let’s explain compare and contrast: When we compare, we show our readers a subjects similarities. When we contrast, we show our readers a subjects differences. Compare and Contrast essays are learning-process essays. You learn about your subject as you gather and organize information. This type of essay takes a bit of organization, and its this organizational process, this gathering of facts, that helps you learn as you go. You will create listsRead MoreCompare and Contrast1582 Words   |  7 PagesRunning Head: COMPARE AND CONTRAST Compare and Contrast Self Administered Test Mary Coleman May 12, 2008 PSYU 565 Jeffrey A. Stone, PhD. Chapman University Compare and Contrast Self Administered Test The assignment for this week is to compare and contrast the results from three self administered tests we took in class. 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The two poems by Seamus Heaney I will be writing about are death of a naturalist and blackberry picking. The poem by D H Laurence I will be writing about is discord in childhood. Death of a naturalist Death of a naturalist is about Seamus Heaney as a child going to this pond where every year he went to collect frogspawnRead MoreCompare and Contrast1122 Words   |  5 PagesCompare and Contrast Essay In today’s society the majority of the crimes are still being committed by people who have possessed a firearm that has been obtained illegally or without proper permits. That being said there has been a strong push for gun control because of the rise of shootings involving a large group of people such as the Columbine massacre, Virginia Tech shooting and latest Aurora movie theater shooting involving people who have purchased firearms legally. Gun control laws in theRead MoreCompare and Contrast2738 Words   |  11 PagesCompare and Contrast Economic Market Systems In differentiating between market structures one has to compare and contrast public goods, private goods, common resources, and natural monopolies. All of these are major factors that need to be considered. Public goods are those goods in which all of society benefit from and are equally shared among everyone within. These types of goods can be consumed simultaneously by several individuals without diminishing the value of consumption to any individualRead MoreCompare and Contrast2751 Words   |  12 PagesCompare and Contrast Economic Market Systems In differentiating between market structures one has to compare and contrast public goods, private goods, common resources, and natural monopolies. All of these are major factors that need to be considered. Public goods are those goods in which all of society benefit from and are equally shared among everyone within. These types of goods can be consumed simultaneously by several individuals without diminishing the value of consumption to any individual

Slavery And The Birth Of An African City Lagos, 1760-1900

Kristin Mann’s novel titled â€Å"Slavery and the Birth of an African City: Lagos, 1760-1900† is an investigation into the history of a small but globally significant portion of the West African coast and its relationship with the economy and the culture of the Atlantic world. Mann alludes to a shift in consciousness by the dominant power of Britain to the ‘reconceptualization’ (Mann 2007, 1) of Europe’s relationship with Africa as well as the abolishment of the trading of slaves. Her central focus is on Lagos – the former capital city of Africa’s most populous nation, Nigeria – from its rise to pre-eminence as a slave port to its relationship with the political economy and culture of the Atlantic world. This book is primarily concerned with the African side of the story and does this by examining how the inhabitants of Lagos were affected by their Atlantic encounters in the eras of slavery and abolition. Mann uncovers how the wo rld that the people of Lagos lived in changed overtime from the centre of Atlantic commerce into a British imperial capital through the following means: i) the trading of slaves, ii) the production of and trade in palm produce (2). Mann’s book also highlights the shifting balance of power between owners and slaves and the relationships between rich men, women and other dependents and how they adapt to new opportunities and constraints. Her study aims to advance the knowledge concerning several problems in African history, Atlantic history, and slaveShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesRichard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and

Strauss and Brahms Free Essays

On October 16, 2010 at 8:00 pm I attended the â€Å"Strauss amp; Brahms† concert by the Atlanta Symphony Orchestra at the Woodruff Arts Center. The program consisted of three compositions, each which received the longest standing applause from an audience that I have ever witnessed. The first piece performed was On the Beautiful Blue Danube, Waltzes, Opus 314 by Johann Strauss, composed in 1867 during the late Romantic era. We will write a custom essay sample on Strauss and Brahms or any similar topic only for you Order Now This piece is similar and different from Fredric Chopin’s Mazurka in B-flat that we studied in class. Similarities include both are dance music in triple meter and are in major key attributing to their mostly bright and cheerful mood, though the Blue Danube is also more romantic. Differences are the type of dance music, the Mazurka we studied being shorter in length with a heavy accent on the second or third beat of each measure, and the Waltz being almost quadruple in length with a heavy accent on the first beat as is customary. In addition, Strauss would reintroduce themes with very little if no variation, whereas Chopin would use various variations of the theme as well as contrast. The second composition performed was the Concerto for Violin and Orchestra by Alan Berg with the famous violinist Julian Rachlin as the featured soloist. I understood the piece to be program music right away when the conductor gave us a brief narrative or story on which the music was based. Composed in 1935 during the Expressionism period, the music is similar to the style of the time in that it focuses more on representing the emotional experiences of Manon Gropius (whom the piece is about) rather than representing her physical characteristics or physical experiences and such. The concerto is divided into two movements, each which are divided into two sections. In movement one in the Andante section, the music is played in sonata form with the last three sections in ternary form (A-B-A) before transitioning into the Allegretto section, which is more dance-like. In the second movement, in the Allegro section, the tempo is faster and the mood is more agitated, and in the Adagio section the tempo is slower and the mood is calmer. Throughout the composition, Berg combines the twelve tone system we studied in class by Arnold Schoenberg with a whole tone scale pointed out by the conductor before the performance. To me the music sounded kind of eerie and strange, though I liked the parts when the violin reached very high notes. The last piece performed was Symphony No. 2 In D Major, Opus 73 by Johannes Brahms, composed in 1877 also during the late Romantic era. I find this piece to be reflective of the time period because it certainly has a form and structure similar to the classical period, most notably works of Beethoven. The symphony has the classical symphony structure of four movements and each are in major key. In the first movement, Allegro non troppo, the harmony and rhythm of the melody consistently changes. In the second movement, Adiago non troppo, there are variations of many different themes throughout. In the third movement, Allegretto grazioso, the form changes from the sonata form of the previous two movements, and in the last movement, Allegro con spirito, the form returns back to sonata form. In terms of dynamics, each movement alternated between loud (forte) and soft (piano) music. The most memorable part that stood out for me was the melody that I recognized as a lullaby. The melody would often change to where it did not sound like before, but was always wide-ranging and conjunct for the most part. Overall, I enjoyed the concert. In honesty, it was the first classical concert I ever attended, so it was pretty funny to see the conductor when he was fervently waving his arms around with his hair bouncing up and down like madman. I was also extremely impressed by the performance of solo violinist, who was outstanding. Everyone working at the Symphony Hall was really nice and well mannered. I would love to attend here again for my second concert report. How to cite Strauss and Brahms, Papers

Motivation and Flight Centre Staff

Introduction Flight Centre is one of the world’s leading travel agency organizations. Headquartered in Australia, Flight Centre has branches in the US, UK, Canada, and New Zealand. It offers a wide variety of services in the air travel industry. Flight Centre has nearly 10,000 staff, and motivation of such a vast number of workers in different countries and continents requires different motivation techniques.Advertising We will write a custom assessment sample on Motivation and Flight Centre Staff specifically for you for only $16.05 $11/page Learn More The motivation techniques used for Flight Centre workers in these different areas should take cognizance of the form of work done by the employees, the environmental surroundings, and the employee needs and thus cannot use identical motivation techniques. Maslow’s Motivation Theory Maslow’s motivation theory states that the desire to fulfil unmet needs drives and motivates human being s in whatever they do. Maslow’s hierarchy of needs presents the basic human needs as being â€Å"physiological, followed by safety needs, social needs, and then esteem needs† (Berl Williamson 1987, p.53). When all these needs are satisfied, an individual is then able to attain self-actualization. As an all-encompassing theory on motivation, Maslow’s motivation theory applies to Flight Centre staff across the board. All the employees of Flight Centre, across the different continents, need to have their basic physiological needs met, regardless of rank or position in the organization. Therefore, Flight Centre employees will be motivated when the organization meets their basic physiological needs such as food, shelter, and education through proper and appropriate remuneration. Furthermore, Flight Centre employees involved in actual travel, in the process of transfer of documents and delivery of packages between Flight Centre and its clients, will be motivated by h aving their on-the-job safety needs catered for. Therefore, in a general sense, Maslow’s theory of motivation can apply across the board for employees of Flight Centre insofar as their motivation is derived from the satisfaction of their basic physiological and psychological needs. Incentive Theory and Flight Centre Employees One of the best motivators for workers and employees worldwide is adequate remuneration for work done. B.F Skinner’s incentive theory states that, when positive behaviour is rewarded, the behaviour is likely to be repeated. Therefore, through tangible and intangible rewards, employees can be motivated to perform to higher standards. One of the most common incentives for motivation is higher pay. When employees realize that they can receive better pay by performing their duties to a higher standard, they are likely to strive to achieve these standards.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the Flight Centre employees in the different countries can be motivated through receiving competitive salaries and wages. However, different sets of employees are motivated differently. For instance, those working for Flight Centre on short-term contracts may be motivated to put more effort and skill in their work in order to obtain permanent employment terms. Staff in managerial positions may be motivated with rewards of higher job titles and definitive managerial positions. Overall, the creation of reward schemes within the internal structure of the organization provides adequate incentive to motivate employees to work at levels that are more intensive. Schemes that create an award for employees every month – â€Å"Employees of the Month†, and other such continuous reward schemes, can be an integral source of motivation for Flight Centre employees. Goal Setting Theory of Motivation and Flight Centre employe es The goal setting theory states that, employees can gain motivation and interest in their work when they develop clear goals to be achieved within specific periods. The Goal Setting theory, when applied to Flight Centre employees, may involve setting goals for the different cadre of employees. For instance, employees involved in the actual advertisement and recruiting of clients for Flight Centre may set goals on the number of new clients they can attempt to bring in for the organization each month or year. Employees involved in the daily interaction with clients (for instance Front Office employees) can target to reduce the number of negative feedbacks by clients. Similarly, the senior management can set goals on reducing the number of employee turnover annually. When such goals are set, the employees have clear targets that they can strive to achieve, and therein find motivation for their jobs. Since Flight Centre has branches in different countries, the goals set by these diffe rent branches should factor in the national, gender, cultural, and environmental factors wrought by the different locations. For example, a flight centre branch in Asia, which has collectivist cultures, should be careful to set goals that promote overall cooperation between employees since individualistic goal setting and achievement is frowned upon in Asian countries. Conclusion In conclusion, as discussed in this paper, Flight Centre cannot use identical motivation techniques in all its branches and activities. Since Flight Centre is an international organization with branches in different countries across different cultures, each Flight Centre branch has a unique set of employees and functions. The motivation techniques applicable in these branches will thus vary, considering the nature of the work involved, the type of employee in need of motivation, and the type of motivation appropriate. Reference Berl, R., Williamson, N., 1987. A Review of the Content Theories of Motivation asAdvertising We will write a custom assessment sample on Motivation and Flight Centre Staff specifically for you for only $16.05 $11/page Learn More They Apply to Sales and Sales Management. American Business Review, 5(1), pp. 53-58. This assessment on Motivation and Flight Centre Staff was written and submitted by user Cecel1a to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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How to Do a Science Fair Project for School

How to Do a Science Fair Project for School Okay, you have a subject and you have at least one testable question. If you havent done so already, make sure you understand the steps of the scientific method. Try to write down your question in the form of a hypothesis. Lets say your initial question is about determining the concentration required for salt to be tasted in water. Really, in the scientific method, this research would fall under the category of making observations. Once you had some data, you could go on to formulate a hypothesis, such as: There will be no difference between the concentration at which all members of my family will detect salt in water. For elementary school science fair projects and possibly high school projects, the initial research may be an excellent project in itself. However, the project will be much more meaningful if you can form a hypothesis, test it, and then determine whether or not the hypothesis was supported. Write Down Everything Whether you decide on a project with a formal hypothesis or not, when you perform your project (take data), there are steps you can take to make the most of your project. First, write everything down. Gather your materials and list them, as specifically as you can. In the scientific world, it is important to be able to duplicate an experiment, especially if surprising results are obtained. In addition to writing down data, you should note any factors that could affect your project. In the salt example, it is possible that the temperature could affect my results (alter the solubility of salt, change the bodys rate of excretion, and other factors I might not consciously consider). Other factors you might note could include relative humidity, the  age of participants in my study, a list of medications (if anyone is taking them), etc. Basically, write down anything of note or potential interest. This information could lead your study in new directions once you start taking data. The in formation you take down at this point could make a fascinating summary or discussion of future research directions for your paper or presentation. Don't Discard Data Perform your project and record your data. When you form a hypothesis or seek the answer to a question, you probably have a preconceived idea of the answer. Dont let this preconception influence the data you record! If you see a data point that looks off, dont throw it out, no matter how strong the temptation. If you are aware of some unusual event that occurred when the data was being taken, feel free to make a note of it, but dont discard the data. Repeat the Experiment To determine the level at which you taste salt in water, you can keep adding salt to water until you have a detectable level, record the value, and move on. However, that single data point will have very little scientific significance. It is necessary to repeat the experiment, perhaps several times, to achieve significant value. Keep notes on the conditions surrounding a duplication of an experiment. If you duplicate the salt experiment, perhaps you would get different results if you kept tasting salt solutions over and over than if you performed the test once a day over a span of several days. If your data takes the form of a survey, multiple data points might consist of many responses to the survey. If the same survey is resubmitted to the same group of people in a short time span, would their answers change? Would it matter if the same survey was given to a different, yet seemingly, a  similar group of people? Think about questions like this and take care in repeating a project.

Second Battle of Manassas - Civil War Second Battle of Manassas

Second Battle of Manassas - Civil War Second Battle of Manassas Second Battle of Manassas - Conflict Dates: The Second Battle of Manassas was fought August 28-30, 1862, during the American Civil War. Armies Commanders Union Major General John Pope70,000 men Confederate General Robert E. Lee55,000 men Second Battle of Manassas - Background: With the collapse of Major General George B. McClellans Peninsula Campaign in the summer of 1862, President Abraham Lincoln brought Major General John Pope east to take command of the newly created Army of Virginia. Consisting of three corps led by Major Generals Franz Sigel, Nathaniel Banks, and Irvin McDowell, Popes force was soon augmented by additional units taken from McClellans Army of the Potomac. Tasked with protecting Washington and the Shenandoah Valley, Pope began moving southwest towards Gordonsville, VA. Seeing that Union forces were divided and believing that the timid McClellan posed little threat, Confederate General Robert E. Lee sensed an opportunity to destroy Pope before returning south to finish off the Army of the Potomac. Detaching the left wing of his army, Lee ordered Major General Thomas Stonewall Jackson to move north to Gordonsville to intercept Pope. On August 9, Jackson defeated Banks corps at Cedar Mountain and four days later Lee began moving the other wing of his army, led by Major General James Longstreet, north to join Jackson. Second Battle of Manassas - Jackson on the March: Between August 22 and 25, the two armies squared off across the rain-swollen Rappahannock River, with neither able to force a crossing. During this time, Pope began receiving reinforcements as McClellans men were withdrawn from the Peninsula. Seeking to defeat Pope before the Union commanders force grew much larger, Lee ordered Jackson to take his men and Major General J.E.B. Stuarts cavalry division on a bold flanking march around the Union right. Moving north, then east through Thoroughfare Gap, Jackson severed the Orange Alexandria Railroad at Bristoe Station before capturing the Union supply base at Manassas Junction on August 27. With Jackson in his rear, Pope was forced to fall back from the Rappahannock and reconcentrate near Centreville. Moving northwest from Manassas, Jackson moved through the old First Bull Run battlefield and assumed a defensive position behind an unfinished railroad grade below Stony Ridge on the night of August 27/28. From this position, Jackson had a clear view of the Warrenton Turnpike which ran east to Centreville. Second Battle of Manassas - Fighting Begins: The fighting began at 6:30 PM on August 28 when units belonging to Brigadier General Rufus Kings division were seen moving east on the turnpike. Jackson, who learned earlier in the day that Lee and Longstreet were marching to join him, moved to the attack. Engaging on the Brawner Farm, the fight was largely against the Union brigades of Brigadier Generals John Gibbon and Abner Doubleday. Firing for around two and half hours, both sides took heavy losses until darkness ended the fighting. Pope misinterpreted the battle as Jackson retreating from Centreville and ordered his men to trap the Confederates. Second Battle of Manassas - Assaulting Jackson: Early the next morning, Jackson dispatched some of Stuarts men to direct Longstreets approaching troops into pre-selected positions on his right. Pope, in an effort to destroy Jackson, moved his men to the fight and planned attacks on both Confederate flanks. Believing that Jacksons right flank was near Gainesville, he directed Major General Fitz John Porter to take his V Corps west to attack that position. At the other end of the line, Sigel was assault the Confederate left along the railroad grade. While Porters men marched, Sigels opened the fighting around 7:00 AM. Attacking Major General A.P. Hills men, the Brigadier General Carl Schurzs troops made little progress. While the Union did achieve some local successes, they were often undone by vigorous Confederate counterattacks. Around 1:00 PM, Pope arrived on the field with reinforcements just as Longstreets lead units were moving into position. To the southwest, Porters corps was moving up the Manassas-Gainesville Road and engaged a group of Confederate cavalry. Second Battle of Manassas - Union Confusion: Shortly thereafter, its advance was halted when Porter received a confusing Joint Order from Pope which muddied the situation and did not provide any clear direction. This confusion was worsened by news from McDowells cavalry commander, Brigadier General John Buford, that large numbers of Confederates (Longstreets men) had been spotted in Gainesville that morning. For an unknown reason, McDowell failed to forward this to Pope until that evening. Pope, waiting for Porters attack, continued to launch piecemeal assaults against Jackson and remained unaware that Longstreets men had arrived on the field. At 4:30, Pope sent an explicit order for Porter to attack, but it was not received until 6:30 and the corps commander was not in a position to comply. In anticipation of this attack, Pope threw Major General Philip Kearnys division against Hills lines. In severe fighting, Kearnys men were only repelled after determined Confederate counterattacks. Observing Union movements, Lee decided to attack the Union flank, but was dissuaded by Longstreet who advocated a reconnaissance in force to set up an assault in the morning. Brigadier General John B. Hoods division moved forward along the turnpike and collided with Brigadier General John Hatchs men. Both sides retreated after a sharp fight. Second Battle of Manassas - Longstreet Strikes As darkness fell, Pope finally received McDowells report regarding Longstreet. Falsely believing that Longstreet had arrived to support Jacksons retreat, Pope recalled Porter and began planning a massive assault by V Corps for the next day. Though advised to move cautiously at a council of war the next morning, Pope pushed Porters men, supported by two additional divisions, west down the turnpike. Around noon, they wheeled right and attacked the right end of Jacksons line. Taken under heavy artillery fire the assault breached the Confederate lines but was thrown back by counterattacks. With the failure of Porters attack, Lee and Longstreet moved forward with 25,000 men against the Union left flank. Driving scattered Union troops before them, they only encountered determined resistance at a few points. Realizing the danger, Pope began moving troops to block the attack. With the situation desperate, he succeeded in forming a defensive line along the Manassas-Sudley Road at the foot of Henry House Hill. The battle lost, Pope began a fighting withdraw back towards Centreville around 8:00 PM. Second Battle of Manassas - Aftermath: The Second Battle of Manassas cost Pope 1,716 killed, 8,215 wounded and 3,893 missing, while Lee suffered 1,305 killed and 7,048 wounded. Relieved on September 12, Popes army was incorporated into the Army of the Potomac. Seeking a scapegoat for the defeat, he had Porter court-martialed for his actions on August 29. Found guilty, Porter spent fifteen years working to clear his name. Having won a stunning victory, Lee embarked on his invasion of Maryland a few days later. Selected Sources National Park Service: Manassas National BattlefieldLibrary of Congress: Second Battle of ManassasHistoryNet: Second Battle of Manassas