Free Essays on Civil War Long Arms

Civil War Long Arms In the Civil War up 95% of the total long arms were muzzle loading. In the early days of the war almost 100% of the rifles were muzzle loading. The muzzleloading rifle goes back to the midvil times. The popularity started in the early 1400's. Back then the firearms were bascicly hand held canons and you would like a fuse on a tube that was fastened to a wood handle. They wieghed in excese of 50 pounds in a lot of examples. They were unrielable, crude and often dangerous to the operators. In the early 1600's a new ignition system would change that forever. There was a trigger that when it was related would make the canon fuse spin against a flint and steel â€Å"frizzen† that would cause it to ignight the primary charge. These were called matchlock rifles. Then in the 1700's an even better system of ignightion would come about. This system eliminated the cannon fuse and had a piece of flint that when the trigger was released would strike it against a piece of steel. The sparks were directed into a small dish filled with finally granulated powder â€Å"pan† that this powder in it that led to the primar y charge . This system was called the flintlock and was far supiorerior to the matchlock. It was superior in that it wasn’t as easily affected by moisture and much more reliable, especially in wet conditions. Another system was developed in the early 1800's called the percussion system. The percussion system had a hammer strike a nipple which has a percussion cap on it which was a primer that was incased in brass. The hammer struck it which created a spark into the pan and set the chain reaction for the rifle to go off. This system was even more reliable and durable then the flintlock. During the early years of the war a sudden rush to get arms was demanded by both sides. Also both sides were trying to come up with an arm to out perform the other side that they could avoidably make. Tec... Free Essays on Civil War Long Arms Free Essays on Civil War Long Arms Civil War Long Arms In the Civil War up 95% of the total long arms were muzzle loading. In the early days of the war almost 100% of the rifles were muzzle loading. The muzzleloading rifle goes back to the midvil times. The popularity started in the early 1400's. Back then the firearms were bascicly hand held canons and you would like a fuse on a tube that was fastened to a wood handle. They wieghed in excese of 50 pounds in a lot of examples. They were unrielable, crude and often dangerous to the operators. In the early 1600's a new ignition system would change that forever. There was a trigger that when it was related would make the canon fuse spin against a flint and steel â€Å"frizzen† that would cause it to ignight the primary charge. These were called matchlock rifles. Then in the 1700's an even better system of ignightion would come about. This system eliminated the cannon fuse and had a piece of flint that when the trigger was released would strike it against a piece of steel. The sparks were directed into a small dish filled with finally granulated powder â€Å"pan† that this powder in it that led to the primar y charge . This system was called the flintlock and was far supiorerior to the matchlock. It was superior in that it wasn’t as easily affected by moisture and much more reliable, especially in wet conditions. Another system was developed in the early 1800's called the percussion system. The percussion system had a hammer strike a nipple which has a percussion cap on it which was a primer that was incased in brass. The hammer struck it which created a spark into the pan and set the chain reaction for the rifle to go off. This system was even more reliable and durable then the flintlock. During the early years of the war a sudden rush to get arms was demanded by both sides. Also both sides were trying to come up with an arm to out perform the other side that they could avoidably make. Tec...

Interpreting Trends in ACT Science Relationships Between Data Points

Interpreting Trends in ACT Science Relationships Between Data Points SAT / ACT Prep Online Guides and Tips Interpreting trend questions can sometimes feel like looking into a crystal ball and predicting the future.Thankfully, no psychic powers are necessary to answer these questions.These questions do require you to interpret the data you are given, going beyond the basic factual questions. Interpreting Trends questions only appear in Data Representation and Research Summaries Passages.For more information about these types of passages and the other types of questions, check out the 3 types of ACT Science passages. Interpreting Trends questions ask you to evaluate graphs, tables, and/or scatterplots to decide if there is a relationship.Is it increasing or decreasing?Is there an inverse relationship or direct relationship?I'll go into more detail on this throughout this article.In this article, I'll transform you in a data interpreting whiz! This is what I have in store for you: Types of Interpreting Trends Questions: 3 Kinds of Correlations tested on the ACT Science Ranking Lists ACT Science Practice Questions and Solutions Types of Interpreting Trends Questions 3 Kinds of Correlation Direct Correlation As one increases, so does the other, as one decreases so does the other. One direct relationship that most people have experienced is time sitting in the car on a road trip and the needto pee. The longer you drive, the larger your need to use the bathroom grows. Here is a sample graph of a direct relationship: While direct relationships are not always a line, it can be helpful to think of direct relationships as lines with a positive slope.As one increase, so does the other. Inverse Correlation As one increases, the other decreases. Shopping is a simple example, as you purchase more items, the amount of money you have decreases. Here is a sample graph of this inverse relationship: No Direct or Inverse Relationship Here is a graph of data with no direct or inverse relationship: For this graph, try to describe this relationship in one word.You can’t.As you follow the trend, as temperature increases, density increases, but then it starts to decrease rapidly.So temperature and density are not inversely nor directly related. We will practice several ACT Science questions addressing these 3 types of relationships in the sample question section below, but first, let’s talk about the one other types of interpreting trends question. Ranking Lists Sometimes the ACT will ask you to put data in increasing or decreasing order based on some criteria like height or mass.See a real ACT Science question below: I'll share my step by step thinking as I solve this question. To answer this question, you need to start by analyzing the question. What is the question asking you to find? These questions require extra analysis because you do not accidentally want tolist the answers in decreasing order when they asked for increasing.In this question, they ask you to list the foods in INCREASING order for the amount of heat released per gram of food. Now, we need to figure out which figures to use; the question says Tables 1 and 2. But which do we start with?This question actually requires you to look at the answer choices to figure out exactly what foods you are ranking. Note: on rankingquestions, you do want to look at the answer choices before trying to solve the problem.The answer choices have useful clues.For this question, by looking at the answer choices, we know that we need to rank the four foods listed in Table 1 and sucrose (which is shown in Table 2).I would start with ranking the four foods in Table 1. Make sure you are looking at the correct column!The question asked about heat released per gram of food.We can see the mass is 1.0 g for all foods in Table 1.So we just need to look for heat released, which is the final column of the table.Ignore the column on change in water temperature; if you use it, you will possibly get the problem wrong. Now, double-check the ranking system, whether increasing or decreasing.The question said increasing order, so start with the smallest. According to Table 1, the increasing order should be potato, egg, bread, cheese.Knowing this, we can eliminate answer choices B and C because it ranks cheese before the other 3, which we know is wrong.To decide between A and D, we need to look at Table 2. This is where mention of the heat released PER GRAM in the question becomes very important.This entire table analyzes heat released by glucose, but the amount of grams changes.Locate 1 g in the amount of sucrose column (it is the 3rd value from the top).The heat released by 1 g of sucrose is 16 kJ.Now, you need to place this in the appropriate location in the current rankings: potato, egg, bread, cheese. Looking back at Table 1, see where 16 kJ fits in the heat released rankings.1g of bread released 10 kJ and 1 g of cheese released 17 kJ.So, sucrose fits right in between.The final rankings should be potato, egg, bread, sucrose, cheese. The answer is A. This is one of the more detailed ranking questions that I’ve ever come across in my teachings.It required you to synthesize two different visuals that were set up in very different ways. When approaching these questions, Start by analyzing the question. What is it asking you to find? What order? Increasing or decreasing? Look at the answer choices for clues about what values you need to rank. Based on this information, decidewhich Figure you need to use. Make sure you are looking at the correct Figure. Use process of elimination. Make sure you have ranked the answer choices in the correct order, whether increasing or decreasing. If you mastered thisranking question, you will be able to master any ranking problem!Let’s tackle some more interpreting trends AT Science practicequestions: ACT Science PracticeQuestions and Solutions Relationship ACT Science Practice Question #1 To answer this question, start by figuring out what is asked of you, as we did in the ranking question. As the distance from the urban site increases, the question wants to know how the annual wet deposition changed for Cu and Zn.Now, let’s figure out which figure we need.The question said Study 3, so we need to use Figure 4 that accompanied Study 3: The key mentions 3 sites, but nowhere in Figure 4 does it list the distances. We have to skim for this information.In the last sentence of the paragraph above Figure 4, it says that Rural Site 1 is 50 km from the urban site and that Rural Site 2 is 100 km from the urban site. Since the question wanted you to evaluate the annual wet deposition as distance from the urban site increased, start by ranking the sites in terms of increasing distance from the urban site: Urban site (0 km since it is the site), Site 1 (50 km), Site 2 (100 km). Now, let’s start with one ion, Cu.As we progress from the urban site to site 1 to site 2, the bars get smaller, so the annual wet deposition decreases.So, for Cu as distance increases, annual wet deposition decreases.Knowing this, we can eliminate answer choices A, B, D. This only leaves us with C, which I think is the answer, but will double check by looking at Zn.As we progress from the urban site to site 1 to site 2 for Zn, the bars get smaller again, so the annual wet deposition of Zn does decrease also.The answer is definitely C. So the relationships in question are both inverse. As distance increases, annual wet deposition decreases for both Cu and Zn. RelationshipACT Science Practice Question#2 Some relationship questions will work backwards. Take for instance this question: This question asks you to evaluate the relationship that is given in a table and make it into a graph. Start, as always, by figuring out exactly what you are being asked, and in this case, it is to illustrate the relationship between heat released and change in water temperature. Answer choice B shows a direct relationship, answer choice C shows an inverse relationship, and answer choices A and D show relationships that are neither inverse nor direct. When you are asked to evaluate relationship, based on a table, I recommend first reordering the table in chronological order, see below: This allows you to better see the relationship.I also encourage you to draw arrows to indicate increasing or decreasing such as I’ve done below: I now know that it is a direct relationship,as change in water temperature increase, so does the heat released. I know the answer has to be B. RelationshipACT Science Practice Question#3 Let’s check out a question with a very tricky graph: As always, start by analyzing the question. Does S â€Å"depend† on frequency at a â€Å"given† wavelength?†Depend† is a fancy word that simply meansare the variables related? Do they have a definable relationship, either direct or indirect?†Given† is a fancy word to say across all values. So, the question is asking you to evaluate if S has a relationship with frequency across all intensity values? The next step is to make sure we are looking at the right figure, in this case, there was only one, so phew that was easy. Here it is: Now, we need to locate S, and compare it to frequency.In such a complex graph, circling is your friend. See my artwork below: You'll notice all of the S values are vertical lines.What this means is as frequency changes, the intensity of S at any value (S 10^-8%, S 10^-2%, S 10^-1%, S 100% - it is fine to not understand what these values mean) remains the same.So we can eliminate, F and H because we know S does not increase, it stays the same.Now to decide between G and J, does S depend on frequency, well since it doesn’t change when frequency does, the answer is No.So, J is the answer. Major takeaways, make sure you know what you are being asked, make sure you look at the right part of the graph, circle for clarity, and graphs of vertical or horizontal lines mean there is most likely no direct or inverse relationship. Recap There are 2 Types of Interpreting Trends Questions Relationship based questions Ranking questions For both question types, Always make sure you understand what relationship the question is asking about. Look at the answer choices for clues about what values you are looking for. Based on this information, decidewhich Figure you need to use. Make sure you are using the right Figure(s) Make notes or drawings at each step if that helps you Use process of elimination Double-check your work if you have time What’s Next? I hope you feel ready to interpret any trend (except personal trends because then you’d be psychic)! For future ACT Science study, I recommend checking out our other articles onthe 3 Types of ACT Science passages to learn more about the other types of questions asked on the ACT Science section,factual questionstolearn more about this question type and to practice your visual reading skills, andthe best way to study and practice for ACT Science to make the most out of your limited study time. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. 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Leading and Managing in Nursing Term Paper Example | Topics and Well Written Essays - 750 words

Leading and Managing in Nursing - Term Paper Example In the contemporary world, the success of healthcare practices and strategies is largely dependent on the leadership style employed. Consequently, the personal characteristics of the leader are imperative as he or she guides the process. As reiterated by NHS Leadership Academy (2013: 3), "The way we manage ourselves is a central part of being an effective leader". For instance, a leader ought to identify his or her strengths and weaknesses in order to make out how to engage his or her followers in nursing. It is worth noting that people respond to leadership in different ways and hence the leadership style adopted by the leader is imperative. The first stage of Gibbs reflective model is a description (Peate, 2013: n.p). Student nurses are faced by a lot of challenges and nurse leaders given the role of teaching them must apply effective methods of leadership. My role involves leading and teaching lower year student nurses how to do aseptic wound dressings. In the process of teaching student nurses, I observed that many of them had a habit of making excuses for poor performance, and also avoided responsibilities. In relation to the second stage of the Gibbs reflective model, which entails explication of feelings (Peate, 2013: n.p), I felt that the students needed to be more accountable of their actions and as a result shun away from giving excuses for their poor performance. Aseptic wound dressing requires a nurse to prepare well in order to avoid spreading infections to the wound (Nicol, Payne and Edwards, 2008: 1). The nurse students made me look bad and therefore I felt dejected. The third stage of the Gibbs reflective model is the evaluation (Peate, 2013: n.p). Personally, I felt that the student nurses were not doing their best in terms of following instructions. However, after discussing this issue with my colleagues, I found out that they were experiencing the same problems with their student nurses.  Ã‚  

Financial Performance Analysis Case Study Example | Topics and Well Written Essays - 1500 words

Financial Performance Analysis - Case Study Example This shows a continuous decline in current ratio in 2006 onwards as compared to that in 2005, which shows that the company is experiencing liquidity crunch; and this may ultimately lead to insolvency of the company. The desired (benchmark) current ratio is 2:1. The current ration of M & S shows that the short term assets of the company are not sufficient to cover the short term liabilities. The Debt ratio of M&S was 4055.2/5210.5 = 78% in 2006 which is lower than 3958.1/4867.3 = 81% in 2005. In addition, the interim statements shows a slight increase in the debt to asset ratio to 4289.6/5410.8 = 79%. Overall, the ratio shows that almost 80% of the total assets of the company are financed through debt. When analyzed with current ratio, this shows that the company might be vulnerable to problems arising due to extra loans and debts, and inability to service debt due to lower levels of current assets. The Debt-Equity ratio of the company has shown a declining trend as it decreases from 3958.1/909.2 = 4.35 in 2005 to 4055.2/1155.3 = 3.51 in 2006. It shows an increase to 4289.6/1121.2 = 3.83 for the half yearly period in 2006. This relatively lower level of D/E ratio is considered to be safer and shows that the company is not heavily indebted. ... The ROA for the period April - September 2006 was 281.3/5410.8 = 5.2%. The decline shows that the company is not doing well in making an effective use of its assets to generate income for 2006 as compared to that in 2005. Total Assets Turnover The asset turnover for the company has been 7797.7/5210.5 = 1.50 in 2006 as compared to 7490.5/4867.3 = 1.54 in 2005 showing a declining trend. It was 3929.4/5410.8 = 0.726 for the half year period in September 2006. The total assets turnover is a critical ratio that measures the efficiency of the organization in using its assets to generate sales. The ratio for M&S is on the lower side showing that assets are not being used efficiently to generate dollar of sales. Management should take a note of this and should take appropriate steps to resolve this issue. Inventory Turnover The inventory turnover (Cost of Sales/Inventory) for the company has been 4812.1/374.3 = 12.86 in 2006 as compared to 4887.6/338.9 = 14.42 in 2005. This shows that on average, inventory has been sold 12.86 times in 2006 as compared to 14.42 times in 2005. The decline might be due to the ineffective inventory management practices, or may also be due to the lack of sales (but the sales have increased in 2006 as compared to 2005). The company should investigate this decline in inventory turnover to appropriately identify and resolve issues. Cost of Goods Sold to Sales & Gross Profit Margin The company did relatively better in reducing the cost of goods sold to sales ratio at 4812.6/7797.7 = 61.72% in 2006 as compared to 4887.6/7490.5 = 65.25% in 2005. This shows that the cost of inputs have been kept to low as compared to the revenue that is being generated from these inputs. This may show efficiencies in production function and indicates that there

The Way of Flexibility: A Model of Leadership Essay -- Leader Leading

The Way of Flexibility: A Model of Leadership ?Make sure that any model you do have is compatible with traditional wisdom: Admire the wise of all religions.?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  -John Heider, ?The Tao of Leadership?   Ã‚  Ã‚  Ã‚  Ã‚  Much work has gone into studying, researching, and developing models of leadership. Many models have been put forth, examined, applied, and either used or discarded. Yet, for all this work, there is still not one 'perfect' model or method of leading. Every group and situation is different, and a good leader must be flexible. The best model of leadership is one that incorporates different models into one paradigm that understands that the only constant is change. Therefore, my model of leadership will be based primarily upon flexibility.   Ã‚  Ã‚  Ã‚  Ã‚  Leadership, then, is like gymnastics. It takes a certain degree of physical or mental flexibility to be effective at either. Someone can not simply declare ?I am a flexible leader? any easier than you or I could do a leg split. It must be worked up to, and one must recognize the different skills that need to be worked upon in order to accomplish anything.   Ã‚  Ã‚  Ã‚  Ã‚  I propose that a leader must first understand the basic styles of leadership and how to apply them. Then he/she can know what style is the most appropriate given the task and group composition. Second, he/she must be able to observe his/her group in order to decide when the aforementioned styles are to be applied, and when problems begin threatening the group or its task. Then, that leader must be able to effectively communicate and influence his/her followers in order to fix problems, provide feedback, and inspire a group to be more than the sum of its parts. That is what effective leadership is about.   Ã‚  Ã‚  Ã‚  Ã‚  ?Whatever is flexible and flowing will tend to grow. Whatever is rigid and blocked will atrophy and die.? -John Heider, ?The Tao of Leadership?   Ã‚  Ã‚  Ã‚  Ã‚  Much of what is covered in chapter 2 of ?Leadership: A Communication Perspective? has been introduced to me before in a wide variety of classes. The styles of leadership, as well as Theory X and Theory Y, are so basic that no model of leadership is complete without being based or at least touching upon these valuable concepts, so I will begin building my model of leadership here.   Ã‚  Ã‚  Ã‚  Ã‚  A flexible leader realizes the advantages and disadvantages inherent in each of the three styl... ...nd a few other experiences like this have led me to believe in the old adage that you attract more flies with honey than with vinegar. ?The group is not a final examination for a college course. The wise leader knows that the reward for doing the work arises naturally out of the work.? -John Heider, ?The Tao of Leadership?   Ã‚  Ã‚  Ã‚  Ã‚  It is my hope that I have developed a competent model of leadership arising out of a doctrine of flexibility. I hope that I can apply this model in my own practices of leadership, to help me build the confidence I need to grow out of my leadership apprehension. I feel that an understanding of the group process, and of the styles of leadership, working together, can provide one with a very powerful method of effective, flexible leadership that can be applied to multiple groups and situations. First, by learning the styles of leadership, he makes harmony between himself and the group. When understands how the group acts and reacts, he can make harmony between the members of the group. And when this leader understands how to influence and conduct his followers, they can both begin to play beautiful music that no one would have been able to play alone.

Luhrmann version of Act 1 Scene 5 brings it to life Essay

Spielberg’s latest epic, Saving Private Ryan, has shocked audiences around the world with his brutally realistic, down-to-earth World War II invasion of Omaha beach. The film opens with the landing boats full of petrified, white-faced, conscripted soldiers, who struggle to cope with the pure terror imposed upon them from the enormity of the task they face. No sooner do you see a close up of their trembling faces and each person’s emotions and worries, the doors opened and the first wave of men were torn to shreds by German machine gun fire. Many men drowned as they were dragged under by their heavy equipment, and those who made it to the shore found themselves seriously outnumbered and out gunned. Specially-designed, frantic freehand camera-work creates the impression you are in the middle of the carnage, so Spielberg puts the audience on the beach with the Allies. Eventually the soldiers complete the takeover of the beach but as the scene draws to a close, the former hand-held camera is now far more panoramic, scanning the beach from a height, but regardless of the thousands of bodies strewn across it, you do not see one face showing war de-humanising all the real people involved in it, who have families back home, but also turning those real people into just numbers and cannon fodder. The scene ends with a close-up of a dead soldier’s pack which contains the words Pvt S. Ryan and the scene cuts. Throughout the entire scene there was a tremendous amount of clever sounds and moving music. For instance, in the panoramic opening scene the music is rather dark and solemn, with a lot of low strings and brass, especially horns. This sets the tone for the scene to unfold. In the first scene there is no music to emphasise actually being there, however there are numerous non-diegetic sounds added such as the underwater bullets piercing the struggling soldiers, the way when Captain Miller gets confused and deaf that the sound is blurred and returns to normal when he comes round but there is also diegetic sound when the explosions are going off as the film crew used hundreds of set explosions in the scene, the lapping of the waves and the monologue were all diegetic sounds. The next scene is a wonderfully made piece that is truly emotional and is a silent one. There is a woman in a crowded office with light shining through, a complete contrast to the dark, de-saturated war scene a moment before. The lady sees three telegrams from the same family and takes it to the senior staff. It is reassuring to see how these men-in-power have some humanity left, taking the case higher and higher until it found the commander-in-chief played by the talented Bryan Cranston who decides that the remaining sibling should be pulled out and sent back to the grieving mother. The point where the mother received the news was fantastically portrayed by Spielberg. It is set in the countryside with a traditional American home surrounded by golden fields yet in the corner of the sky it is dark grey and symbolises the bad news on its way. The car crawls up the small, winding, country lane viewed panoramically from in front of and behind the house. There was one shot that was astoundingly emotional, where Spielberg captured a close-up of the mother’s reaction while showing the car and effectively the news creeping closer, through using the reflection of the window. As she rushes to the door she is cleverly silhouetted out showing that it could be anyone receiving the news and that vast amounts of parents go through this. Also as part of the mise en scene, when she opens the door, she is blacked out and the car pulls up along the house then the officials climb out, the woman falls to her knees. However, throughout this whole dark shot, to the right is a coffee table with light streaming on to it, there is a photo of the four boys in their army uniform showing that they all went but also expanding the plot as you know that there were only three telegrams. All over the table there are flags and patriotic items, this tries to show that the people are behind the war, and that it is the ordinary people who have to stand up to the tyrant. Finally, Spielberg covers many aspects of war in his brilliant production and uses vast amounts of extremely intelligent shots and clever, emotional to portray the emotions and effects that the de-humanising war had on normal people such as Miller, the small town English teacher at home and on the front. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Video Games The Decade Of Decadence - 1116 Words

The 1980s were also known as the decade of decadence. Technology that had been introduced in the 1980s was not any different. Although most of the major technology began in the 1970s, the 1980s improved on the technology and made it more affordable and available for mass consumer consumption. The 1980s was truly the beginning of the personal electronic device revolution, making everything from computers to music and video games more available for personal use. Video games were around long before the 1980s. Programmers had been making video games for arcades as far back as the early 1960s (Kent 65). The late 1970s, however, brought video games into the home with gaming consoles. Nonetheless, these consoles remained quiet until a small†¦show more content†¦The system went on to sell out at almost all locations. The success of the NES System has been attributed to its impressive graphics and the speed and game control that the Nintendo developers had created. By 1991 more tha n 33 millions homes had an NES system (Kent 73). Nintendo lead the way in the home gaming console industry paving the way for such companies as Sony and Microsoft, which dominate the video game industry today. However, video games were not the only technology that made the leap to personal use. Computer technology was well in the works before the 1980s, yet, it was in the 1980s that the leap to home computing was made and thus launched the careers of two of the most famous men in the computing industry, Bill Gates, founder of Microsoft, and Steve Jobs, of the Apple Corporation. However, it was IBM that won the race to producing the first personal computer. IBM introduced the first personal computer PC in August of 1991 (History of the PC). â€Å"The first PC was good but not spectacular (History of the PC). However, IBM used many third party developers and companies, which helped, make the IBM the preferred PC. The first PC ran off of Microsoft Dos operating system. This made the IBM easier to add features to, but also made it easier for other companies to come up with their own versions of the PC. Microsoft was not exclusive to IBM allowing room for competitors. Competition came from all different kinds of computer