Discuss Nathanael Greene's Southern campaign. Why do some historians Essay

Discuss Nathanael Greene's Southern campaign. Why do some historians view Greene as being second only to Washington in importance in winning the war - Essay Example Greene was handed the responsibility of leading the then weak Revolutionary southern army that had already been led by three commanders who failed in their duties (Golway, 2005). He was given the duty of commanding the war against the British occupation of the south. With a small and poorly trained army, he was up against a more established and experienced British army. With the awareness that his troops were not able to win large and decisive wars, he planned brief and sudden attacks against the prominent British army. He took a bold step to divide his army into smaller groups, forcing the British troops to do the same (Tucker, 2009). He then ordered the Continental army to retreat, and the British, without realizing the tactic used against them, followed the Continental army. This drove the British army further away from their supply base, making them weaker and eventually losing the battle (Tucker, 2009). Some historians view Greene as second to Washington in the importance of winning the war because he was appointed by Washington and took orders from him (Carbone, 2008). He also succeeded where three other commanders had failed. In the same way like Washington, he was gifted with the ability to use small means to a significant advantage (Carbone,

Chinese Traditional Religion Essay Example for Free

Chinese Traditional Religion Essay Religious practice in China today has elements as old as the Shang and Zhou dynasties and, dating from the Song dynasty (960–1279 CE), is marked syncretism–the combining of different forms of belief or practice. A good example is the construction of temple altars. It’s not uncommon to find Buddhist and Confucian figures in a Daoist temple. Nor is it extraordinary to see a self-professed Buddhist offer incense at a Daoist temple to a historical figure known for his Confucian virtues. China has been a multi-religion country since the ancient times. It is well known that Confucianism is an indigenous religion and is the soul of Chinese culture, which enjoyed popular support among people and even became the guiding ideology for feudalism society, but it did not develop into a national belief. It makes the culture more tolerant to others, thus, many other religions have been brought into the country in different dynasties, but none of them developed powerful enough in the history of China and they only provide diverse people more spiritual support. Confucianism, not a real religion, is just an ethical and philosophical system, which developed from Confucius’ thoughts and later was treated as a kind of belief to educate common people. Confucianism is a Chinese ethical and philosophical system developed from the teachings of the Chinese philosopher Confucius (Master Kong, 551–479 BC). The Confucius’ teachings contained the beginning of a system of thought and behavior that developed into a sophisticated ethico-religious tradition. Confucianism was adopted by the Han dynasty (206 B. C.E-220 C. E. ) as the intellectual basis for its system of government and its educational program for training officials. Confucius emphasized principles for self-guidance. The key to producing a harmonious life, he wrote, is in how we treat others–our ancestors, leaders, parents, spouses, neighbors, and friends. Two other concepts that were predominant in Confucius’s worldview were Tian (Heaven) and Dao (Way). His heaven represented a celestial power connected with the will of mighty ancestors, such as the widely known Yao, Shun, and Yu. The Way, on the other hand, constituted a natural path for humanity. Whereas Heaven emphasized choice, the Way required a yielding heart-mind (xin); both were crucial for achieving harmony in the earthly realm. Daoism is one of China’s major religions indigenous to the country. The primary belief is in learning and practicing â€Å"The Way† (Dao) which is the ultimate truth to the universe. Also known as Taoism, Daoism traces its roots to 6th Century BC Chinese philosopher Laozi wrote the iconic book Dao De Jing on the tenets of the Dao. In the 1,800 years, Taoism influenced the local culture deeply, especially on traditional medicine and literature. Based on some theories of alchemists such as Wei Boyang in Eastern Han Dynasty, different kinds of medicine prescriptions were created by Sun Simiao and many other doctors. In literature, many fictional characters are closely related with Taoism, such as the Jade Emperor. Their philosophies, though, are like two sides of a coin. Laozi emphasized harmony with the Dao–a referent to something that cannot be named–in order to achieve balance in life. To assist this process, Laozi taught his followers the concepts of non-action (wuwei) and shade and light (yin/yang–primordial, dynamic balancing of opposites). The principle of non-action meant that one should discern the natural course of things and cooperate with that movement. The teachings of Laozi and Confucius were not incorporated into a religious movement until the Han dynasty (206 BCE–220 CE). The result was a mix of philosophy and religion. Over the centuries that followed, both Confucianism (Rujiao—the teachings of the scholars) and Daoism (Daojiao—the teaching of the Way) developed elaborate rituals and sacred writings. To this day the philosophies of Laozi and Confucius, and the religious movements their lives and teachings inspired, exist in vibrant forms in Chinese, Korean, Japanese, and Vietnamese culture as well. When first introduced, Buddhism faced competition from followers of Daoism. While Daoism (also called Taoism) is as old as Buddhism, Daoism was indigenous to China. Daoists do not view life as suffering. They believe in an ordered society and strict morality, but they also hold strong mystical beliefs such as ultimate transformation, where the soul lives after death and travels to the world of the immortals. Because the two beliefs were so competitive, many teachers from both sides borrowed from the other. Today many Chinese believe in elements from both schools of thought. Buddhisms popularity, led to the quick conversion to Buddhism by later Chinese rulers. The subsequent Sui and Tang Dynasties all adopted Buddhism as their religion. The religion was also used by foreign rulers of China, such as the Yuan Dynasty and the Manchus, to connect with the Chinese and justify their rule. The Machus strived to draw a parallel between Buddhism. a foreign religion, and their own reign as foreign leaders. Despite Chinas shift to atheism after the Communists took control of China in 1949, Buddhism continued to grow in China, especially after the economic reforms in the 1980s. Today there are an estimated 100 million followers of Buddhism in China and over 20,000 Buddhist temples. It is the largest religion in China. For most people in China, there is no problem with mixing religious practices. Unlike some other cultures, where religious syncretism and even tolerance are viewed with skepticism or condemnation, the Chinese have always had the ability to select the religious practices and teachings that work best for them at the moment. If a certain deity doesn’t answer a supplicant’s petition, then it’s on to the next temple and deity. In general religious pluralism simply adds to the many options from which the Chinese can choose on their journey toward a harmonious life.

Facebook As A Learning Tool

Facebook As A Learning Tool Many teachers believe that students using laptops during class are not always taking notes or doing research related to their class discussion. If students are wondering then chances are they are using Facebook. Statistics show that students spend most of their time on Facebook. Most of the teachers believe that Facebook is a disturbance in the classroom, but Facebook has the potential to be a learning tool when it`s used strategically and creatively. I assert that Facebook can be a reliable and a popular medium through which both educators and students can interact appropriately. I will review findings by some researchers to understand the relationship between Facebook and education, and will show how it could be a reliable and popular mean to be used as a learning tool by focusing on three main points: (1) Facebook promotes knowledge and maintains effective and efficient student interaction with educators. (2) Facebook open doors to new opportunities for ubiquitous learning. (3) Fa cebook as a medium to develop communication skills and encourage participation and social commitment. Develop communication skills and encourage participation and social commitment: Communication through Facebook is different from traditional face-to-face communication. First, friendships through Facebook are explicit, where traditional friendships usually tend to be implicit. Secondly, conversations through Facebook are persistent. They are permanently stored and easily retrieved at any point in time. Finally, Facebook conversations share with all friends who can access someones profile (Siegle 15). Facebook is used as a primary communication activity through which young adults post, comment, and share information with each other. Facebook can provide a window into anyones life. Given that fact, it is the responsibility of the parents to monitor and provide guidelines to their children once they start using Facebook. The use of Facebook by students entails education-related interactions, while some use it to obtain information on a missed class, others may use Facebook to engage in humorous comments about their own and their teachers actions. No one can deny the fact that Facebook broke down the barriers between students and educators because the informal learning that occurs in the context of sharing media offers important opportunities for increased student involvement in formal learning settings (Fewkes and McCabe 2012). Fewkes and McCabe have argued that a learning community would perform its best if the characteristics of connectedness and trust have been established amongst the learners (Fewkes and McCabe 2012). For this reason, education remains one of the areas most heavily impacted by technology. Promotes knowledge and maintaining effective and efficient student interaction with educators: Various studies have been conducted on teachers, university professors, and young adults to understand and assess the usage of social networks in the light of education and its effect on students academic achievements as well as fulfilling the desire of promoting knowledge and maintaining effective and efficient student interaction with educators. Aaron M. Fewkes and Mike McCabe conducted a survey on a sample of students at Waterloo Regional District School Board after the latter had made a decision to embrace the growing popularity of Facebook to verify if their vision of using Facebook in schools aligns with the actual behavior of the students. The results show that 48% of students do log on to Facebook at least once during class time, moreover, the research exposed a possible disconnect between school board and students due to improper implementation of this policy. Educators who relied on Facebook to follow professional organizations were more knowledgeable than those who did not (Pilgrim and Bledsoe 38-39). We live in an age in which we are fully dependent on instant updates and information, the rationale behind using Facebook as a tool for professional learning adopts the idea that the internet is this generations defining technology for literacy (Pilgrim and Bledsoe 39). Facebook is indeed an important source of information for educators who seek to continue their learning. According to a study conducted on university instructors in Turkey, all instructors who participated in the survey somehow use Facebook in their courses; even the instructor with the lowest frequency had used Facebook to make announcements about the course by creating a group. The study concludes that instructors have adopted Facebook and they are using it intensively, with a greater tendency toward its use for educational purposes. According to my cited sources, the studies recognized Facebook as a reliable source for academicians because it is flexible and user friendly, in addition, the sources emphasized on the role of Facebook as a medium between students and instructors and argued that Facebook can neither be solely dependable for conducting courses nor can it be ignored. Open doors to new opportunities for ubiquitous learning: Educators respond the use of technology in their classrooms in five ways: (1) Ban it: This has been deemed ineffective due to the fact that technology is becoming a part of our life that we constantly use. Typical workarounds are hiding devices behind books and texting from pockets. (2) Do business as usual: I disagree with this behavior of educators as it is the educators responsibility to engage the students in their classrooms (3) limit the use of Technology: a clear guideline indicating what is to be tolerated and what would be unacceptable. (4) Enhance traditional practice: Technology is dependent on users. (5) Use the technology to restructure the educational process: encourage students to use technology for inquiry, problem solving and/or instruction. (Siegle ) If I was an instructor, my choice would be the fifth option, as it is the most effective and efficient according to the studies conducted by Pilgrim, Beldsoe, and Siegle, who all have concluded in their studies the importance of learning how to incorporate Facebook into the education process. The use of technology allows students to use social media websites like Facebook to engage in formal or informal discussions with their instructor as well as their fellow students. There are many ways educators and students can connect using Facebook. For instance, teachers can post comments for the students, students can post their final work for their peers to review and provide feedback, and also students can use the wall feature to ask questions and respond to each other. In addition, teachers set up a central page where all classroom mates can join to participate at any time of their choice to exchange knowledge and understanding of the subject being studied. Using social media should be, however, accompanied by some important precautions which educators should adhere to when using Facebook as a tool for educating students: (1) Teachers should consider setting up a separate Facebook account. (2) Educators should obtain signed parental consent prior to interacting with young students on Facebook. (3) Teachers should refrain from installing any applications on their page that would negatively affect their professional image. (4) Educators should remind students that they need to transfer the respectful tone teachers expect in class to their online interactions with them and ensure that students are aware that a teachers ethical responsibility will continue online. After I have explored the usage of Facebook by educators as well as students and identified the benefits of such usage by each party, I can say that Facebook is a reliable and a popular medium through which both educators and students can interact appropriately. In order for this medium of communication to work in its most effective and efficient way, students need to be trustful and self-regulated, that is, to refrain from the over- use of Facebook. In conclusion, Educators and students use Facebook; the education process should be focused on the interaction of each party with the other and not the technology itself. Facebook opens new doors to students and allows their knowledge to grow. Facebook also allows them to learn about themselves from their peers. It is my belief that social networks like Facebook will continue to evolve and optimize the education channels in the context of human communication. Educators should consider Facebook as a mean of enhanced communication that provides traceability to what has been discussed and a source of feedback and/or evaluation on whether the discussion has fulfilled what it is mandated for or not.

An Inspector Calls by J.B. Priestley Essay -- Inspector Calls Priestle

An Inspector Calls by J.B. Priestley An Inspector Calls, by J.B. Priestly, is the story of the visit by an Inspector to an apparently normal family, the Birlings. They are celebrating Sheila Birling's engagement to Gerald Croft, who is also present, when the Inspector arrives telling them of the suicide of a young girl called Eva Smith. At first they deny any knowledge of the girl, but as the play goes on the Inspector manages to show that they all helped kill her. Mr Birling had her dismissed from his factory for demanding a small increase in wages; Sheila ordered her to be dismissed from her job in a shop simply because of her pride; Gerald Croft kept her as his mistress before leaving her suddenly; Eric Birling (Mr & Mrs Birling's son) also had an affair with the girl and stole money to keep her living; and Mrs Birling used her influence to deny help to Eva Smith when she needed it most, driving her to suicide. After the Inspector's visit we can see which of the characters have learned their lesson from what the Inspector has said and which are steadfastly clinging to their old beliefs. The differing attitudes between the older and younger characters are shown by their conversations following the Inspector's departure. It is Birling's speech in Act 1 that sets the scene for the action in the play. Birling is confidently talking to Eric and Gerald about what he thinks about the future. He thinks of everything in business terms (for example, he says to Gerald that he hopes that his firm and Gerald's father's will become partners) and also is a man who thinks that a man should make his own way in life and does not believe in living in a "community. He disregards the people who preach this philos... ...ia and the Germans invaded Belgium, sending Britain and France into battle. The result was a hellish war in which millions died. Had the countries been able to live together then there would not have been a war. The fact that the play was written in the midst of the Second World War suggests that Priestly was saying that the lessons of what happened in the First World War had not been learned. In summary, An Inspector Calls details the differing attitudes of the Birling family to the events leading to Eva Smith's death and how they accept the responsibility for their actions. The older characters are too rigid to change but the younger ones are able to see their faults and accept what they have done is wrong. The play also reflects various cultural, social and historical, which reflect on the time both in which the play is set in and when it was written.

Philosophy Final Essay

In the Philosophy, Determinism has many different categories. Actually according to the textbook, the Determinism is the view that every event, including human actions, are brought about by previous events in accordance with the natural laws that govern the world. Human freedom is an illusion. Jewish philosopher Baruch Spinoza does not deny that people’s wishes and desires will lead to the soul, and he said, â€Å"but neglected one important factor†, that is, in Baruch's view, â€Å"the will† or we could call it the freedom of choice, is also determined by another factor.Meanwhile, this factor is again determined by another factor, â€Å"and then another, then another, and thus infinite persistence. † Arthur Schopenhauer, a German philosopher, who has the same opinion with Baruch, wrote that, â€Å"We all believe that we are born to be free†, â€Å"But afterwards, we will be surprised to find ourselves that we are not free at all, but subject to th e necessities†. In other words, Baruch gives the view that man is not free, and Schopenhauer finds the reasons of why man is not free. While considering the strengths of the Determinism, the Determinism can be said to be the pioneer of the science.The Determinism argues that everything in the world is in some kinds of causal relationships; all the movements of the world are determined by natural laws. Once we know the causes, we will definitely know the results. Because of this, science experienced a huge development. For instance, Newton’s calculation of planet motions makes it possible for us to accurately predict the foreseeable future. Under this circumstance, the world is like a clock, and it seems like man could know everything in the future. However, it is not quite like this.I think the Determinism ignores a very important factor, which is human’s role in this process. Human factors are involved wildly in human behaviors and various social systems, includ ing social laws and religion doctrines. Just like what I mentioned previously, scientists believe that the human life is pre-determined and human’s behavior is inevitable. They consider that if someone has all the information of one person, he or she may get to know how he or she is going to change in advance. But from the point of view throughout the history of human society people often turn to emphasize personal responsibility.Law and legal penalties for criminals act based entirely on the idea of individual â€Å"free will†. Most Jewish and Christian also believed that individuals should be responsible for the crime and suspects should be punished. We can imagine a psychology professor who believes determinism would say to a student: â€Å"You have to concentrate to your study, otherwise you will get nothing! † You can see the contradiction of human behaviors from this typical and ironic statement above, and notice that there exists a deviation between theor etical knowledge and actual human behaviors.At the same time, the Libertarians believe that people have â€Å"free will†, and there are no such inevitable results of those behaviors that are controlled by â€Å"free will†. Libertarianism has different meanings in different academic fields. From the general level, the libertarianism refers to people’s ability to decide whether or not to do something according to their conditions. Or in other words, according to the text book, it is the view that humans are able to make authentically free choices that are not determined by previous events in accordance with the natural laws that govern the world.In other words, given a choice, â€Å"we could have done otherwise. † There is a â€Å"Brake theory† that belongs to the Libertarianism argues that the actions under â€Å"free will† are cases of â€Å"actors causal relationship†, that is, from an actor leads to a result. In other words, a liber tarian is likely to emphasis more on subjective randomly selected without external oppression, and any random selection reflects a kind of chance. However, once the people make choices under their â€Å"free will†, relative to the present results, the past is always a choice determinant.Just as the ancient Greek philosopher Aristotle's â€Å"Battle of the problem†, although in the â€Å"Today† perspective, whether the naval battle will occur â€Å"Tomorrow â€Å"cannot be determined, but if we guess that â€Å"Tomorrow † the naval battle will occur, and the naval battle actually took place the next day, then we look from â€Å"Tomorrow † to â€Å"today†, the result is inevitable established. John Locke, a British philosopher, even thinks that, â€Å"If a man describes the will as ‘free', that person is guilty of a ‘category  mistake',† and he also believes that the freedom is a power belongs only to the actors.Thomas H obbs, another British philosopher, also considers the â€Å"free will† as an â€Å"absurd language†. He believes that the freedom is defined by the will. As a result, the freedom cannot be used to describe the will, and I think this is the biggest weakness of the Libertarianism. For Compatibilism, according to our textbook, it is the view that all events, including human actions are caused.However, we can consider human actions free if they are a result of internal motivations, not the product of external influences or constraints. I think, first of all, we should be clear that there is no absolute freedom. Any freedom should be based on a pre-determined range. As far as I am concerned, reality problem is made of all the options provided in some choices, and the so-called freedom is to provide more options for those choices, or we can say it expands the scope for choice.So based on this fact, we could summarized that, any freedom has the will as its boundary, in other words, the freedom is limited by the will, and definitely it cannot describe the will itself. Furthermore, the freedom of choice exists only in a moment, and it is a property of action’s initiation process. Once a choice is made, there is no meaning for the freedom at this moment. For each choice it provides, determinism is there. In fact, each of these options we have at the choosing moment is associated with one or few past factors, and even we can say that those factors determine the existence of this option.But for the selection process contains all those options, the concept of the â€Å"free will† can also exist because every option is inside the range of choice, and each choice is the result of chance. For example, if life is seen as a string of pearls, each â€Å"free will† can be expressed as the choice of each pearl and all those pearls could form the causal chain, which reflects the Determinism. Overall, I think the Determinism and the â€Å"free wil l† cannot be separated.Determinism offers countless possibilities, and the â€Å"free will† can be expressed in those choices under such possibilities. Personally, I would say the Compatibilism the one I like the most and I think it ought to be correct in the real world. The reason is that, first, just like I said, there is no absolute freedom. Everything can be interpreted differently by using different perspectives. Second, please don’t forget or underestimate the power of humans inside these decision making process. Human have learning  skills and we could get experiences from the past and use those to guide the future decisions.This is a reflection of the Determinism. However, things are always changing. The problem you faced last time may or may not be the problem you have at this moment. Just like Heraclitus said, â€Å"No man ever steps in the same river twice, for it's not the same river and he's not the same man. † That’s why the â€Å"f ree will† also exists and it might lead you to another new option you have at this moment. This is a reflection of the Libertarianism.

Economics Paper Essay

Gross Domestic Product (GDP) is the total number of goods and services produced in an economy in a given year. Measured in monetary terms, it reflects the general output of an economy per given period of time. The so-called â€Å"price basket index† (the average price levels for all goods and services in an economy) is the standard maeasure of GDP (the base year is arbitrary). GDP, however, is a standard measure itself. It is used to measure business cycles. Business cycles are generally fluctuations of aggregate production schedules per given period of time (usually monthly). Several theorists attempted to formalize the theory behind business cycles to no avail. Explanatory variables offered by these theorists were either insignificant or in contradiction with accepted economic principles. In any case, the ratio of GDP to the potential GDP can serve as an indirect measurement of the level of production fluctuation in the economy. If the ratio is close to 1, then the level of business cycle in an economy is also minimal. If the variance is large, then the economy experiences high levels of production fluctuations. In order to remove these fluctuations, actual GDP must equal potential GDP. If an economy achieves potential GDP, then it is Pareto Efficient. Hence, the amount of fluctuations (which characterized inefficiency) is close to zero. The determination of fiscal policies is solely the function of the government. Fiscal policies refer to expenditures a government undertakes to provide goods and services and to the way in which the government finances these expenditures (like taxes and subsidies). In the United States, some of the agencies concerned with setting fiscal policies are as follows: agencies of the federal government like the Defense Department, Trade Department, and the Bureau of Internal Revenue, and agencies of state governments. Generally, fiscal policies can be undertaken by all levels of government. The general functions of these bodies are as follows: 1) Provide goods and services that the market will usually not provide; 2) Provide economic infrastracture that will facilitate the flow of goods and services in an economcy; 3) Increase government spending during times of uncertainty, economic crisis, and recessions; 4) Provide businesses and investors an elaborate system of information in order to reduce transaction costs; 5) And, create incentives schemes in order to encourage increased production (or create an optimal tax system where firms that produce negative externalities would be heavily taxed to reach the social optima). Fiscal policies encourage increased production in two ways. By providing incentive schemes or subsidies to particular industries, the government can expect a long-term increase in the economy’s output. Increasing government expenditure is seen by investors and firms as a sign of expected economic growth (psychological). By increasing government expenditure, the national income increases by a certain amount depending on the government multiplier (note that Y = C + I + G + NX). An increase in G reflects an increase in Y. This induces other participants in an economy to spend more (therefore save less). Increased government spending also has bearing on employment, inflation, and general wage levels. Sustained government spending results to sustained inflation. Employment is ambiguously affected (this depends on the capacity of the economy to create jobs). Wage levels decreases in the long-run because of lower aggregate demand for labor. In many cases, fiscal policies are matched with monetary policies in order to achieve a desirable economic state. However, the use of monetary policies is more complicated. Hence, a separate analysis must be reserved for this topic.