The Role Of The Front Office :: essays research papers

The Role of The Front Office A security program is most effective when all employees participate in the hotel's security efforts. Front office staff play a paticularly important role. Front desk agent, door attendants, bellpersons, and parking attendantshave the oppurtunity to observe all persons entering or departing the premises. Suspicious activities or circumstances involving a guest or visitor should be reported to the hotel's security department or a designated staff member. Several procedures front desk agents should use to protect guests and property have already been mentioned. For example, front desk agents should never give keys, room numbers, messages, or mail to anyone requesting them without first requiring appropriate identification. Similiarly, the front desk agent should not announce an arriving guest's room number. Guest's may be further proteceted if the front office prohibits staff members frrom providing guest information to callers or visitors. Generally, front desk agent should not mention guest room numbers. People calling guest's at the hotel should be directly connected to the appropriate guestroom without being informed of the room number. Conversely, someone asking for a specific room number over the telephone should never be connected until the caller identifies whom he or she is calling and the hotel employee verifies the identity of the person in the room requested. A person inquiring at the front desk about a guest may be asked to use the house phones so that they connect only to the hotel operator. The caller can then be properly screened to provideadditional security. Front office staff may also inform guest's of personal precautions they may take. For example, front desk agents may suggest that guests hide and secure any valuables left in their cars.

Human Development

Two strands of human development are social and emotional. 2. Two stages of human development from the case study are older adulthood and adulthood. 3. Nature is what you are born with, like what you inherit from your parents, an example from the case study is that Iain and Kirsty’s daughter has brown curly hair just like Iain. 4. Nurture is what you learn as you grow up and go through life; an example of nurture from the case study is that Anne is planning on caring for her new grand-daughter when Kirsty returns to work. . Two key features of behavioural approach is Behavioural and Consequence, Behavioural meaning if a child wants something and takes a tantrum, and Consequence meaning if they are giving what they want then they will think that it is the correct way to behave and there for do it again. 6. Three key features of the social learning theory are Bonding – children connecting with people, like parents making them feel safe around them and loved.Loss – If someone dies or goes away, for example a loved one you miss them and start to feel this sense of loss in life, like an empty space has arrived that wasn’t there before. 7. Two ways in which the behavioural approach can help care workers understand human development and behaviour is , it helps them learn how to act and respond to a child’s behaviour and helps them understand how they should react to something, such as praise them for good things but tell them no it was wrong if they did something wrong. . From the case study you can understand why Jenny does not want to move into supported accommodation not only because she is happy at home but she feels secure and loved at home with her mum, and now thinks that she is getting pushed aside as her mum has remarried and is moving in with her new partner. Jenny will feel a sense of loss due to this and may also feel bereavement due to only losing her dad two year ago. Staying at home could remind.. Human Development HSV 504: Human Development-Early Memory Development Dianne Wright Post University Introduction Many human development specialists have examined memory loss of adults later in life. During the past fifty years, there have been many studies in children’s cognitive development and earlier childhood memory loss. Ernest G. Schachtel conducted studies on why people forget childhood memories as they grow older. He described the processes that could be involved in early memory loss (Crain, 2005). He was influenced by Sigmund Freud’s cognitive theory (Crain, 2005). Lev S.Vygotsky, however, described children’s early memory development as a holistic process that involved society, physiological, cultural, and economical environments. (Vygotsky, 1978) Vygotsky was influenced by Karl Marx’s theory of people’s development, noted Crain (2005). Schachtel was influenced by Sigmund Freud; both theorists seemed to agree that children learn to remember more systematica lly when prompted by a more experienced person, like their parents and caregivers (Broderick and Blewitt, 2010). Young people separated from their parents when they were children can have fragmented memories of that earlier time.There are a series of systems involved in memory loss (Lerner, Easterbrooks, and Mistry, 2003). Keywords: memory, socialization, childhood, processes, environment HSV 504: Human Development-Early memory loss Doctor Schachtel said adults lose their very early childhood memories. He says the older children get, the more early childhood memories they lose (Crain, 2005). Crain (2005) explained that Schachtel said early childhood memory loss was called â€Å"infantile amnesia† (p. 327). When they were infants people had intense experiences; however as time passed and other experiences took their place, they forgot the earlier memories (Crain, 2005).Most importantly, the earlier experiences were lost because they occurred before the child could speak. Like his predecessor Freud, Schachtel said that to some extent, early hostile and sexual feelings were repressed because they led to shame (Crain, 2005). Schachtel believed forgetting most early childhood memories was common to every experience people had during early childhood. In addition, children were socialized by caregivers and peers to change their first response to pleasure in order to conform to cultural expectations.Schachtel believed that the differences with adult’s and children’s memory loss were with how they experienced their lives. He said that adults experience their lives primarily through verbal associations (Crain, 2005), like seeing a nice shade of blue and saying what a pretty color it is. Children before one year of age experience their lives through taste and smell (Crain, 2005). As children grow up, they start to conform to the way adults and peers experience the world, yet to maintain the characterization of familiar perceptions of the world (Crain , 2005). Schachtel said that infants experience life with their senses.The most important sense is taste. Babies have more taste buds than adults do (Crain, 2005). Many times whatever they touch winds up in their mouths. In addition, the sense of smell is important to babies because they learn to identify their mother by her smell, as well as how she tastes. The sense of sight is not as important to infants as it is for older children (Crain, 2005). Schachtel identifies these senses as body senses. Temperature is felt on the body as hot and cold, they are inside senses, he said. Sight and hearing are outside senses because they are other focused. Smell and taste are inside focused (Crain, 2005).According to Schachtel, when adults experience memory categories, they have very little words to describe the tasting, smelling and feeling senses in memory (Crain, 2005). When children start to experience life by exploring new things, looking at their body functions for example, adults becom e concerned and begin socializing them to respond like themselves (Crain, 2005). Freud said the same about children being discouraged from investigating their body functions (Gay, 1998). However, he said that they are discouraged from that experience by their caregivers (Crain, 2005). It is considered rude in the west to discriminate based on smell.To say someone’s breath smells bad in public is not considered polite, so that sentiment is rarely spoken in public. Yet, body odor is the primary smell that would intrigue a very young child, said Schachtel (Crain, 2005). Their parents tell them that it is not good and the child learns to distance herself from that sensory pleasure. Schachtel also said that with passing of time the highly sensitive sensory experiences are lost to the children because they are repressed (Crain, 2005). Schachtel believed that adults are less sensitive to their earlier sensory perceptions due to socialization (Crain, 2005).The senses become defined a s either good or bad, and adults have extensive vocabulary labeling things they see, but not food that they taste or odors they smell (Crain, 2005). Schachtel further explains the only adults that would still have their earlier perceptions intact after parental and peer socialization would be creative individuals like writers and painters (Crain, 2005). When a child gets older, many things that were accepted in infancy can become less intense because their orientation changes toward the outside senses, sight and touch.Schachtel also said that babies enjoyed the warmth of protective environments (Crain, 2005). Crain (2005) added that Schachtel was a pioneer in his observations about the loss of early memories. When Schachtel started writing, no one else was aware that as people got older they lost many of their childhood memories (Crain, 2005). In the years after Schachtel had written about early memory loss, there have been several studies that have added to his insights. Crain (200 5) also stated we could lose memories earlier and faster than Schachtel said we did. Lev S.Vygotsky said that children develop within their respective cultures and societies long before they learn to speak (Crain, 2005). He also noted a children’s development involved its society, economic status, and physiological development. Vygotsky (1978) stressed that a childs’ learning processes where more than subconscious and mental; children’s development can grow within every environmental aspect of their lives. Children learn from caregivers in their respective cultures how to relate within their environments, noted Broderick & Blewitt (2010).Vygotsky said that children learned how to relate in two stages: first when parents teach them to interrelate; and then within themselves as they start to interact with their peers (Crain, 2005). Most importantly, Schachtel taught people what processes could happen inside the thinking of babies and very young children (Crain, 20 05). He also believed that parents help children put their thoughts into words by recalling what they saw at particular events, but at a cost of the children losing much of their earlier memories.In this view, Schachtel agreed with Vygotsky (Crain, 2005). Schachtel was a pioneer in the study of memory loss of young children as they grow older (Crain, 2005). According to Crain (2005), his theory has made the deepest impression on this writer who is a caseworker. As a practitioner that enters legal codes for children that have gone through many kinds of abuse and neglect, one wonders how many of those children are trying to recall their earlier memories of being separated from their parents. Some of these young people grew up in their relative’s homes.Those adults told them about their parents and some of the circumstances that caused them to be placed in foster care. Now, they are coming to the agency requesting to see their closed case records. Many of those records have phot ographs. There are court hearings that video tape their proceedings for their records. Some of Vygotsky’s findings were published abroad three years after Schachtel published his human development work (Crain, 2005). Vygotsky’s theory about children’s cognitive development was not paid attention to because his writings were banned (Broderick & Blewitt, 2010).Today both theorists are studied because Vygotsky stressed environmental involvement in cognitive development (Broderick & Blewitt, 2010); and Schachtel’s theory stressed the mental processes of human development (Crain, 2005). Schachtel and Vygotsky’s theories agree in that both said that parents, caregivers and other environmental models help children in learning new activities. Vygotsky said that since children are learning new things all the time, their abilities progress as they grow older (Crain, 2005).Schachtel said most of children’s socialization comes from parents and peers to conform to their respective society’s mode of behavior (Crain, 2005). Vygotsky’s theory of socio-cultural development resonates with many developmentalists because there has to be more to people’s development than mental processes. A whole series of systems contributes to very early memory functions as children grow up. According to Lerner, Easterbrooks, & Mistry (2003), there have been numerous studies on cognitive functions and memory.They explained that memory loss of young children as they become adults can be related to a combination of processes from neurological to sociological. In addition, there are now numerous studies discussing brain function with social and physiological developments (Lerner et al. , 2003). Lerner et. al (2003) also explained that age, lifestyle, and education are among other determinants that have influenced the changing relationships in memory processes over a person’s lifespan. Since Schachtel’s writings more than f ifty years ago on children’s memory development, there have been many studies on the same subject (Cycowicz, 2000).Human development specialists are discovering new information on memory and cognitive development. According to Wertsch (1985), Vygotsky’s works are now studied because of their holistic approaches to human development. References Broderick, P. C. & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd ed. ). Pearson: Boston, MA. Cycowicz, Y. M. (2000). Memory development and event-related brain potentials in children. Biological Psychology, 54, (174). Crain, W. C. (2005). Theories of development: Concepts and applications. 5th ed. ). Upper Saddle River, NJ. Pearson: Prentice Hall. Gay, P. (1998). Freud: A Life for Our Times. London: J. M. Dent and Sons. Lerner, R. M. , Easterbrooks, M. A. , & Mistry, J. (eds. ). (2003). Handbook of Psychology. 6, 443-461. Hoboken, NJ: John Wiley & Sons, Inc. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press. Human Development HSV 504: Human Development-Early Memory Development Dianne Wright Post University Introduction Many human development specialists have examined memory loss of adults later in life. During the past fifty years, there have been many studies in children’s cognitive development and earlier childhood memory loss. Ernest G. Schachtel conducted studies on why people forget childhood memories as they grow older. He described the processes that could be involved in early memory loss (Crain, 2005). He was influenced by Sigmund Freud’s cognitive theory (Crain, 2005). Lev S.Vygotsky, however, described children’s early memory development as a holistic process that involved society, physiological, cultural, and economical environments. (Vygotsky, 1978) Vygotsky was influenced by Karl Marx’s theory of people’s development, noted Crain (2005). Schachtel was influenced by Sigmund Freud; both theorists seemed to agree that children learn to remember more systematica lly when prompted by a more experienced person, like their parents and caregivers (Broderick and Blewitt, 2010). Young people separated from their parents when they were children can have fragmented memories of that earlier time.There are a series of systems involved in memory loss (Lerner, Easterbrooks, and Mistry, 2003). Keywords: memory, socialization, childhood, processes, environment HSV 504: Human Development-Early memory loss Doctor Schachtel said adults lose their very early childhood memories. He says the older children get, the more early childhood memories they lose (Crain, 2005). Crain (2005) explained that Schachtel said early childhood memory loss was called â€Å"infantile amnesia† (p. 327). When they were infants people had intense experiences; however as time passed and other experiences took their place, they forgot the earlier memories (Crain, 2005).Most importantly, the earlier experiences were lost because they occurred before the child could speak. Like his predecessor Freud, Schachtel said that to some extent, early hostile and sexual feelings were repressed because they led to shame (Crain, 2005). Schachtel believed forgetting most early childhood memories was common to every experience people had during early childhood. In addition, children were socialized by caregivers and peers to change their first response to pleasure in order to conform to cultural expectations.Schachtel believed that the differences with adult’s and children’s memory loss were with how they experienced their lives. He said that adults experience their lives primarily through verbal associations (Crain, 2005), like seeing a nice shade of blue and saying what a pretty color it is. Children before one year of age experience their lives through taste and smell (Crain, 2005). As children grow up, they start to conform to the way adults and peers experience the world, yet to maintain the characterization of familiar perceptions of the world (Crain , 2005). Schachtel said that infants experience life with their senses.The most important sense is taste. Babies have more taste buds than adults do (Crain, 2005). Many times whatever they touch winds up in their mouths. In addition, the sense of smell is important to babies because they learn to identify their mother by her smell, as well as how she tastes. The sense of sight is not as important to infants as it is for older children (Crain, 2005). Schachtel identifies these senses as body senses. Temperature is felt on the body as hot and cold, they are inside senses, he said. Sight and hearing are outside senses because they are other focused. Smell and taste are inside focused (Crain, 2005).According to Schachtel, when adults experience memory categories, they have very little words to describe the tasting, smelling and feeling senses in memory (Crain, 2005). When children start to experience life by exploring new things, looking at their body functions for example, adults becom e concerned and begin socializing them to respond like themselves (Crain, 2005). Freud said the same about children being discouraged from investigating their body functions (Gay, 1998). However, he said that they are discouraged from that experience by their caregivers (Crain, 2005). It is considered rude in the west to discriminate based on smell.To say someone’s breath smells bad in public is not considered polite, so that sentiment is rarely spoken in public. Yet, body odor is the primary smell that would intrigue a very young child, said Schachtel (Crain, 2005). Their parents tell them that it is not good and the child learns to distance herself from that sensory pleasure. Schachtel also said that with passing of time the highly sensitive sensory experiences are lost to the children because they are repressed (Crain, 2005). Schachtel believed that adults are less sensitive to their earlier sensory perceptions due to socialization (Crain, 2005).The senses become defined a s either good or bad, and adults have extensive vocabulary labeling things they see, but not food that they taste or odors they smell (Crain, 2005). Schachtel further explains the only adults that would still have their earlier perceptions intact after parental and peer socialization would be creative individuals like writers and painters (Crain, 2005). When a child gets older, many things that were accepted in infancy can become less intense because their orientation changes toward the outside senses, sight and touch.Schachtel also said that babies enjoyed the warmth of protective environments (Crain, 2005). Crain (2005) added that Schachtel was a pioneer in his observations about the loss of early memories. When Schachtel started writing, no one else was aware that as people got older they lost many of their childhood memories (Crain, 2005). In the years after Schachtel had written about early memory loss, there have been several studies that have added to his insights. Crain (200 5) also stated we could lose memories earlier and faster than Schachtel said we did. Lev S.Vygotsky said that children develop within their respective cultures and societies long before they learn to speak (Crain, 2005). He also noted a children’s development involved its society, economic status, and physiological development. Vygotsky (1978) stressed that a childs’ learning processes where more than subconscious and mental; children’s development can grow within every environmental aspect of their lives. Children learn from caregivers in their respective cultures how to relate within their environments, noted Broderick & Blewitt (2010).Vygotsky said that children learned how to relate in two stages: first when parents teach them to interrelate; and then within themselves as they start to interact with their peers (Crain, 2005). Most importantly, Schachtel taught people what processes could happen inside the thinking of babies and very young children (Crain, 20 05). He also believed that parents help children put their thoughts into words by recalling what they saw at particular events, but at a cost of the children losing much of their earlier memories.In this view, Schachtel agreed with Vygotsky (Crain, 2005). Schachtel was a pioneer in the study of memory loss of young children as they grow older (Crain, 2005). According to Crain (2005), his theory has made the deepest impression on this writer who is a caseworker. As a practitioner that enters legal codes for children that have gone through many kinds of abuse and neglect, one wonders how many of those children are trying to recall their earlier memories of being separated from their parents. Some of these young people grew up in their relative’s homes.Those adults told them about their parents and some of the circumstances that caused them to be placed in foster care. Now, they are coming to the agency requesting to see their closed case records. Many of those records have phot ographs. There are court hearings that video tape their proceedings for their records. Some of Vygotsky’s findings were published abroad three years after Schachtel published his human development work (Crain, 2005). Vygotsky’s theory about children’s cognitive development was not paid attention to because his writings were banned (Broderick & Blewitt, 2010).Today both theorists are studied because Vygotsky stressed environmental involvement in cognitive development (Broderick & Blewitt, 2010); and Schachtel’s theory stressed the mental processes of human development (Crain, 2005). Schachtel and Vygotsky’s theories agree in that both said that parents, caregivers and other environmental models help children in learning new activities. Vygotsky said that since children are learning new things all the time, their abilities progress as they grow older (Crain, 2005).Schachtel said most of children’s socialization comes from parents and peers to conform to their respective society’s mode of behavior (Crain, 2005). Vygotsky’s theory of socio-cultural development resonates with many developmentalists because there has to be more to people’s development than mental processes. A whole series of systems contributes to very early memory functions as children grow up. According to Lerner, Easterbrooks, & Mistry (2003), there have been numerous studies on cognitive functions and memory.They explained that memory loss of young children as they become adults can be related to a combination of processes from neurological to sociological. In addition, there are now numerous studies discussing brain function with social and physiological developments (Lerner et al. , 2003). Lerner et. al (2003) also explained that age, lifestyle, and education are among other determinants that have influenced the changing relationships in memory processes over a person’s lifespan. Since Schachtel’s writings more than f ifty years ago on children’s memory development, there have been many studies on the same subject (Cycowicz, 2000).Human development specialists are discovering new information on memory and cognitive development. According to Wertsch (1985), Vygotsky’s works are now studied because of their holistic approaches to human development. References Broderick, P. C. & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd ed. ). Pearson: Boston, MA. Cycowicz, Y. M. (2000). Memory development and event-related brain potentials in children. Biological Psychology, 54, (174). Crain, W. C. (2005). Theories of development: Concepts and applications. 5th ed. ). Upper Saddle River, NJ. Pearson: Prentice Hall. Gay, P. (1998). Freud: A Life for Our Times. London: J. M. Dent and Sons. Lerner, R. M. , Easterbrooks, M. A. , & Mistry, J. (eds. ). (2003). Handbook of Psychology. 6, 443-461. Hoboken, NJ: John Wiley & Sons, Inc. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.

Culture of Lebanon Country Essay

Prescriptive were given to the patients. It consists of description, preparation and steps of the treatment that has to be provided. It also indicated here the responsibility of the patients in the given prescription to accomplish the desired effect. It provides a clinical care for the patient and for the outcome that it may bring. To make the baby born and grow into a loving and warm environment, some treatments and practices have to be completed. Some of these prescriptive were as follows. A mother has preferably given a hot food rather than cold ones during her pregnancy. This is believed to provide warmth for the fetus. During the time of menstrual cycle and post delivery period, they are given cold foods and preferred a cold environment. These are the beliefs that are being related to the hot and cold theory of disease prevention and maintaining good health that influence conception and pregnancy. To be a mother is the essence of being a woman. Many pregnant women practice some safety measures to protect their baby from harm. Some women practice to sleep on their backs to protect the infant; they keep having frequent intercourse and keep the vaginal canal well lubricated to facilitate an easier birth and keep on being active to prevent decrease of amitotic fluid and ensure a smaller baby. So they will not experience the pain of birth giving for a bigger offspring. For a very long period of time, taking care of infants is done by placing the baby in a crib or playpen. Small bedrooms are also designed for infants. However as time passed by, many mothers had been very busy in their work that they leave their responsibility, as the mother to their child, to kindergartens and even babysitters. The grandparents are also the one who commonly help in raising the child. In every part of the world, education is very important and so as in Lebanon. It had been also said that the first teacher of the child is his or her parents. This is true because it is the place where the child learns to do things on his or her own way. Taboo is a word used to describe an object and action that should be totally avoided due to social and cultural objections. One of the strict Lebanese Taboo practices is not to give birth when both parties are not yet married. In Lebanon, it is unusual to have an arranged marriage but it does not mean that it does not exist. Contracting marriage had been brought by present economic crisis of the country. Among Muslims, polygamy is accepted. However, very few people choose to live this kind of lifestyle. The issue of divorce is also very relative. It is easy to get divorced if you are a Muslim and harder for orthodox Christians. In Marinate communities, divorce is something that is very difficult. Moreover, if a mother is incapable of rearing the child or the money to get married or is protecting her honor and her family’s name, she hands the baby over the church and this is considered an irrational set of taboos. One thing that is sure to happen in the lives of everyone is death. Avery is expected to die at a certain point of time. It is something that every people should be prepared of, whether the death of the people around them or their own death. One of the most complicated things in such event is the funeral. This is the time wherein people often show and are encouraged to show their feelings of loosing a beloved. Most funerals in Lebanon are commonly followed by processions by which the people take the dead body in their final destination. Funeral Home Service in the place provides options on arranging funeral service. They can assist you with customary service, non-traditional service, cremation of the dead body with or with out the memorial service. They can also make the option and opportunity of transporting a family member into another city or state, and offer you with pre-burial planning. Death rituals have an emotional power – the funerals, the singing of laments, the distribution of food, the daily visits to the graves, and especially the rite of exhumation. These rituals help them face the universal paradox of mourning or grief: how they can accept the fact of bringing them to the end; how can living sustain relationships with the dead; and how they may continue their life on the earth and live meaningfully as part of the community. When a person dies, family and friends travel from long distance to get to the funeral. They are also having a festive watch over the body of the person before its burial. More grieving families, based on the tradition, engage in the protection of the dying and bereaved those who have difficulty dealing with the death. They expressed their feelings during the grieving process. In this case those health care providers assist the person by providing support and privacy during the bereavement. Lebanon has a highly developed medicine and health care. Lebanese people have a very little belief on the effectiveness of traditional medicines remains nowadays. The country has many doctors and health care provider than they actually need. There are also lots of hospitals continuously trying to be restructured and modernized. Lebanon has relatively good health care programs and free hospitals for the benefit of the public and all the people who care for their health but cannot afford to pay big amount of hospital bills. Advanced technology has provided modern medicines and complex indicative diagnostics. Some authorities advocate the increase in the use of paramedical workforce to care for the persons or patients with persistent and incurable infirmities. But modern practices in treating disease are not fully applicable in some areas such as urban places and the ethnic groups. Health care providers should consider lot of things and take careful assessment before they should practice their duties and execute their function. Lebanese ethnic groups are related and are engaged upon the use of folk medicine and folk medicine practices to treat their diseases. And they combine these with variety of prayers, use of herbal teas and medicines and other applications. As a health care provider, it is very much important that they are aware about the practices, its purpose and the way it should be carried out. References: Countries and Their Culture. 2007. Culture of Lebanon Retrieved September 19, 2007 from http://www. everyculture. com/Ja-Ma/Lebanon. html .F. A. Davis Company. 2003. Transcultural Health Care. Retrieved September 19, 2007 from http://www. fadavis. com/related_resources/1_1916_1. pdf George,J. Ethnic. no date. Cuisine: Lebanon. Retrieved September 19, 2007 from http://www. sallys-place. com/food/cuisines/lebanon. htm Federal Research Divition. no date. Lebanon A Country Study Retrieved September 19, 2007 from http://books. google. com. ph/books? id=nMwEs12tKJoC&dq=culture+of+lebanon+country+++&pg=PA77&ots=l6Hr7q-puC&sig=uqJRJNFJHf1THFZ9ILxWkJalpxo&prev=http://www. google. com. ph/search%3Fhl%3Dtl%26q%3Dculture%2Bof%2Blebanon%2Bcountry%2B%2B%2B%26meta%3D&sa=X&oi=print&ct=result&cd=1#PPA252,M1

The Siege of Lucknow in the Sepoy Mutiny (1857)

The Siege of Lucknow in the Sepoy Mutiny (1857) The Siege of Lucknow lasted from May 30 to November 27, 1857, during the Indian Rebellion of 1857. Following the beginning of the conflict, the British garrison at Lucknow was quickly isolated and besieged. Holding out for over two months, this force was relieved in September. As the rebellion swelled, the combined British command at Lucknow was again besieged and required rescue from the new Commander-in-Chief, Lieutenant General Sir Colin Campbell. This was achieved in late November after a bloody advance through the city. The defense of the garrison and the advance to relieve it were viewed as a show of British resolve to win the conflict. Background The capital city of the state of Oudh, which had been annexed by the British East India Company in 1856, Lucknow was the home of the British commissioner for the territory. When the initial commissioner proved inept, the veteran administrator Sir Henry Lawrence was appointed to the post. Taking over in the spring of 1857, he noticed a great deal of unrest among the Indian troops under his command. This unrest had been sweeping across India as sepoys began to resent the Companys suppression of their customs and religion. The situation came to head in May 1857 following the introduction of the Pattern 1853 Enfield Rifle. The cartridges for the Enfield were believed to be greased with beef and pork fat. As the British musket drill called for soldiers to bite the cartridge as part of the loading process, the fat would violate the religions of both the Hindu and Muslim troops. On May 1, one of Lawrences regiments refused to bite the cartridge and was disarmed two days later. Widespread rebellion began on May 10 when troops at Meerut broke into open revolt. Learning of this, Lawrence gathered his loyal troops and began fortifying the Residency complex in Lucknow. Fast Facts: Siege of Lucknow Conflict: Indian Rebellion of 1857Dates: May 30 to November 27, 1857Armies Commanders:BritishSir Henry LawrenceMajor General Sir Henry HavelockBrigadier John InglisMajor General Sir James OutramLieutenant General Sir Colin Campbell1,729 rising to approx. 8,000 menRebelsVarious commanders5,000 rising to approx. 30,000 menCasualties:British: approx. 2,500 men killed, wounded, and missingRebels: Unknown First Siege Full-scale rebellion reached Lucknow on May 30 and Lawrence was compelled to use the British 32nd Regiment of Foot to drive the rebels from the city. Improving his defenses, Lawrence conducted a reconnaissance in force to the north on June 30, but was forced back to Lucknow after encountering a well-organized sepoy force at Chinat. Falling back to the Residency, Lawrences force of 855 British soldiers, 712 loyal sepoys, 153 civilian volunteers, and 1,280 non-combatants was besieged by the rebels. Comprising around sixty acres, the Residency defenses were centered on six buildings and four entrenched batteries. In preparing the defenses, British engineers had wanted to demolish the large number of palaces, mosques, and administrative buildings that surrounded the Residency, but Lawrence, not wishing to further anger the local populace, ordered them saved. As a result, they provided covered positions for rebel troops and artillery when attacks began on July 1. The next day Lawrence was mortally wounded by a shell fragment and died on July 4. Command devolved to Colonel Sir John Inglis of the 32nd Foot. Though the rebels possessed around 8,000 men, a lack of unified command prevented them from overwhelming Inglis troops. Havelock and Outram Arrive While Inglis kept the rebels at bay with frequent sorties and counterattacks, Major General Henry Havelock was making plans to relieve Lucknow. Having retaken Cawnpore 48 miles to the south, he intended to press on to Lucknow but lacked the men. Reinforced by Major General Sir James Outram, the two men began advancing on September 18. Reaching the Alambagh, a large, walled park four miles south of the Residency, five days later, Outram and Havelock ordered their baggage train to remain in its defenses and pressed on. Major General Sir James Outram. Public Domain Due to monsoon rains which had softened the ground, the two commanders were unable to flank the city and were forced to fight through its narrow streets. Advancing on September 25, they took heavy losses in storming a bridge over the Charbagh Canal. Pushing through the city, Outram wished to pause for the night after reaching the Machchhi Bhawan. Desiring to reach the Residency, Havelock lobbied for continuing the attack. This request was granted and the British stormed the final distance to the Residency, taking heavy losses in the process. Second Siege Making contact with Inglis, the garrison was relieved after 87 days. Though Outram had originally wished to evacuate Lucknow, the large numbers of casualties and non-combatants made this impossible. Expanding the defensive perimeter to include the palaces of Farhat Baksh and Chuttur Munzil, Outram elected to remain after a large stash of supplies was located. Rather than retreat in the face of the British success, rebel numbers grew and soon Outram and Havelock were under siege. Despite this, messengers, most notably Thomas H. Kavanagh, were able to reach the Alambagh and a semaphore system soon was established. While the siege continued, British forces were working to re-establish their control between Delhi and Cawnpore. Lieutenant General Sir Colin Campbell in 1855. Public Domain At Cawnpore, Major General James Hope Grant received orders from the new Commander-in-Chief, Lieutenant General Sir Colin Campbell, to await his arrival before attempting to relieve Lucknow. Reaching Cawnpore on November 3, Campbell, a veteran of the Battle of Balaclava, moved towards the Alambagh with 3,500 infantry, 600 cavalry, and 42 guns. Outside Lucknow, rebel forces had swelled to between 30,000 and 60,000 men, but still lacked a unified leadership to direct their activities. To tighten their lines, the rebels flooded the Charbagh Canal from the Dilkuska Bridge to the Charbagh Bridge (Map). Campbell Attacks Using information provided by Kavanagh, Campbell planned to attack the city from the east with the goal of crossing the canal near the Gomti River. Moving out on November 15, his men drove rebels from Dilkuska Park and advanced on a school known as La Martiniere. Taking the school by noon, the British repelled rebel counterattacks and paused to allow their supply train to catch up to the advance. The next morning, Campbell found that the canal was dry due to the flooding between the bridges. Interior of the Secundra Bagh after Campbells attack in November 1857. Public Domain Crossing, his men fought a bitter battle for the Secundra Bagh and then the Shah Najaf. Moving forward, Campbell made his headquarters in the Shah Najaf around nightfall. With Campbells approach, Outram and Havelock opened a gap in their defenses to meet their relief. After Campbells men stormed the Moti Mahal, contact was made with Residency and the siege ended. The rebels continued to resist from several nearby positions, but were cleared out by British troops. Aftermath The sieges and reliefs of Lucknow cost the British around 2,500 killed, wounded, and missing while rebel losses are not known. Though Outram and Havelock wished to clear the city, Campbell elected to evacuate as other rebel forces were threatening Cawnpore. While British artillery bombarded the nearby Kaisarbagh, the non-combatants were removed to Dilkuska Park and then on to Cawnpore. To hold the area, Outram was left at the easily held Alambagh with 4,000 men. The fighting at Lucknow was seen as a test of British resolve and the final day of the second relief produced more Victoria Cross winners (24) than any other single day. Lucknow was retaken by Campbell the following March.

The Long History of the Rain Gauge

The Long History of the Rain Gauge One source has is that the son of King Sejong the Great, who reigned the Choson Dynasty from 1418 to 145, invented the first rain gauge. King Sejong sought ways to improve agricultural technology to provide his subjects with adequate food and clothing. In improving agricultural technology, Sejong contributed to the sciences of astronomy and meteorology (weather). He invented a calendar for the Korean people and ordered the development of accurate clocks. Droughts plagued the kingdom and King Sejong directed every village to measure the amount of rainfall. His son, the crown prince, later called King Munjong, invented a rain gauge while measuring rainfall at the palace. Munjong decided that instead of digging into the earth to check rain levels, it would be better to use a standardized container. King Sejong sent a rain gauge to every village, and they were used as an official tool to measure the farmers potential harvest. Sejong also used these measurements to determine what the farmers land taxes should be. The rain gauge was invented in the fourth month of 1441. The invention of the rain gauge in Korea came two hundred years before inventor Christopher Wren created a rain gauge (tipping bucket rain gauge circa 1662) in Europe. Rainmakers Born in Fort Scott, Kansas, in 1875, Hatfield claimed to have been a student of meteorology for 7 years, during which time he discovered that by sending a secret combination of chemicals into the air clouds could be produced in large enough quantities that rain was sure to follow. On March 15, 1950, New York City hired Dr. Wallace E Howell as the citys official rainmaker.

Aggression and violence, nature or nurture

Aggression is a common behavior in humans. It is not necessary to regard aggressiveness in a person as a bad quality for it has been found to be necessary in animals and is a part of nature. The more aggressive animal in a species is generally more successful, powerful and gains control over food, territory and mates. Aggression is also a means of maintaining social order. Aggressiveness in this case becomes a necessity for Darwin’s survival of the fittest. In the highly developed human, there is a negative form of aggressiveness called as malignant aggression where man causes harm or injury to another for the sole purpose of sadistic pleasure or revenge. These acts are generally premeditated or planned and it is this form of aggressiveness that should be discouraged in children. This form of aggressiveness is more often than not due to nurture and not nature. It results from negative emotions like frustration, hatred, prejudice, and fear or from depression or mental imbalance. Children are exposed to violence from a very early age thanks to television, news and cases of domestic violence at home and quarrels in the school. Children have been found to learn from these experiences and behave in an aggressive manner because of this sort of exposure. But it has been found that the aggressiveness is an innate trait and is as much biological and genetical as it is environmental. Children who are aggressive and violent have been found to have parents and relatives who are violent and aggressive. There are two ways of looking at this. The child could be aggressive by nature as the gene of aggressiveness is prevalent in the family or the child can be violent by nurture as he sees violence on a daily basis and believes it to be a part of life. But the fact remains that a child, genes or otherwise, would not be prone to violent behavior unless he was brought up in a violent environment. Statement of Study. Aggression can be useful in some cases but when it becomes violent can be destructive. While many biologists claim that the genes precondition aggressive behavior in a person, psychiatrists and sociologists believe that man’s behavior is a reflection and result of the environment and society that he is brought up in. Various studies and observations prove that man’s aggression is neither solely because of nature or solely because of nurture. It is because of a combination of the two. Both heredity and environment are responsible for man’s intricate personality, including the areas of violence and aggression but environment has more influence on the person and the environment and method of bringing up the child can help control and discourage the aggressiveness in the child. INTRODUCTION The news everyday is full of reports about rape, murders, wars and other forms of violence. But that is at a larger scale. Even in day to day life we come across acts of violence and aggression. Children’s fights among themselves, couples’ fights and arguments at the work place are all common happenings. Each year in the United States alone, over 5 million children are directly exposed to violence of some sort or the other whether it is domestic violence, physical abuse or movies on television. Defining Aggressiveness Aggression is a desire or intent to hurt or harm someone, not necessarily physically, and follow it up with an action with intent to harm that person. It is a noxious stimulus, which attempts to show authority, superiority and make a stand. It can be verbal, such as, insults, threats, accusations or sarcasm or physical in nature such as punishment, restrictions or physical abuse. There are two main types of aggression – Affective aggression and Instrumental aggression. Affective aggression is simply anger and its goal is to injure and harm. Instrumental aggression is self – protection and defense and is seen in situations such as wars or by a victim against the perpetrator. Most violent behavior is a defensive response to perceived aggression. It is a reaction to an expected action. Benign aggression is another name for instrumental aggression while the term malignant aggression is used to describe aggression whose aim is to hurt other for sadistic pleasure. Malignant aggression is a form of affective aggression. Aggression is also a means of maintaining social order among many species. It is present in many animals, especially mammals, with animals competing with each other for food, dwelling spaces and mates. The stronger and more aggressive competitor is generally successful. Aggression therefore can be self – protective and useful but can also be destructive and violent. However, if aggression is an effective method among animals in maintaining social order and self – defense, reckless violence appears to be a poor survival mechanism. Violence is heterogeneous and is generally impulsive, reactive or defensive and carried out in a moment of anger or fear. At other times it can be predatory and remorseless aggression. Violent behaviors can also be related to intoxication from alcohol or due to neuropsychiatric conditions. Violent acts may be the result of personal or cultural belief systems (political or religious terrorism) and can be directed against a specific victim (domestic violence) or a specific group (racism and bigotry against African   Americans, Jews or Homosexuals). Violence can also be sexualized as in the case of rape. It is evident that the emotion of aggression does not exist alone. It is generally combined with other negative emotions such as fear, anger, and depression and in cases of planned violence, even prejudice and hatred. The Nurture Theory All the theories and hypothesis provided under the nurture theory support the view that man’s aggressiveness is conditioned by his environment, learning and his experiences. Aristotle proposed that at birth, man’s mind is a blank slate or â€Å"tabula rasa†. One’s environment and experiences are recorded on it, promoting a particular behavior or personality in that individual. Buddhism too focuses on the principle that human behavior can be controlled by altering one’s state of mind. According to Buddha’s teachings, suffering can be eliminated by removing from the mind, desire, greed, anger, passion, fear and other destructive impulses. Certain social pressures and situations cause an aggravation of aggressiveness in daily life such as influence of media, pollution of various types, abusive parenting, overcrowding, racist or prejudiced views and a sense of humiliation and defeat or helplessness. Behaviorists apply the â€Å"principles of social learning theory† where aggression is dealt in term of:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Features of the environment that fosters the initial learning or acquisition of the behavior.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Environmental influences that facilitate aggressive behavior (as said earlier).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Environmental conditions that maintain aggressive behavior (as said earlier). Pollution and Aggressiveness Research has revealed that pollution such as noise and air pollution may not cause but increase probability of aggressive behavior. High levels of noise for long periods of time results in loss of hearing, hypertension, stress and a decrease in the efficiency level that results in frustration. Air pollution such as emission from cars and other motor vehicles causes an increase in heart and lung problems, fatigue and decrease in efficiency and lack of concentration. Pollution of any type is an intensifier of already present behavior. An already aggressive person will only become more aggressive to the extent of becoming violent. Frustration – Aggression Hypothesis According to this hypothesis, â€Å"Aggression is always a consequence of frustration. The existence of frustration always leads to some form of aggression†. This basically means that when there is a hurdle blocking the path towards a goal, frustration sets in. as a result of frustration, aggression occurs which is a series of actions, not necessarily right ones, to attain that goal. This hypothesis is not entirely true. Frustration does not always result in aggression and violence. People react in different ways when frustrated. They may bite their tongue, think about something else, attempt a different route to the goal, laugh it off or get depressed, and not necessarily angry. (Sarah McCawley, 2002) Social Learning Theory This model of Nurture theory denies that humans are innately aggressive and that aggression is learned by either observing aggressive model (movies, domestic violence or even the news) or by receiving payoffs following acts of aggression. These payoffs may be in the form of stopping aggression by others, gaining praise, status and respect by being aggressive, a sense of power and security or just reducing tension and stress. (Sarah McCawley, 2002)   In her article â€Å"The Nature of Aggression (or is it Nurture?)†, Sarah McCawley says that if a particular person or a specific group are perceived as offensive or dangerous or inferior than we are prone to be aggressive and irritable towards that person or group. Our society and culture provides us with certain stereotypical ideas that direct our resentment, prejudice, discrimination and hatred towards certain types of people. If we dislike someone or some group, we are more inclined to hurting them. This makes it evident as to how our thoughts influence our actions and every time we demean another human and look at him with hatred or contempt, we increase the potential for aggression. (Sarah McCawley, 2002) A few researchers feel that aggression is used at times as a means of recovering lost pride. When one’s pride is hurt, violence is an attempt to restore status and self – esteem by hurting the offender. The inability to find meaning in one’s life causes resentment and a sense of helplessness. In such cases malignant aggression is observed. Hitler was a prime example of malignant aggression, killing millions of innocent Poles, russians and Jews. This is all a result of an underlying sense of powerlessness, which compels them to prove to themselves and others that they are powerful. Stalin is another example who tortured and killed many political prisoners who opposed his policies. In daily life, such incidents can be noted in the behavior of a teacher or boss when he sees a student or worker break into a cold sweat. Hauck in his work â€Å"Overcoming Frustration and Anger† beautifully explains how these negative emotions of powerlessness, frustration and depression an be overcome and thus control anger. Our own irrational ideas are the cause of these emotions. Hauck described a woman who had been insulted and abused by an alcoholic husband for 30 years. She hated him. He had wasted enormous amounts of needed money on drinks. He was self-centered. The woman hated her husband and had contempt for him. When a rational emotive therapist told her â€Å"Your husband is sick. You are demanding that he change but he can’t.† she started to view her husband with sympathy and pity instead of hatred. She had created her own misery and anger by drowning in self pity. But when she looked at her husband as a patient who needed help, she looked upon herself as his caretaker and savior. Thus her change in attitude and thoughts helped her lose the anger that was inside her.

Response paper Essay Example | Topics and Well Written Essays - 250 words - 18

Response paper - Essay Example Ultimately, it is the view of this student that the choice to diversify into the economy market is a positive one. Essentially, this decision is based upon the fact that unless a firm is continually growing and seeking to diversify its new markets, it risks becoming irrelevant and shrinking. Likewise, relying upon the cash cows that have provided the sustenance of this company into the foreseeable future is not a tenable business plan that can likely continue to promote further success. In terms of what the CEO might actually think of these arguments, it is likely that he will be hesitant to risk company profitability and productivity based upon a product that has not sufficiently been analyzed, tested, or room for market space determined. Nevertheless, he will likely be intrigued by the possibility of engaging this particular product line and production with relatively low startup costs and without a great deal of investment in machinery or