Tuesday, November 26, 2019

Turn Baking Soda Into Washing Soda

Turn Baking Soda Into Washing Soda These are easy instructions for making sodium carbonate, also known as washing soda or soda ash, from baking soda or sodium bicarbonate. Make Sodium Carbonate Sodium bicarbonate is CHNaO3, while sodium carbonate is Na2CO3. Simply heat baking soda or sodium bicarbonate in a 200 F oven for about an hour. Carbon dioxide and water will be given off, leaving dry sodium carbonate. This is the soda ash. The chemical reaction for the process is: 2 NaHCO3(s) → Na2CO3(s) CO2(g) H2O(g) The compound will readily absorb water, forming the hydrate (returning to baking soda). You can store the dry sodium carbonate in a sealed container or with a desiccant to keep it dry or allow it to form the hydrate, as desired. While sodium carbonate is fairly stable, it slowly decomposes in dry air to form sodium oxide and carbon dioxide. The decomposition reaction can be accelerated by heating the washing soda to  851 C (1124 K). Key Takeaways: Baking and Washing Soda Sodium bicarbonate (baking soda) and sodium carbonate (washing soda) are similar molecules. The difference is  how much water is incorporated into the molecule.If you bake baking soda, it decomposes to form washing soda, releasing carbon dioxide and water.Over time, washing soda decomposes for form sodium oxide, releasing carbon dioxide. Warmer conditions speed the decomposition process. Uses for Washing Soda Washing soda is a good all-purpose cleaner. Its high alkalinity helps it cut grease, soften water, and disinfect surfaces. Keep in mind, sodium carbonate solution irritates the skin and can produce chemical burns in pure form. Wear gloves when using it! Sodium carbonate is used to adjust swimming pool pH, prevent caking in foods, and as a treatment for ringworm and eczema. Its also used on a commercial scale for making glass and paper products.

Saturday, November 23, 2019

The Third Punic War and Carthago Delenda Est

The Third Punic War and Carthago Delenda Est By the end of the Second Punic War (the war where Hannibal and his elephants crossed the Alps), Roma (Rome) so hated Carthage that she wanted to destroy the north African urban center. The story is told that when the Romans finally got to take revenge, after they won the Third Punic War, they salted the fields so the Carthaginians could no longer live there. This is an example of urbicide.   Carthago Delenda Est! By 201 B.C., the end of the Second Punic War, Carthage no longer had its empire, but it was still a shrewd trading nation. By the middle of the second century, Carthage was thriving and it was hurting the trade of those Romans who had investments in North Africa. Marcus Cato, a respected Roman senator, began to clamor Carthago delenda est! Carthage must be destroyed! Carthage Breaks the Peace Treaty Meanwhile, African tribes neighboring Carthage knew that according to the peace treaty between Carthage and Rome that had concluded the Second Punic War, if Carthage overstepped the line drawn in the sand, Rome would interpret the move as an act of aggression. This offered daring African neighbors some impunity. These neighbors took advantage of this reason to feel secure and made hasty raids into the Carthaginian territory, knowing their victims couldnt pursue them. Eventually, Carthage became fed up. In 149 B.C., Carthage got back into armor and went after the Numidians. Rome declared war on the grounds that Carthage had broken the treaty. Although Carthage didnt stand a chance, the war was drawn out for three years. Eventually, a descendant of Scipio Africanus, Scipio Aemilianus, defeated the starved citizens of the besieged city of Carthage. After killing or selling all the inhabitants into slavery, the Romans razed (possibly salting the land) and burned the city. No one was allowed to live there. Carthage had been destroyed: Catos chant had been carried out. Primary Sources on the Third Punic War Polybius 2.1, 13, 36; 3.6-15, 17, 20-35, 39-56; 4.37. Livy 21. 1-21.Dio Cassius 12.48, 13.Diodorus Siculus 24.1-16.

Thursday, November 21, 2019

International HRM Term Paper Example | Topics and Well Written Essays - 750 words

International HRM - Term Paper Example It is a great idea to offer HRM consulting services to private-sector employers located in England and France. It will diversify the operations of the organization and will open up new opportunities for growth and development. By all means the organization must go ahead with this initiative as companies all over the world are looking for HR consulting organizations to assist them with managing global workforce. Global cultural competencies will definitely grow and this is a great opportunity to stay ahead of the competition. At the same time there are various issues that need to be considered for this initiative to be successful. First and the foremost, it is an obvious fact that HRM has only been a part of the organization and not the core business. The core business of the organization has been IT consulting; hence, HR consulting is not the expertise of the company. It also has to be noted that IT consulting has limited clients in the U.S. and Canada. Therefore, venturing into an e ntirely new market with a new service is very risky and calls for caution. There are numerous factors that need to be considered and acted upon for the company to be prepared and competent in order to meet the needs of clients in England and France. The current HR team will not be sufficient to handle the workload and, hence, new recruitments are essential. The HR team will not be addressing issues with respect to internal employees but employees of clients which are international organizations. Hence, now qualified HR professionals need to possess numerous essential competencies, such as â€Å"knowledge of HR strategies, models, methods and techniques; problem-solving skills; people management skills; and, finally, the ability to adapt to international contexts† (Tyler, 2011). Another crucial requirement regarding HR personal is the development of global mind-set. When dealing with people from different cultural backgrounds it is essential to understand their culture. Hence, HR personal needs to be taught global mind-set skills, even though they will be working from offices and visiting the client sites. In order for our HR team to manage or consult on issues with respect to international workforces, there are three main aspects they need to be good at: â€Å"self-awareness, second languages and multicultural savvy† (Tyler, 2011). It is very important to ensure that the above factors are taken into consideration while hiring new HR personnel. HR professionals with an international HR degree would be handy for this project but it is not an absolute necessity. There is no need for a compulsory HR degree courses but it is essential for professionals to at least attend workshops that last from a day to a week. Such workshops, which focus on topics related to globalization, are vital as they help HR professional to better understand international cultures (Tyler, 2011). There are various other factors that need to be considered, such as cultural faux pas. What is considered as good manners in one culture might not be the same in another culture. Hence, cultural competency becomes vital when dealing intercultural organizations. Cultural competency is the ability of an individual to effectively interact and communicate with people from different cultural backgrounds (Tyler, 2011). Effective HR personnel are those who are not only aware of one’s background, views, as well as preferences and bias but also of the whole lot of other important nuances. Only then he/she will be able to effectively understand and manage the human resources in the 21st century organization. Second language acquisition is another important aspect of cultural competence. For example, while dealing with clients from France, it is important to be able to communicate in French. Talent management is a challenge with respect to international management as different practices are employed in different cultures and this leads to divergence of ideologies. V arious factors, such as

Tuesday, November 19, 2019

ASSESSMENT 1 AND ASSESSMENT2 Case Study Example | Topics and Well Written Essays - 2000 words

ASSESSMENT 1 AND ASSESSMENT2 - Case Study Example These disorders are not officially identified in patients less than eighteen due to the continuing growth changes. But, if the disorder is persistent and if the criteria are completely and constantly fulfilled and are not restricted to a growth phase, detecting borderline personality disorder in teenagers and kids is proper. Historically, BPD has been perceived to be lying on the margin between neurosis and psychosis. It is typified through marked unsteadiness in functioning, mood, affect, interpersonal links and sometimes reality test. This disorder was conceptualized in 1975 by Kernberg to describe a collection of patients with specific prehistoric defense systems and pathologic object associations that are internalized. Case study The client is a forty four year old woman with a borderline personality disorder (BPD). She has a history of frequent presentation to the hospital. In addition, she has accommodation issues; legal Avo on her by her daughter, her legal status is involunta ry. She is well known to police, poor coping skills, has concrete thinking also deemed as OHS hazard, finances under the financial management order, her medications as listed sodium valproate 500mg BD, pantoprazole 20mg mane steraline 50 mg mane, PRN med TDS ibuprofen 400mg. She also has allied support issues. History of client’s diagnoses The client felt emotions often, more profoundly and for prolonged periods. In addition, she had a history of reinitiating and even lengthening her emotional responses for longer periods. As a result, this took her a long period to go back to a steady emotional baseline after going through a strong emotional experience. The client was exceptionally happy, idealistic, and affectionate. However, she at times felt besieged by negative feelings, going through deep anguish rather than sorrow, disgrace and humiliation rather gentle embarrassment, anger instead of displeasure, and fright instead of anxiety. The client was particularly responsive to emotions of isolation, rejection, and apparent failure (Boyd 459). The client as well demonstrated impulsive traits regularly. The diagnoses reported repeated threats of self-harm, where the client’s history revealed that she has attempted to commit suicide several times. She as well portrayed impulsive conduct especially excessive drinking of alcohol. The client has a history of getting involved in unsteady relations, which regularly resulted to emotional ruin. These included abuse of alcohol and having sexual relations with several partners, changing jobs regularly, shoplifting, quitting relationships and self-harm. Self-injury or suicidal conduct is among the basic diagnostic condition in the DSM IV-TR. Recovery and management of this behavior is difficult and demanding. The reasons reported by the client to self-harm and attempting suicide entails articulating anger, creating usual emotions, self-punishment and distracting herself from emotional anguish or hard situation s. The client had problems of concentrating often. The strong feelings of individuals with borderline personality can render it hard for them to regulate the focus of their concentration. She demonstrated dissociation in reaction to a painful episode and in cases where she remembered a painful experience. This involved directing complete or partial concentration away from the episode. Though this helps in relieving painful feelings, it repressed the usual experience of feelings, and reduces the potential of patients with borderline

Sunday, November 17, 2019

The State of Affirmative Action in Michigan Essay Example for Free

The State of Affirmative Action in Michigan Essay The term affirmative action refers to positive steps taken for the purpose of giving members of minority groups (including women) increased representation in the workplace, education, and in business opportunities. The term was first used in Executive Order (EO) 11246 issued by then President Lyndon Johnson in 1965 to ensure that federal contractors were not discriminating against minority groups pursuant to the provisions of the Civil Rights Act of 1964 (Stanford Encyclopedia of Philosophy).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, it took another five years before the Secretary of Labor came out with Order #4 which contained the implementing guidelines for EO # 11246. In 1972, Revised Order #4 was issued by the Secretary of Labor to amend Order #4 and fully implement EO 11246. In order to carry out the revised order, directives were issued by the Department of Health, Education, and Welfare to bring colleges and universities under its coverage. Because the revised order already included women among the minority groups that should be â€Å"fully utilized,† the different institutions in the country, including colleges and universities, were required to set their â€Å"goals† and â€Å"timetables† for such full utilization of the so-called â€Å"protected classes† which by then included women (Stanford Encyclopedia of Philosophy). Controversy followed the implementation of the revised order not only because of the inclusion of women under the minority groups but particularly when it came to the interpretation of the terms â€Å"goals† and â€Å"timetables.† Some quarters insisted that â€Å"goals† and â€Å"timetables† meant â€Å"quotas† which required institutions to employ gender and/or racial preferences in their employee selection. Others believed otherwise. They argued that a correct interpretation of EO 11246 would show that affirmative action did not actually mean using racial or gender preferences in the selection processes but merely increasing representation. In an essay entitled â€Å"Preferential Hiring,† Judith Jarvis Thomson supported the idea of preferences as a way of compensating for the discrimination that minorities suffered in the past. Thomas Nagel, on the other hand, in his â€Å"Equal Treatment and Compensatory Justice,† claimed that preferences could be a manner of achieving social good without necessarily being unfair and unjust to anybody. Their arguments were immediately contradicted by Lisa Newton who argued that if schools give preference to women and minorities, the â€Å"reverse discrimination [that inevitably results] violates the public equality which defines citizenship† (Stanford Encyclopedia of Philosophy). As the debate raged on how to go about giving more teaching posts to women and members of the minority groups, some colleges and universities took the initiative of increasing the presence of minority students in their student population. Unfortunately, one problem became immediately apparent: not enough minority students could obtain sufficient test scores or high school grades that would enable them to gain eligibility for college admission. To overcome the problem, some colleges and universities decided to change their criteria for admissions if only to accommodate minority students and achieve a better representation ratio in the process. This practice resulted to some white applicants being bumped off despite getting higher test scores than some minority students who were admitted. Consequently, charges of reverse discrimination were raised in many campuses nationwide, culminating to cases being filed in court (Stanford Encyclopedia of Philosophy). The University of Michigan was not spared from this chaotic situation. One such case was filed by Jennifer Gratz and Patrick Hamacher on October 14, 1977. They took the university to court for allegedly granting illegal preference to minority students in the undergraduate admissions. The case, which was ruled later by the District Court as a â€Å"class action lawsuit† in December of 1998, was initially scheduled for trial in May 1999 but was later postponed at a later date. The Center for Individual Rights represented the plaintiffs (York). The case filed by Gratz and Hamacher stemmed from their failure to obtain admission to the College of Literature, Science, and the Arts (LSA). Gratz applied in 1995 while Hamacher filed his application in 1997. According to the complaint, although the college considered Hamacher as â€Å"within the qualified range† and Gratz as â€Å"well qualified,† they were denied admission in favor of minority students. Gratz and Hamacher claimed that the university used racial preference in its undergraduate admissions and violated Title VI of the Civil Rights Act of 1964 as well as the Equal Protection Clause of the Fourteenth Amendment (York). On October 16, 2000, twenty Fortune 500 companies which included 3M, Abbott Laboratories, Microsoft Corporation, and The Procter Gamble Company filed a joint amicus brief supporting the University of Michigan. In their brief, they stated that ethnic and racial diversity in institutions like the University of Michigan is vital not only in their efforts to put together a diverse workforce but also in their desire to hire workers from all backgrounds who have obtained their education in diverse environments. On January 15, 2003, President Bush made known his opinion on the case. According to his statement which was released by the Office of the Press Secretary, although he was supportive of racial diversity in colleges and universities, he did not approve of the method employed by the University of Michigan. He not only described its method as flawed but pronounced it a â€Å"quota system that unfairly rewards or penalizes perspective students, based solely on their race.† He further said that the university’s practice of granting minority students extra points (20 out of the needed 100 points for admission) is unconstitutional since under the system being observed in Michigan, a student gets only 12 points for obtaining a perfect score in SAT (York). In response, university president Mary Sue Coleman explained the university’s admission criteria which, according to her, were simply misunderstood by the president. She said that the university only allocated 12 points for the SAT score because the high school grades were given more value. Race and socioeconomic status were also among the factors considered, explaining that only one of these factors could get 20 points for a student. Another 16 points could be obtained by a student coming from the upper peninsula of Michigan, in consideration of geographic diversity. She continued on to state that other factors included in the criteria were â€Å"leadership, service, and life experiences† (York). On December 13, 2000, Honorable Patrick Duggan of the District Court of Michigan, ruled that the admissions policies adopted by the university during the years in question was indeed unconstitutional. However, he granted no remedy to the complainants. On June 23, 2003, the United States Supreme Court, after reviewing the case, ruled that the university policy violated the Equal Protection Clause because its use of race was â€Å"not narrowly tailored to achieve [its] asserted interest in diversity† (York). After the Supreme Court came out with its ruling, Ward Connerly, a black who formerly served as regent of the University of California immediately announced his intention to place a voter’s initiative on the ballot. Connerly also spearheaded the campaigns for the earlier ballot initiatives that ended minority preferences in the states of California (1997) and Washington (1998). He convinced Jennifer Gratz to spearhead the effort. Gratz organized the Michigan Civil Rights Initiative and by January 2005 was able to come up with more than 500,000 signatures. That number exceeded the 317,757 signatures needed to get the initiative on the ballot in 2006. After much controversy involving accusations of fraud, proposition 2 was finally placed on the ballot with election scheduled for November 7, 2006 (Vu). Proposition 2 won by a majority of 58% of the votes cast. As a result of that victory, 45 days after the election proposition 2 would take effect to bar affirmative action in employment, public education, and contracting. A CNN exit poll showed that in a state whose population is 14% black and 81% white, one out of every seven black voters and about 67% of the white voters signified their intention to put an end to affirmative action in Michigan. Opponents of the initiative, however, immediately filed a federal lawsuit which challenged the constitutionality of the measure. For her part, University of Michigan president Mary Sue Coleman expressed her intention to continue the fight for a diversified campus. Her exact words were: â€Å"I believe there are serious questions as to whether this initiative is lawful, particularly as it pertains to higher education. I have asked our attorneys for their full and undivided support in defending diversity at the University of Michigan† (Lewin). Unfortunately, on December 29, the Court of Appeals for the Sixth Circuit decided against any delay in the implementation of Proposition 2. The result was a considerable drop in the admissions of minority students at the University of Michigan.             Works Cited Cinti, Dylan. â€Å"Leveling the Playing Field.† The Communicator. 11 September 2007.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   14 March 2008. http://the-communicator.org/index.php/site/article/leveling_the_playing_field/   Lewin, Tamar. â€Å"Michigan Rejects Affirmative Action, and Backers Sue.† The New York   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Times. 9 November 2006. 14 March 2008. http://www.nytimes.com/2006/11/09/us/politics/09michigan.html?_r=2oref=slogin). oref=slogin Stanford Encyclopedia of Philosophy. â€Å"Affirmative Action.† 4 March 2005. 14 March 2008.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://plato.stanford.edu/entries/affirmative-action/ Vu, Pauline. â€Å"Affirmative action in Michigan ballot.† Stateline.org. 29 August 2006.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   14 March 2008. http://www.stateline.org/live/details/story?contentId=137542 York, Grace. â€Å"Affirmative Action In College Admission: Gratz and Hamacher/Grutter v.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Regents of the University of Michigan.† The University of Michigan Documents   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Center. 18 January 2008. 14 March 2008. http://www.lib.umich.edu/govdocs/affirm.html

Thursday, November 14, 2019

Pretty Painless Piercing :: essays research papers

On March 26, 2004, I rushed out the doors of my high school and went to pick up my friend Tommy from his high school. He climbed in the car and off we went to New Image Tattoo and Piercing. I was so nervous on the way there but super excited because I was going to get my first body piercing. I was scared and nervous because I only had my ears pierced. My mom got them done when I was six months old, so I don’t remember if it hurt or not. Plus, my parents didn’t know that I was going to get a piercing, so not knowing their reaction was a big concern. As much as I was scared about the outcome, the adrenaline was still pumping through my body like beats in a club playing hip hop. As I pulled into the parking lot, I started having second thoughts. I’ve never done anything like this before and I thought if my parents found out that they’d make me take out my piercing. As I walked through the doors and into the waiting area I was greeted by Bart, one of the owners. We talked for a little while and I had to fill out papers as well as pick a navel ring. My choices were barbells or hoops. They recommended a hoop for easier cleaning and a little faster healing time. Since I was going to the beach for senior week in three months, and the hoops were cuter, I choose the hoop. It was a silver hoop with a red ball. I requested Kurt, the same guy who did my friends piercing. I heard a lot of good recommendations, so that’s who I wanted. He took me into the room and explained everything as he was opening the packages to everything he was going to use. He explained how to clean my new piercing, as well as healing time. He had me stand up so he could mark me so the piercing would be straight and then had me sit back down. He reclined the chair and I peaked my head up so I could watch as he pierced my belly button but I got yelled at. He explained that the piercing could become off center because I was using stomach muscles to pull myself up to watch. So I put my head back down and he used a breathing technique with me.

Tuesday, November 12, 2019

Courtroom Players Response Essay

In the courtroom there is a group of key players that work together on a daily basis. They are made of a group of professionals. These professional are those who know all aspects of a criminal trial and they work together in performing the duties of the court. The courtroom work group is all of the professionals that participate in a court proceeding. They include the judge, prosecuting attorneys, defense attorneys, public defenders and any other individuals who earn a living by giving service to the court. These individuals act together with a common goal of bringing any and all court room proceedings to a successful close. Each of professional in the courtroom work group has it’s own duties. The prosecutor is responsible for presenting the states evidence and preparing the states case against the accused. It is up to the prosecuting attorney to determine which cases should be pursued and which to let the charges drop. The prosecutor makes these decisions based on a variety of criteria. They will look at the evidence against the accused, the crime itself, the history of the accused as well as many other factors. If the criteria where more strict which would end up in fewer cases being prosecuted, the court would be less crowded for time but there would be more criminals on the streets going unpunished. On the other hand if they were too loose, there would be a risk of more innocent people being charged with crimes they didn’t commit and an already overtaxed court system becoming completely bogged down. I would not really recommend any changes in the court system that we have now. I understand it is not a perfect system but it is better than many and it has the right goals in mind. Reference: Schmalleger, F. (2011). Criminal justice today: An introductory text for the twenty-first century (11th ed.). Upper Saddle River, NJ. Pearson Prentice Hall.

Saturday, November 9, 2019

Attracting and Retaining the Best Employees

How many of each type of therapist will the company need? Can not estimate the amount of staffing needed to staff the therapist do to patients needs, without number of patients. b. How will it prevent therapists from â€Å"burning out†? Cross training per therapists unlikely to be burnout since they are floating among the five nursing homes. c. How can it retain experienced staff and still limit costs? Job analysis Job description Job specification Recruiting Degree Employee training By offering the employee benefit package will still limit company cost d.Are promotions available for any of the staff? What is the career ladder? Performance appraisal or evaluation is used to provide employee with performance feedback, to serve as a basis for distributing reward. e. How will the company manage therapists at five different locations? How will it keep in touch them (computer, voice mail, monthly meetings)? Would it make more sense to have therapists work permanently at each locati on rather than rotate among them? They will keep it touch by iphone, computer e-mail, text messaging, morning appointments assignments. No, it will be more cost affected for the patients needed. . How will the company justify the travel costs? What other expenses might it expect? By filled out a traveling expense report employee will be reimbursement at the rate of . 27 cent a mile dependant on appointment schedule. It will consist of the following; Date Patient name Arrival time Department time Mileage Using company vehicle has the expense of repair and maintenance. 2. Prepare a plan for the New Therapy Company to present to the nursing homes. Human Resource Planning – Forecasting the human resources that a firm will need and those that it will have available for the action to match supply and demand.Job analysis – determining the exact nature of the positions Recruiting – attracting people the apply for position Selection – Choosing and hiring the most qualified applicants Orientation – acquainting new employees with the firm Compensation – rewarding employee effort through monetary payment Benefits – providing rewards to ensure employee well-being Training Development – teaching employee new skills, new jobs, and more effective ways of doing their present jobs Performance Appraisal – assessing employees’ current and potential performance levels

Thursday, November 7, 2019

Significance of Studying Homosexuals

Significance of Studying Homosexuals In today's society, many people are concerned with morality. Tradition dictates that marriage is a union between a man and a woman for the purpose of raising children. With the advancement in technology, homosexuals can undergo special operations to have their sexes changed and at the same time live a life of their choice - to become "gay" or to become a "lesbian". Many people wonder how come there is a rapid growth of homosexuals. Hence, in this study the researcher aims to provide sufficient information to help people understand the various aspects of homosexuality.This study will explain the hardships encountered by homosexuals because people cannot accept them for what they are, their difficulties in understanding themselves and the emotional pains because of rejection by families and relatives. This research is mainly conducted to clarify the misconceptions and controversies surrounding homosexuality.During the first half of the 20th century, gay men were viewed as effeminate, l esbians were portrayed as mannish, and both were seen as being obsessed with sex, with little self-control or morality.English: Barbara Gittings picketing the White Hous...

Tuesday, November 5, 2019

Bristoe Campaign in the American Civil War

Bristoe Campaign in the American Civil War Bristoe Campaign - Conflict Dates: The Bristoe Campaign was conducted between October 13 and November 7, 1863, during the American Civil War (1861-1865). Armies Commanders: Union Major General George G. Meade76,000 men Confederate General Robert E. Lee45,000 men Bristoe Campaign - Background: In the wake of the Battle of Gettysburg, General Robert E. Lee and the Army of Northern Virginia withdrew south into Virginia.   Slowly pursued by Major General George G. Meades Army of the Potomac, the Confederates established a position behind the Rapidan River.   That September, under pressure from Richmond, Lee dispatched Lieutenant General James Longstreets First Corps to reinforce General Braxton Braggs Army of Tennessee.   These troops proved critical to Braggs success at the Battle of Chickamauga later that month.   Made aware of Longstreets departure, Meade advanced to the Rappahannock River seeking to take advantage of Lees weakness.   On September 13, Meade pushed columns towards the Rapidan and won a minor victory at Culpeper Court House. Though Meade hoped to conduct a wide sweep against Lees flank, this operation was cancelled when he received orders to send Major General Oliver O. Howard and Henry Slocums XI and XII Corps west to aid Major General William S. Rosecrans beleaguered Army of the Cumberland.   Learning of this, Lee took the initiative and launched a turning movement to the west around Cedar Mountain.   Unwilling to do battle on ground not of his own choosing, Meade slowly withdrew northeast along the Orange and Alexandria Railroad (Map). Bristoe Campaign - Auburn: Screening the Confederate advance, Major General J.E.B. Stuarts cavalry encountered elements of Major General William H. Frenchs III Corps at Auburn on October 13.   Following a skirmish that afternoon, Stuarts men, along with support from Lieutenant General Richard Ewells Second Corps, engaged parts of Major General Gouverneur K. Warrens II Corps the next day.   Though inconclusive, it served both sides as Stuarts command escaped from a larger Union force and Warren was able to protect his wagon train.   Moving away from Auburn, II Corps made for Catletts Station on the railroad.   Eager to harry the enemy, Lee directed Lieutenant General A.P. Hills Third Corps to pursue Warren.    Bristoe Campaign - Bristoe Station: Racing forward without proper reconnaissance, Hill sought to strike the rearguard of Major General George Sykes V Corps near Bristoe Station.   Advancing on the afternoon of October 14, he failed to notice the presence of Warrens II Corps.   Spotting the approach of Hills lead division, commanded by Major General Henry Heth, the Union leader positioned part of his corps behind the Orange and Alexandria Railroad embankment.   These forces mauled the first two brigades sent forward by Heth.   Reinforcing his lines, Hill was unable to dislodge II Corps from its formidable position (Map).   Alerted to Ewells approach, Warren later withdrew north to Centreville.   As Meade re-concentrated his army around Centreville, Lees offensive drew to a close.   After skirmishing around Manassas and Centreville, the Army of Northern Virginia withdrew back to the Rappahannock.   On October 19, Stuart ambushed Union cavalry at Buckland Mills and pursued the defeated horsemen for five mi les in an engagement that became known as the Buckland Races. Bristoe Campaign - Rappahannock Station:            Having fallen back behind the Rappahannock, Lee elected to maintain one pontoon bridge across the river at Rappahannock Station.   This was protected on the north bank by two redoubts and supporting trenches, while Confederate artillery on south bank covered the entire area.   Under increasing pressure to take action from Union general-in-chief Major General Henry W. Halleck, Meade moved south in early November.   Assessing Lees dispositions, he directed Major General John Sedgwick to assault Rappahannock Station with his VI Corps while Frenchs III Corps struck downstream at Kellys Ford.   Once across, the two corps were to unite near Brandy Station. Attacking around noon, French succeeded breaking through the defenses at Kellys Ford and began crossing the river.   Responding, Lee moved to intercept III Corps in the hope that Rappahannock Station could hold until French was defeated.   Advancing at 3:00 PM, Sedgwick seized high ground near the Confederate defenses and emplaced artillery.   These guns pounded the lines held by part of Major General Jubal A. Earlys division.   As the afternoon passed, Sedgwick showed no signs of attacking.   This inaction led Lee to believe that Sedgwicks actions were a feint to cover Frenchs crossing at Kellys Ford.   At dusk, Lee was proven wrong when part of Sedgwicks command surged forward and penetrated the Confederate defenses.   In the assault, the bridgehead was secured and 1,600 men, the bulk of two brigades, captured (Map). Bristoe Campaign - Aftermath: Left in an indefensible position, Lee broke off his movement towards French and began retreating south.   Crossing the river in force, Meade gathered his army around Brandy Station as the campaign ended.   In the fighting during the Bristoe Campaign, the two sides incurred 4,815 casualties including the prisoners taken at Rappahannock Station.   Frustrated by the campaign, Lee had failed to bring Meade to battle or prevent the Union from reinforcing its armies in the West.   Under continued pressure from Washington to obtain a decisive result, Meade commenced planning his Mine Run Campaign which moved forward on November 27. Selected Sources Civil War Trust: Battle of Bristoe StationCWSAC Battle Summaries: Bristoe StationBristoe Station Campaign

Sunday, November 3, 2019

The Mediating Effects of Time Structure on the Relationships between Article

The Mediating Effects of Time Structure on the Relationships between Time Management Behavior, Job Satisfaction and Psychological Wellbeing - Article Example Macan’s (1994) model conceptualizes how individuals manage time to achieve performance and maintain well being. Bond and Feather (1988) termed â€Å"time structure† to â€Å"the degree to which individuals perceive their use of time as structured and purposive† (p. 321). How employment provides individuals with a sense of structure and purpose, and how the absence of such a structure has negative influences. In a recent study, Kelly (2003) examined the relationship between worry and time usage amongst university students. Kelly found that the negative impact of Time Structure is worry. Kelly’s finding is inconsistent with many previous studies, which suggest that Time Management Behaviors (TMB) positively predict psychological consequences, such as personal wellbeing, work and life satisfaction. Macan and her colleagues developed the Time Management Behavior scale (Macan, 1994; Macan et al., 1990) by the twin surveys of college students and organization employees. Macan classified time management behavior into three categories Setting goals and priorities; mechanics of time management behaviors, and preference for organization. Setting goals and priorities includes â€Å"items that tap the setting of goals the person wants or needs to accomplish and prioritizing of the various tasks to achieve these goals† (Macan et al., 1990, p. 761). Mechanics of time management refers to the â€Å"behaviors typically associated with managing time, such as making lists and planning† (Macan et al., 1990, p. 761). Preference for organization refers to a reverse-scored factor that includes items measuring â€Å"a general preference for disorganization in one’s workspace and approach to projects† (Macan et al., 1990, p. 761). Based on this categorization of time ma nagement behaviors, Macan (1994) proposed the process model, which hypothesized that time management behaviors predict an individual’s perceived control of time, which in turn predicts job