mirranda essays

mirranda essays The Supreme Court of the United States of America often makes decisions, which change this great nation in a great way. Often there is a disagreement over their decision: the court itself is often split. The impact of the Courts decision creates discussions and on occasion, violence. This is what happened in the case of Miranda v. Arizona in 1966, this case proven to be one of the most controversial cases in the history of this great nation and its people. This case changed history of this country and left a tremendous impact, which many tried to revisit and change in some way or another. Ernest Miranda was born in 1940 in a little town Mesa, Arizona. His father had emigrated from Mexico and now was supporting the family of tree as a house painter. In 1946 Ernest Miranda lost his mother. His mother's death seemed to mark the end of the happy childhood and the beginning of the troubled youth ("Miranda v. Arizona" 14). It was in the elementary school were Mr. Miranda a chose his way, his discipline was not acceptable his attendance record shows more absences then days present. He was able to finish the 8th grade but his latter education was stopped by his growing criminal activities his first serious arrest was for car theft, he was convicted and received probation ("Miranda v. Arizona" 14). From then on his criminal record growth to inorams size, it shows that he was arrested and convicted for crime such as burglary for which he was convicted and sends to State Industrial School for Boys at Fort Grant. Only a month after his release he arrested and charged with atte mpted rape and assault. He was found guilty and returned to Fort Grand in January 1957 Miranda was released from Fort Grant two month latter he was arrested in California for curfew violations and Peeping Tom activities five month after hi was arrested for armed robbery. He was released because the state did not have enough evidence to convict him ("Miranda v. Arizona" 14...

Mezhirich - Paleolithic Ukraine Mammoth Bone Settlement

Mezhirich - Paleolithic Ukraine Mammoth Bone Settlement The archaeological site of Mezhirich (sometimes spelled Mezhyrich) is an Upper Paleolithic (Epigravettian) site located in the Middle Dnepr (or Dneiper) Valley region of Ukraine near Kiev, and it is one of the best-preserved sites of its type excavated to date. Mezhirich is a large open-air site where several mammoth bone huts with hearths and pit features were used between about 14,000-15,000 years ago. Mezhirich is located approximately 15 kilometers (10 miles) west of the Dnieper river in central Ukraine, located on top of a promontory overlooking the confluence of the Ros and Rosava Rivers, 98 meters (321 feet) above sea level. Buried beneath about 2.7-3.4 m (8.8-11.2 ft) of calcareous loess were the remains of four oval to circular huts, with surface areas of between 12 to 24 square meters (120-240 square feet) each. The dwellings are separated from one another between 10-24 m (40-80 ft), and they are arranged in a V-shaped pattern on the promontory top. Mammoth Bones as Structural Material The main structural elements of the walls of these buildings are stacked mammoth bone, including skulls, long bones (mostly humeri and femora), innominates, and scapulae. At least three of the huts were occupied at approximately the same time. About 149 individual mammoths are believed to be represented at the site, either as building material (for the structures) or as food (from refuse found in nearby pits) or as fuel (as burned bone in nearby hearths). Features at Mezhirich About 10 large pits, with diameters between 2-3 m (6.5-10 ft) and depths between .7-1.1 m (2.3-3.6 ft) were found surrounding the mammoth-bone structures at Mezhirich, filled with bone and ash, and are believed to have been used as either meat storage facilities, refuse pits or both. Internal and external hearths surround the dwellings, and these are filled with burnt mammoth bone. Tool workshop areas were identified at the site. Stone tools are dominated by microliths, while bone and ivory tools include needles, awls, ​perforators, and polishers. Items of personal ornamentation include shell and amber beads, and ivory pins. Several examples of mobiliary or portable art recovered from the site of Mezhirich include stylized anthropomorphic figurines and ivory engravings. The majority of animal bone found at the site are mammoth and hare  but smaller elements of wooly rhinoceros, horse, reindeer, bison, brown bear, cave lion, wolverine, wolf, and fox are also represented  and were probably butchered and consumed on site. Radiocarbon Dates Mezhirich has been the focus of a suite of radiocarbon dates, primarily because while there are numerous hearths at the site and an abundance of bone charcoal, there is almost no wood charcoal. Recent archaeobotanical studies suggest that taphonomic processes which selectively removed wood charcoal may be the reason for the lack of wood, rather than reflecting deliberate bone selection by the occupants. Like other Dnepr River basin mammoth bone settlements, Mezhirich was first thought to have been occupied between 18,000 and 12,000 years ago, based on early radiocarbon dates. More recent ​​Accelerator Mass Spectrometry (AMS) radiocarbon dates suggest a shorter chronology for all mammoth bone settlements, between 15,000 and 14,000 years ago. Six AMS radiocarbon dates from Mezhirich returned calibrated dates between 14,850 and 14,315 BCE. Excavation History Mezhirich was discovered in 1965 by a local farmer, and excavated between 1966 and 1989 by a series of archaeologists from the Ukraine and Russia. Joint international excavations were conducted by scholars from Ukraine, Russia, the UK, and the US well into the 1990s. Sources Cunliffe B. Upper Paleolithic economy and society. In Prehistoric Europe: An Illustrated History. Oxford University Press, Oxford, 1998. Marquer L, Lebreton V, Otto T, Valladas H, Haesaerts P, Messager E, Nuzhnyi D, and Pà ©an S. Charcoal scarcity in Epigravettian settlements with mammoth bone dwellings: the taphonomic evidence from Mezhyrich (Ukraine). Journal of Archaeological Science, 2012, 39(1):109-120. Soffer O, Adovasio JM, Kornietz NL, Velichko AA, Gribchenko YN, Lenz BR, and Suntsov VY. Cultural stratigraphy at Mezhirich, an Upper Palaeolithic site in Ukraine with multiple occupations. Antiquity , 1997, 71:48-62. Svoboda J, Pà ©an S, and Wojtal P. Mammoth bone deposits and subsistence practices during Mid-Upper Palaeolithic in Central Europe: three cases from Moravia and Poland. Quaternary International, 2005, 126–128:209-221. Alternate Spellings: Mejiriche, Mezhyrich

Managerial Decision Making Essay Example | Topics and Well Written Essays - 500 words - 2

Managerial Decision Making - Essay Example ore.   Of course, there are also innumerable ways to "turn off" your associates and it is equally important to recognize these poor practices so that they can be avoided.   A disgruntled salesperson is unlikely to present a shining countenance to a prospective customer (Nowduri, 2013). Some store owners and/or managers prefer to drive rather than lead and this manifests itself in a tense and uneasy store atmosphere.   Fear destroys confidence as well as pride in ones place of employment; its effect on productivity is negative and destructive in the long run. It is desirable for management to be highly enthusiastic, articulate and effervescent although each person comes across in a different way (Al-Zhrani, 2010). Sincerity, fairness and candor are essential.   True personal interest in your associate’s problems is valuable. One of the very best ways to motivate is to consciously try to help bring out the very best in your staff and to do everything in your power to develop leadership talent and knowledge.   There is great satisfaction in being able to point to successful people and honestly claim that you contributed to that success.   This kind of interest comes through to all your people and enhances the image of your store (Riabacke, 2006). Motivation and teaching are closely related.   They should start from the first day of employment. Discipline as well as rewards are part of the motivation program.   Both should be thoroughly and constantly explained to be effective. Loyalty and pride are instilled by making people feel they are important to the business; that their opinions are sought and listened to; that they are respected as persons and treated accordingly and that they will share in the success of the business in the degree of their productivity and contribution.   This all comes under the umbrella of involvement;  Involving people to bring out the very best (Bazerman, 2012). No matter the size of your company, having a team of motivated,

Hate violence turn it of Essay Example | Topics and Well Written Essays - 250 words

Hate violence turn it of - Essay Example Goodman correctly points out that parents pressured elected officials to do something about the regularity of violent shows on television, and they did; a ratings system was enacted. The problem is, however, that parents don’t follow it whatsoever. Goodman also argues that by reducing what could be considered violent conduct on television shows, this restricts people like him who don’t have kids and the right to watch anything that they like. Goodman also makes the point that there were crazy people who committed violent crimes a long time before television came along, so television cannot be blamed for any actions that may or may not have occurred as a result of a television show. I agree with all the points that Goodman has mentioned in this article. Too many people are quick to point the finger at violent televisions shows whenever some mass murderer goes on a killing spree. Trying to claim that violent conduct on television directly caused that person to go and commit that crime is laughable. There may be some link between the events, but it is very weak. I thought that Goodman was correct to say that the television ratings system is generally not followed, even after parents pushed for it. This also comes down to a matter of freedom of speech; why should a regular citizen not be allowed to watch a certain television program because it contains content that may offend

Intelligence gathering Essay Example for Free

Intelligence gathering Essay The primary objective of intelligence gathering â€Å"†¦is to deal with future danger, not to punish past crimes. † This rings especially true in the world of terrorism. Although you are not seeking to punish past crimes, you cannot discount their usefulness when attempting to understand the future. Information is endless in terms of quantity. There are no limitations to the resources that can create useful and viable information. Perhaps the best source of information is that which comes from human sources. However, in law enforcement the use of undercover officers and informants is limited. The costs and risks associated with such operations are exponential. Also, many of the terrorist groups and organized hate groups are closed societies and are difficult to infiltrate. â€Å"To invade Iraq without preparing to deploy immediately and instruct properly the forces necessary to establish order, protect the inhabitants rich cultural legacy, and safeguard the material infrastructure of government and the health system is hardly to evince concern for real people as distinguished from abstract ideas. † (Thomas 2003 4). Nor is Ð ° determination not to tally at least the civilian Iraqi dead and maimed, the collateral damage, as it were, of liberation. Nor is leaving Afghanistan in shambles the better to pursue Ð ° war of choice and opportunity but hardly necessity in the Middle East, Nor is willed amnesia about the fate of the Central American countries where, in the name of democracy during the Reagan years, neo-conservatives championed war rather than fostering compromise and leveraging the social change that might have given substance to democratic forms. But all of these acts and omissions are entirely consistent with Ð ° cynical power-sharing compromise with the hard proponents of an unadorned chauvinism. And they are consistent as well with Ð ° sentiment that administration realists and neo-conservatives appear to possess jointly, which is indifference to what liberal humanitarians deem essential: due regard for the opinion of our old democratic allies and due concern for the lives of the peoples we propose to democratize. â€Å" (Thomas 2004 11). Therefore, much of the information gathered comes from traditional sources such as reports, search warrants, anonymous tips, public domain, and records management systems. This information is used to populate various investigative databases. When investigating Ð ° crime or developing answers to ongoing patterns, series, or trends, law enforcement personnel often rely upon numerous databases and records management systems. â€Å"One predictable yet little remarked consequence of the outrages committed in America on 9/11 has been an upsurge of academic interest in the study of terrorism. The number of US institutes and research centers and think thanks which have now added this subject to their research agendas or, in some cases, have been newly established to specialize in this field has mushroomed. In Britain and other European countries the increase in interest has been more modest: some universities are now beginning to recruit specialists in terrorism studies to teach the subject as part of the curriculum of political science or international relations. Yet throughout European academia there is still Ð ° deep-seated reluctance, if not outright refusal, to recognize that studying terror as Ð ° weapon, whether by sub-state groups or regimes, is Ð ° legitimate and necessary scholarly activity. Most of the standard British introductory texts on politics and international relations make no reference to the concept of terrorism, or if they do it is only to dismiss it on the grounds that it is simply Ð ° pejorative term for guerrilla warfare and freedom fighting. Equally remarkable is the neglect of the use of terror by regimes and their security forces. The omission of Ð ° reference to these phenomena in the introductory texts is all the more startling in view of the fact that throughout history regimes have been responsible for campaigns of mass terror, of Ð ° lethality and destructiveness far greater in scale than those waged by sub-state groups. (Mary 2003 25) â€Å"It takes little imagination to see that the events of September 11 delivered Ð ° profound shock to Americas sense of its relationship with the outside world. Commentators inside and outside the United States strove to find words to express their sense of the enormity of the attacks. The attacks were Ð ° â€Å"wake-up call for Americans. † They constituted the â€Å"end of American innocence,† Ð ° final blow to Americas privileged position of detachment from the messy and violent conflicts that blighted less favored countries. America had now once and for all entered the â€Å"real world† of international politics, its â€Å"illusion of invulnerability† finally shattered. An important assumption behind these reactions was that Americas stance toward the outside world could and must change as Ð ° result of these events. American isolationism (in so far as it still existed), its tendency to act unilaterally, indeed its famed â€Å"exceptionalism† itself must inevitably give way to an acknowledgment that the United States was just like any other power. What precise policy implications might flow from such recognition was as yet unclear; it was enough that the events of September 11 constituted Ð ° turning point in American foreign relations. The world, it was said repeatedly, would never be the same again, and neither would America. Simulation exercises of terrorist situations which have occurred can be extremely useful. Lessons can be learnt. Response patterns and negotiating positions have to be viewed in the broader context of government policy-making. Problems shown up by simulation can be examined with Ð ° view to solution are policy-makers prepared for Ð ° potential crisis or not? Communications breakdown, working at cross purposes and the impact of critical disorganization are regular difficulties. Terrorist tactics and strategies change and this can strain the capabilities of the authorities to respond effectively. â€Å" (John 2004 33-36).

The Evaluation And Labeling Of Children With Disabilities Essay

The information given me by various professionals who have repeatedly evaluated my daughter is the biggest issue that I face in my life. In order for me to resolve my issue I need to explore whether my issue lies with the professionals and the process of evaluation, or with me not wanting to accept that my child is disabled.My six and a half year old daughter, Malia, began to show signs of delayed development at age eighteen months. Her speech started to regress and there were also behavioral signs that were significant enough for me to ask our doctor for advice. When was not concerned to the point that I was I contacted Multnomah County Developmental Disability department and requested that they evaluate Malia. They agreed that that were delays, and made a referral to Portland Public Schools Early Intervention Program for special services suchas speech therapy, occupational therapy, and other early learning resources for children with disabilities. I also switched Malia to a pediat rician who immediately referred her for a full-scale evaluation at Oregon Health Sciences University (OHSU) where they have an evaluation clinic for children with disabilities. At this point Malia was two and a half years old and this is where I began to take issue with the evaluation process.The process was a one day period where up to twelve doctors, psychologists, speech pathologists, audiologists, and occupational therapists each spent thirty minutes with Malia, evaluating her based on standard tests. After six hours with Malia, the professionals gathered together and discussed their conclusions. After their discussion, they called Malia and me in. They told me that their diagnosis for her was "a mild conductive bilateral hearing loss, language disorder and borderline intelligence."That was all the information they gave me, other than to tell me that Malia's pediatrician would receive a report and follow-up accordingly. No special suggestions or support were offered to me or to Malia. I did not know the exact meaning of "borderline intelligence" at the time, so I assumed it meant her intelligence was not above average but not below. I found out at her second evaluation two years later that it means low intelligence, bordering on mental retardation. I followed up on the hearing loss with an Ear Nose and Throat (ENT) doctor and Malia had her tonsils and ... ...lp the examiners have a more complete understanding of the child. Another idea that I listed was to have the professional spend more time exploring the child's strengths andpossibilities in order to aid in designing a special program in which the child would thrive. I have spent the past four years being angry with the clinic at OHSU. I can truly say that all of this channeling and exercising (PMI and APC) has helped me to have a better understanding of why the testing is as it is, how it affects us, and most importantly, that a closed mouth does not get fed. If I want changes, I now understand that I have to speak up and talk to someone who can do something about it. Now that I am more clear about the process, I can offer something positive to help other families avoid the pain and anger thatI have endured. Knowing this, and feeling good about the road ahead, is a very good place for me to start. The most important realization for me is that Malia is still Malia, regardless of any label they placed upon her. In conclusion, whether or not I make a difference in modifying the evaluation process, I know that Malia is and always will be the same wonderful child she has always been.

Dar es Salaam Essay

WHY STUDENTS’ TEACHERS’ IN TANZANIA STUDY HISTORY OF EDUCATION DAVID E. MSHANA DEC. 2012 Education according to Nyerere (1967), refers to the transmission from one generation to the next the accumulated wisdom and knowledge of the society and to prepare young people for their future membership of the society and their active participation in its development. In other way it can be defined as a process of teaching, training and learning especially in schools or colleges to improve knowledge and develop skills. (Oxford Advanced learners Dictionary, 6th Edition). Education is the process of acquiring and developing desirable knowledge, specific skills, positive attitudes and values. (Thungu, J. et al, 2010) History is the study of the records of all past human experiences, as defined by a number of historians. It is concerned with political, social, economic, scientific, technological and cultural which have shaped and given birth to mankind. History of education can be defined as the study of the past development of educational systems, theories and institutions within the general historical framework of political, social, economic, scientific, technological and cultural change. (Thungu, J. et al, 2010) REASONS WHY STUDENTS’ TEACHRERS’ STUDY HISTORY OF EDUCATION First of all, studying history of education helps teachers to be in improving quality of education and strengthen professional competence. Studying history of education prepares teachers to explore and critically examine alternatives education theories, practices and culture so as to objectively determine what is acceptable. (Thungu, J. et al, 2010) Likewise, past experience help teachers to be to influence current decisions today. History of education helps teachers to be to improve decision making and judgment. Through it both good and bad examples of decision are given. History of education offers the opportunity from past example of the others through which formulation of policies to suit the current education systems are made. Moreover, helps to draw comparison of different educational ideas and to show the development of various educational theories and practices in educational context. Through comparison one is able to show the development of a particular theory and practice in historical context and demonstrates a particular condition out, which such a theory arose, the specific function that a practice was intended to serve. (Thungu, J, et al, 2010) History of education provides the opportunity to see how society has changed over centuries. It provides a better understanding of people and culture. Tanzania in particular, education system has been changing from time to time as for instance objectives of indigenous education are different from the post colonial era. Through it, teacher to be can be able to show the difference objectives of education basing on different generation. (http//:www. wikipedia. history of education/) Helps to cultivate the art of self expression, communication, inquiry, objective thinking and ability to judge on the side of the teachers to be. It enables in the developing the attitude of mind that distinguish the educated person, the habit of skepticism and criticism of thinking with perspective and objective of judging what is good or bad, as well as weighing the pros and cons. (Thungu, J. et al. 2010) Studying history of education enables student- teachers in choosing suitable methods and strategies when in classroom environment or context. Student-teachers to be in good position to avoid static methods of teaching and learning, at the same time theory improve the tradition methods to match with current situation. (http//:www. wikipedia. history of education/) Also, it exposes the student-teachers to other discipline such as history, Christian religion education, oral literature, sociology and psychology. This helps in enriching the analysis of important educational ideas. (Thungu, J. et al, 2010) It enables student-teachers in integrating both theoretical and practical education. Understanding the context of historical events engender the spirit of realism. Through various education theories creates or build good basis in implementation of curriculum. (Thungu, J. et al 2010) Then, it helps in establishing the sound knowledge and skills set in which teachers will be able to build as they are exposed to different life experiences. For instance, having studied a history of education in a certain society, a student-teacher will be in a good position to handle the students of that society effectively and efficiently. (http//:www. wikipedia. history of education/) Studying history of education helps student-teachers to translate information and judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. Generally, Studying history of education for the teachers to be is of great importance to their prospects of teaching. History of education is part and parcel of the teaching profession, if a teacher wants to be effective and efficient. REFERENCES http//:www. wikipedia. history of education/ 13th, Jan, 2011; 11:08 am Ishumi, A. G. M. , (1978), Education and Development, Dar es Salaam: National Printing Company Limited. Lema, E. et al (2004), Nyerere on Education, Dar es Salaam: Oxford University Press Mushi, A. K. (2009), History and Development of Education in Tanzania, Dar es Salaam: Dar es Salaam University Press Oxford Advanced Learner’s Dictionary, 6th edition, (2000). Thungu, J. et al (2010), Mastering PTE Education, Nairobi: Oxford University Press.

Purpose of College

Going to college is very important to me and has many purposes. Attending college can be challenging, but it can only help you and your future. One important reason to attend college is to further your education. Furthering your education not only helps you understand things in life, but it also allows you to get a degree. By having a degree It can open doors for Job opportunities and many other things. Getting my degree is very important to me. College Is also a time to grow up and become an adult.College is a time to learn to be Independent, to learn to be responsible, to mature, and to learn real world responsibilities. One must become responsible while In college, because you don't have parents to tell you what to do anymore. Your decisions affect you, and can affect the people around you. My parents have stressed to me since day one how Important college Is. They told me I wasn't getting a free ticket Into college, and that I had to work and become something of myself. I had to work not only on my academics, but also at my athletics. Liege Is a wonderful opportunity to make lifelong friendships and memories that one can cherish forever. Being a part of a school is a great feeling and I can't thank my parents enough for pushing me every step of the way to get me where I am today. It was a little ruff, but it was all worth it. College is a time for one to have fun, and to become a part of your school you attend. Get involved. Join something you haven't done before, whether it is a sport, a faith based organization, or something involving your field of study.College is all about learning new things and experiencing things you never have before, so why not take advantage of it. College is a very important thing to me, and it is something everyone should take seriously because it is not free, and you can learn so much from attending college. College is a once in a lifetime thing, so I say make the best of it. I cannot wait to see what the rest of this year has in store for me here at South. It is a great school and I am so thankful I am here!

Free Essays on What Turns Your Crank And Why

In chapter two of the textbook, â€Å"Sexual Interactions,† there are five different approaches to understanding sexual behavior; three scientific approaches, and two from sociologists. These may, or may not, relate to an individual’s views on their own sexuality, and their beliefs about their sexual behavior throughout their lives. As for myself, I can only relate my own experiences and feelings about sex and sexuality to two of these proposed methods of understanding. I also agree partially to one of the remaining three, but the others, in my opinion, are simply too far a stretch. The fist approach presented in this chapter is the evolutionary theory. This pattern of thought pronounces that our distant ancestors and their need to relate sex with physical attributes of the opposite sex brought about human sexuality. Theoretically, in the past, humans saw certain characteristics of the opposite sex (for example, rounded hips or large breasts on women,) as a sign of fertility. This gave cause for the member of that society to pursue the endowed individual for reproductive reasons. In modern society, however, these stereotypes seem to be not as relevant. The current cosmopolitan women have the body of a fourteen-year-old boy. While many men prefer women with, for example, large breasts, our cultural majority tends to disagree. As for myself, (I having larger breasts than most women my size,) have found that, for the most part, it is irrelevant, (with the exception of men at bars who are under the influence of alcohol.) For this reason, I tend to di! sagree on this particular approach. The second theory presented in this chapter pertains to Sigmund Freud’s â€Å"Psychoanalytic Theory.† This theory houses six psychosexual stages: oral (birth to one year of age), anal (the following two years), phallic (differs for girls and boys slightly, but takes place in both through the ages of four and five), latency (the following s... Free Essays on What Turns Your Crank And Why Free Essays on What Turns Your Crank And Why In chapter two of the textbook, â€Å"Sexual Interactions,† there are five different approaches to understanding sexual behavior; three scientific approaches, and two from sociologists. These may, or may not, relate to an individual’s views on their own sexuality, and their beliefs about their sexual behavior throughout their lives. As for myself, I can only relate my own experiences and feelings about sex and sexuality to two of these proposed methods of understanding. I also agree partially to one of the remaining three, but the others, in my opinion, are simply too far a stretch. The fist approach presented in this chapter is the evolutionary theory. This pattern of thought pronounces that our distant ancestors and their need to relate sex with physical attributes of the opposite sex brought about human sexuality. Theoretically, in the past, humans saw certain characteristics of the opposite sex (for example, rounded hips or large breasts on women,) as a sign of fertility. This gave cause for the member of that society to pursue the endowed individual for reproductive reasons. In modern society, however, these stereotypes seem to be not as relevant. The current cosmopolitan women have the body of a fourteen-year-old boy. While many men prefer women with, for example, large breasts, our cultural majority tends to disagree. As for myself, (I having larger breasts than most women my size,) have found that, for the most part, it is irrelevant, (with the exception of men at bars who are under the influence of alcohol.) For this reason, I tend to di! sagree on this particular approach. The second theory presented in this chapter pertains to Sigmund Freud’s â€Å"Psychoanalytic Theory.† This theory houses six psychosexual stages: oral (birth to one year of age), anal (the following two years), phallic (differs for girls and boys slightly, but takes place in both through the ages of four and five), latency (the following s...

Battle of Arsuf in the Crusades

Battle of Arsuf in the Crusades The Battle of Arsuf was fought September 7, 1191, during the Third Crusade (1189-1192). Armies Commanders Crusaders King Richard I the Lionheart of Englandapprox. 20,000 men Ayyubids Saladinapprox. 20,000 men Battle of Arsuf Background Having successfully completed the siege of Acre in July 1191, Crusader forces began moving south. Led by King Richard I the Lionheart of England, they sought to capture the port of Jaffa before turning inland to reclaim Jerusalem. With the Crusader defeat at Hattin in mind, Richard took great care in planning the march to ensure that adequate supplies and water would be available to his men. To this end, the army kept to the coast where the Crusader fleet could support its operations. In addition, the army only marched in the morning to avoid the midday heat and campsites were selected based on the availability of water. Departing Acre, Richard kept his forces in a tight formation with the infantry on the landward side protecting his heavy cavalry and baggage train to seaward. Responding to the Crusaders movements, Saladin began shadowing Richards forces. As Crusader armies had proven notorious undisciplined in the past, he began a series of harassing raids on Richards flanks with the goal of breaking up their formation. This done, his cavalry could sweep in for the kill. The March Continues Advancing in their defensive formation, Richards army successfully deflected these Ayyubid attacks as they slowly moved south. On August 30, near Caesarea, his rearguard became heavily engaged and required assistance before escaping the situation. Assessing Richards route, Saladin elected to make a stand near the town of Arsuf, just north of Jaffa. Arraying his men facing west, he anchored his right on the Forest of Arsuf and his left on a series of hills to the south. To his front was a narrow two-mile wide plain extending to the coast. Saladins Plan From this position, Saladin intended to launch a series of harassing attacks followed by feigned retreats with the goal of compelling the Crusaders to break formation. Once this was done, the bulk of Ayyubid forces would attack and drive Richards men into the sea. Rising on September 7, the Crusaders needed to cover a little over 6 miles to reach Arsuf. Aware of Saladins presence, Richard ordered his men to prepare for battle and resume their defensive marching formation. Moving out, the Knights Templar were in the van, with additional knights in the center, and the Knights Hospitaller bringing up the rear. The Battle of Arsuf Moving onto the plain north of Arsuf, the Crusaders were subjected to hit-and-run attacks beginning around 9:00 AM. These largely consisted of horse archers dashing forward, firing, and immediately retreating. Under strict orders to hold formation, despite taking losses, the Crusaders pressed on. Seeing that these initial efforts were not having the desired effect, Saladin began focusing his efforts on the Crusader left (rear). Around 11:00 AM, Ayyubid forces began increasing the pressure on the Hospitallers led by Fra Garnier de Nablus. The fighting saw mounted Ayyubid troops dash forward and attack with javelins and arrows. Protected by spearmen, the Crusader crossbowmen returned fire and began exacting a steady toll on the enemy. This pattern held as the day progressed and Richard resisted requests from his commanders to allow the knights to counterattack preferring to husband his strength for the right moment while allowing Saladins men to tire. These requests continued, particularly from the Hospitallers who were becoming concerned about the number of horses they were losing. By mid-afternoon, the lead elements of Richards army were entering Arsuf. At the rear of the column, the Hospitaller crossbow and spearmen were fighting as they marched backwards. This led to the formation weakening allowing the Ayyubids to attack in earnest. Again requesting permission to lead his knights out, Nablus was again denied by Richard. Assessing the situation, Nablus ignored Richards command and charged forward with the Hospitaller knights as well as additional mounted units. This movement coincided with a fateful decision made by the Ayyubid horse archers. Not believing that the Crusaders would break formation, they had stopped and dismounted in order to better aim their arrows. As they did so, Nablus men burst from the Crusader lines, overran their position, and began driving back the Ayyubid right. Though angered by this move, Richard was compelled to support it or risk losing the Hospitallers. With his infantry entering Arsuf and establishing a defensive position for the army, he ordered the Templars, supported by Breton and Angevin knights, to attack the Ayyubid left. This succeeded in pushing back enemys left and these forces were able to defeat a counterattack by Saladins personal guard. With both Ayyubid flanks reeling, Richard personally led forward his remaining Norman and English knights against Saladins center. This charge shattered the Ayyubid line and caused Saladins army to flee the field. Pushing forward, the Crusaders captured and looted the Ayyubid camp. With darkness approaching, Richard called off any pursuit of the defeated enemy. Aftermath of Arsuf Exact casualties for the Battle of Arsuf are not known, but is estimated that Crusader forces lost around 700 to 1,000 men while Saladins army may have suffered as many as 7,000. An important victory for the Crusaders, Arsuf boosted their morale and removed Saladins air of invincibility. Though defeated, Saladin quickly recovered and, after concluding that he could not penetrate the Crusaders defensive formation, resumed his harassing tactics. Pressing on, Richard captured Jaffa, but the continued existence of Saladins army prevented an immediate march on Jerusalem. Campaigning and negotiations between Richard and Saladin continued over the next year until the two men concluded a treaty in September 1192 which allowed Jerusalem to remain in Ayyubid hands but permitted Christian pilgrims to visit the city. Resources and Further Reading Military History Online: Battle of ArsufHistory of War: Battle of Arsuf

Motivation and Applied Performance Practices Dissertation

Motivation and Applied Performance Practices - Dissertation Example The level of dissatisfaction is also analysed from the fact that the employee takes long leaves and also aims to leave the organization. Critical Analysis The issues highlighted in the case can be analysed using the framework of the Exit Voice Loyalty Neglect Model. This model distinguishes employee behaviour into two kinds namely a constructive and a destructive type. It also shows two forms of action namely passive and passive response (Harvey & Wenzel, 2001, p.41). In this case Wendy shows a destructive and active response in behaviour while Tanya shows a constructive and passive response. The response shown by Wendy largely implies negative effects on an organization whereas the opposite is reflected from the response shown by Tanya. The behaviour of the employee is largely an outcome of employee motivation and job satisfaction. Theoretically it has been stated that employee satisfaction is strongly correlated with motivation levels (Andrews & Johnson, 2002, p.152). In this case Wendy as largely de motivated following the promotion of Tanya that led to de motivation ultimately leading to dissatisfaction from the job. Stress Management It is very clear from the case that Tanya is suffering from stress following the state of events unfolded in the organization.