How And Why The North Won War by 1865 Essay Example for Free

How And Why The North Won War by 1865 Essay Abstract My research topic for this essay is explain how and why the North won war by 1865. In this essay I will be explaining the various reasons as to why the South surrendered to the North and how it all happened. This war took place from 1861 to 1865 and is ranked as the most deadliest war in American history. The Union or Northern States won the war against the South or the Confederacy. Instead of looking at causes or consequences, in this essay I will go into the reasons as to why did the North win the Civil War. The American South, though raised in military tradition, was to be no match North in the coming Civil War. The manpower on the Union side was much larger and outnumbered the Confederate army strength. The lack of emphasis on manufacturing and commercial interest, the South surrendered to the North their ability to to fight independently. It wasnt the Northern troops nor generals that won the Civil War, but their guns and equipment. From the very first start of the war, the Union had various advantages. The North had large amounts of just about everything that the South did not, boasting resources that the confedaracy had even no means of attaining. (Brinkley, 1991). The Union had large amounts of land available for growing food crops which served for providing food for its hungry soldiers and money for the growing industries. The South, on the other hand, devoted most of their land to its main cash crop: cotton. Raw materials were almost entirely concentrated in Northern mines and refining industries. Railroads and telegraph lines are what the North was surrounded by, but left the South isolated, outdated, and starving. The Confederates were willing to sell their cash crops to the North to make any sort of profit. Little did they know, King Cotton could buy them time, but not the war. The South had bartered something that perhaps it had not intended: its independence. (Catton, 1952). The Norths growing industry had a powerful dominance over the South. Between the years of 1840 and 1860, American industry was steady growing. In 1840 the Research Paper: Explain how and why the North won war by 1865. 4 total value of goods manufactured in the United States stood at $483 million, increasing over fourfold by 1860 to just under $2 billion, with the North taking the kings ransom.(Brinkley, 1991). The hidden reason behind this dramatic growth of money is because of the American Industrial Revolution. Beginning in the early 1800s, some of the ideas of the industrial revolution began to get picked up from the American Society. One of the first industries to see quick development was the textile industry, but, thanks to the British government, this development almost never even passed. Years before this, Englands James Watt had developed the first successful steam engine. This invention completely revolutionized the British textile industry, and eventually made it the most profitable in the world (Industrial Revolution). The British government, were astonished with this new material but cautious, so they ended up trying to protect the nation by preventing the export of textile machinery and even the emigration of skilled mechanics. Despite valiant attempts at deterrence, though, many immigrants managed to make their way into the United States with the advanced knowledge of English technology, and they were anxious to acquaint America with the new machines.(Furnas, 1969). People like Samuel Slater can  be credited with beginning the revolution of the textile industry in America. He was skilled mechanic in England, and spent long hours studying the schematics for the spinning jenny until finally he no longer needed them. He emigrated to Pawtucket, Rhode Island, and there, together with a Quaker merchant by the name of Moses Brown, Research Paper: Explain how and why the North won war by 1865. 5 he built a spinning jenny from memory. (Furnas, 1969). This would later become known as the first modern factory in America. It would also become known as when the North had the economic dominance over the South. The South could not seem to accept this after the time passed so they thought they could breakthrough somehow. Another inventor by the name of Eli Whitney set out in 1793 to revolutionize the Southern cotton industry. Whitney was working as a tutor for a plantation owner in Georgia (he was also, ironically, born and raised in New England) and therefore knew the problems of harvesting cotton. (Brinkley, 1991). Until then, the risky task of separating the seeds from the cotton before sale had to be done by slave labor and was not very effiecient. With that being said, Whitney developed a machine which would separate the seed from the cotton swiftly and effectively, cutting the harvesting time by more than one half. This machine, which became known as the cotton gin, had amazing results on the South, producing the highest trend the industry ever had. In that decade alone cotton production figures increased by more than 2,000 percent. (Randall and Donald, 1969). Lots business opportuniti es opened up, including the expansion of the Southern plantations. This was facilitated by the fact that a single worker could now do the same amount of work in a few hours that a group of workers had once needed a whole day to do. (Brinkley, 1991). This allowed slaves to pick much more cotton per day and this led most plantation owners to expand their land. Most of the gains from the cash crop took over the basic necessity of the food crop. In 1791 cotton production amounted to only 4000 bales, but by 1860, production Research Paper: Explain how and why the North won war by 1865. 6 levels had skyrocketed to just under five million bales. (Randall and Donald, 1969). Cotton was now bringing in about  $200 million a year, which is a very big change for the south. King Cotton became a fundamental motive in Southern economy. However, during this short time of economic process, the South failed to realize that it would never be fully sustained by King Cotton alone. What it needed was the help of Queen Industry. Eli Whitney knew and realized that the South would not rapidely accept change, so he decided to take his smart mind and ideas back up to the North, where it could be put to good use. He found his niche in the small arms business. A while back, during two long years of quasi-war with France, Americans had been troubled by the lack of rapidity with which sufficient armaments and equipments could be produced. Whitney came out with the invention of interchangeable parts. His vision of the perfect factory included machines that would produce, from a mold, the various parts needed to build a standard infantry rifle, and workers on an assembly line who would construct it. The North, eager to experiment and willing to try anything of economic progress, decided to test this new method of manufacture. It did not take long for the North to make Eli Whitneys dream a reality. The small arms industry was successful. By the onset of the Civil War, the confederate states were noting the fact that there were thirty-eight Union arms factories capable of producing a total of 5,000 infantry rifles per day, compared with their own paltry capacity of 100. (Catton, 1952). During the mid-1800s, the Industrial Revolution dug deep into to the sides of the Northern states. Luckily, immigration numbers were skyrocketing at this time, and the sudden profusion of factory Research Paper: Explain how and why the North won war by 1865. 7 positions that needed to be filled was not a big problem. (Randall and Donald, 1969). The immigrants, who were escaping anything from the Irish Potato Famine to British oppression, were willing to work for almost anything and withstand inhuman factory conditions. (Jones, 1993). Although this exploitation was extremely cruel and very unfair to the immigrants, Northern businessmen profited alot from it. By the beginning of war in 1860, the North, from an economical standpoint, stood like a towering giant over the Southern society. Of the over 128,000 industrial firms in the nation at the time, the Confederacy held only 18,026. New England alone topped the figure with over  19,000, and so did Pennsylvania 21,000 and with 23,000.(Paludan, 1988). The total value of goods manufactured in the state of New York alone was over four times that of the entire Confederacy. The Northern states produced 96 percent of the locomotives in the country, and, as for firearms, more of them were made in one Connecticut county than in all the Southern factories combined. The Confederacy had made one mistake and that was believing that its thriving cotton industry alone would be enough to sustain itself throughout the war. Southerners didnt see a need to go into the uncharted industrial territories when good money could be made with cotton. What they failed to realize was that the cotton boom had done more for the North than it had done for the South. Southerners could grow huge amounts of cotton, but due to the lack of mills, they couldnt do anything with it. The cotton was sold to the Northerners who would use it in their factories to produce woolens and linens, which were in turn sold back to the South. This cycle stimulated industrial Research Paper: Explain how and why the North won war by 1865. 8 growth in the Union and stagnated it in the Confederate states .(Catton, 1952). Southern plantation owners believed that the growing textile industries of England and France were highly dependent on their cotton, and that, in the event of war, those countries would come to their rescue. The Civil War gave an even bigger boost to the already growing factories in the North. The troops needed arms and warm clothes on a constant basis, and Northern Industry was ready to provide them. By 1862, the Union could use almost all of its own war materials using its own resources. The South, on the other hand, was in desperate need and dependent on outside resources for its war needs. Dixie was not only lagging far behind in the factories. It had also chosen to disregard two other all-important areas in which the North had chosen to thrive: transportation and communicationthe Railroad, the Locomotive, and the Telegraph- -iron, steam, and lightning-these three mighty genii of civilizationwill know no lasting pause until the whole vast line of railway shall completed from the Atlantic to the Pacific.(Furnas, 1969)  During the ante-bellum years, the North had shown a great desire for an effective mode of transportation. For a long time, canals had been used to transport people and goods across large amounts of land which were accessible by water, but, with continuing growth and expansion, these canals were becoming obstacle to many Northerners. They simply needed a way to transport freight and passengers across terrains where waterways didnt exist. The first glimmer of hope came as Americas first primitive locomotive, powered by a vertical wood-fired boiler, puffed out of Charleston Research Paper: Explain how and why the North won war by 1865. 9 hauling a cannon and gun crew firing salutes(Catton, 1952). The Railroading industry became a big thing in the North, where it provided a much needed alternative to canals, but could never quite help the South. Much of this could be because Northern engineers were experienced in the field of ironworking and had no problem constructing vast amounts of rail lines, while Southerners, werent very experienced in that area. The Union, with its some 22,000 miles of track, was able to transport weaponry, clothes, food, soldiers, and whatever supplies were needed to almost any location in the entire theater. Overall, this greatly helped the Northern war effort and increased the morale of the troops. The South, however, was lacking on most of this. With its meager production of only four percent of the nations locomotives and its scant 9,000 miles of track, the Confederacy stood in painful awareness of its inferiority.(Randall and Donald, 1969). Another obstacle arose in the problem of track gauge. As the war kept on, the Confederate railroad system steadily deteriorated, and by the end of the struggle, it had all collapsed. Communication, was also a big problem to Southern economical growth. The telegraph had came into American life in 1844. This fresh form of communication greatly facilitated the operation of the railroad lines in the North. Telegraph lines ran along the tracks, connecting one station to the next and aiding the scheduling of the trains. The telegraph provided instant communication between distant cities, helping the nation come together like never before. Yet, the South, unimpressed by this technology and not having Research Paper: Explain how and why the North won war by 1865. 10 the money to experiment, chose not to go into its development. By 1860, the North had laid over 90 percent of the nations some 50,000 miles of telegraph wire. Morses telegraph had become an ideal answer to the problems of long-distance communication, with its latest triumph of land taking shape in the form of the Pacific telegraph, which ran from New York to San Francisco and used 3,595 miles of wire (Brinkley, 1991). The North has assuredly won over the South. Northerners, prepared to enjoy the deprivation of war, realized that they were experiencing an enormous industrial boom even after the first year of war. Indeed, the only Northern industry that suffered from the war was the carrying trade. (Catton, 1952). To the South, however, the war was a drain and only made them suffer even more. The South decided not to use two crops which would prove the outcome of the Civil War. Those crops were industry and progress, and without them the South was defeated. Refrences Angle (1967) Paul M. A Pictorial History of the Civil War Years. Garden City, New York: Doubleday Brinkley (1991) American History: A Survey. New York: McGraw Catton, Bruce (1952) The Army of the Potomac: Glory Road. Garden City, New York: Doubleday, Furnas, J.C (1969) The Americans: A Social History of the United States 1587-1914. New York: Putnam Jones, Donald C. (1993) Telephone Interview Paludan, Philip Shaw. (1988) A Peoples Contest. New York: Harper Randall, J.G., and David Herbert Donald. (1969) The Civil War and Reconstruction. Lexington, Massachusetts: Heath

Ethics of Psychoanalysis - Lacan’s Antigone and the Ethics of Interpretation :: Exploratory Essays Research Papers

Ethics of Psychoanalysis - Lacan’s Antigone and the Ethics of Interpretation My paper examines Lacan’s reading of the Antigone as an allegory of our own textual and ethical obligations as readers and critics. This paper addresses both the ethics and the aesthetics of our encounter with the text. In 1959, Lacan presented Sophocles’ Antigone as a model of pure desire for his seminar on The Ethics of Psychoanalysis: Antigone presents herself as autonomos, the pure and simple relationship of a human being to that which it miraculously finds itself carrying, that is the rupture of signification, that which grants a person the insuperable power of being—in spite of and against everything—what he [sic] is. . . . Antigone all but fulfills what can be called pure desire, the pure and simple desire of death as such [i.e., of that which is beyond the pleasure principle]. She incarnates this desire. (1986: 328-29) Lacan notes that Antigone’s decision to defy Creon consciously seeks death. She makes no effort to defend Polynices’ actions (Lacan 1986: 290, 323-25). Her choice takes her beyond the realm of rational discourse and the collective norms of human satisfaction it implies (Lacan 1986: 78, 281; Zizek 1991: 25). Hers is a position that transcends the comfortable binary oppositions that structure our daily ethical and social lives. Because her choice of death cannot be understood according to strictly rational norms, she cannot be read as representing some simple antithesis of freedom to tyranny, or the individual to the state (Lacan 1986: 281; Zizek 1992: 77-78). In fact, as she acknowledges, she had chosen death before Creon’s decree against the burial of Polynices, and she defines herself to Ismene as one already belonging to the realm of the dead (ll. 559-60; Lacan 1986: 315, 326). Creon is not a tyrant who forces Antigone to make an impossible choice between life and freedom; rather, he embodies the civic norms that her pursuit of a desire beyond the bounds of those desires articulated within the realm of common life both requires as defining foil, and transcends. Her choice thus represents a pure ethical act shaped neither by a self-interested selection among communally recognized goods nor the self-loathing of conforming to a code that is recognized and despised (Zizek 1992: 77). Such an ethical choice, as Lacan acknowledges, is Kantian in its devotion to a pure concept of duty, but psychoanalytic in its predication on a highly individualized desire whose content cannot be generalized into a universal ethical maxim (Lacan 1986: 68, 365-66).

Module 7 †Reflective Practice and Professional Development

Certificate in Education Module 7 – Reflective Practice and Professional Development Report to compare teaching roles In any organisation there must be some structure and it is this that leads to a selection of teaching and management roles within education. All roles are focused on the quality of service provided to not only the learners but to the community, our stakeholders, awarding bodies, funders and parents. The 3 roles I have chosen for comparison are Team Manager, which is my role at NN, a Trainer on the foundation learning programme at NN and the role of Learning Support Assistant.I have collected the information by talking to and observing, the trainer on foundation learning. I have researched the post of LSA as this is a role that I need to employ in the New Year for the new programme I will be running. I have 12 learners on programme at any given time, the course is entry 3 and the maximum I have in a group is 6. The courses are a mixture of practical and theory f or example the driving theory course as the name suggests is mainly theory however the nail technicians course is mainly practical.The trainer on foundation learning has a maximum of 16 learners and the level ranges between entry 3 and level 1. He does 75% practical and 25% theory as he gets the learners to take a lot of responsibility for their own learning. The LSA that I will be employing will be working on a 1:1 or 1:2 basis. We all work with 16-18 year olds that have not fitted into mainstream education. . I have split the responsibilities into sections of common themes to compare the roles. My role as Team Manager is to plan and direct the activities of the team.Through Team meetings and one to one support & supervision sessions we discuss the needs of current and potential learners, with this information in mind, I then need to create Schemes of Work which not only meet the individual needs of the learner and the targets, but also the standards and outcomes set by senior mana gement, funders and regulatory bodies. The session plans are then created by either myself or the trainers for the appropriate programme. The LSA’s, trainers and myself are all responsible for working from the session plans and ensuring that outcomes and targets are met and standards adhered to.As a group we would also discuss what additional resources and materials would be necessary for the course and create an essential list and a wish list. It would then be my responsibility to check what was available within the budget and authorise any additional spending. I am responsible for risk assessing and ensuring the health & Safety of the staff and learners. The trainers are responsible for the health and safety of themselves and learners during sessions and have a responsibility to bring to the attention of the team manager anything that arises during their sessions.The LSA has a responsibility to report any health and safety issue to their line manager. We all have a responsi bility to ensure that our areas are clean, tidy and secure at the end of each session. I am responsible for learner registrations, arranging internal and external verification and attending standardisation meetings. The trainers are responsible for providing me or their team manager with the necessary information for us to do the registrations and to ensure that learner’s portfolios are completed to an acceptable standard.The LSA’s can complete learner progress reports and are responsible for completing the tasks with the learners that have been set by the trainer. All of the roles are responsible for discipline and classroom management, the trainer is responsible for the discipline and management of the whole class, the LSA, alongside the trainer is responsible for the learners they are working with and I am responsible overall for making any final decisions about discipline and behavioural issues. On my project specifically, I allow the learners quite a lot more lati tude initially as my focus is on engagement following a long period of no education.The trainer on FL would expect a far greater standard of behaviour as he is preparing the learners for further training or employment. Ideally we would see a journey of improving behaviour from when they start on my course to when they finish on FL. The LSA’s are responsible for setting up equipment and resources whilst the trainer is responsible for deciding which equipment to use, designing any handouts/resources and ensure that resources are used effectively and efficiently. I need to ensure that there are adequate resources for the trainers including purchasing and designing my own resources whilst remaining inside the allocated budget.I am responsible for securing adequate funding to provide appropriate resources. We are all responsible for the learning journey of the learner; the LSA must be impartial when assisting the learners and ensure that their practice is professional and inclusiv e. The trainer is responsible for ensuring the practice with the group is inclusive and that they can challenge any discriminatory behaviour and attitudes. They design individualised learning plans with the learners and the LSA’s work towards goals set with the learners on these plans.I need to ensure that any new paperwork is designed within our, and other regulatory bodies, codes of practice. The trainer is responsible for completing initial assessments with the learner and I am responsible for ensuring that initial assessments take place and that all relevant paperwork is completed. The LSA would not be expected to do initial assessments however would be expected to contribute to learning reviews. I am responsible for ensuring that practice and assessments are standardised. All staff are required to attend standardisation meetings for the various awarding bodies that we use.This ensures that our assessments are fair, reliable, sufficient and valid. The Trainer on FL would be expected to work with external bodies to find and maintain suitable work placements however on my course this is not as relevant. The Team manager along with the health and Safety manager would be responsible for carrying out a risk assessment on the placement. The trainer is responsible for communicating with colleagues and attending meetings to ensure that training is standardised. They are responsible for collecting information that could be needed by others and passing it to their line manager.I am responsible for collating performance data to present to senior management, external agencies and regulatory bodies. In addition I am responsible for leading, managing, developing and motivating staff, including support & supervision and arranging adequate cover. I control and monitor expenditure against a set budget and contribute to the budget setting process. I am responsible for maintaining the viability of my project and work with my team manager colleagues to ensure that we m aximise, and identify any potential use of any shared resources.I am responsible for developing relationships with referral agencies, stakeholders and partnership agencies and where required work collaboratively in a multi agency setting, whilst maintaining confidentiality of information. The conclusion is that there are a lot of similarities between the roles as they are all predominantly based on supporting the learning journey of young people. All roles are vital for the success of the young people. The differences are based around the levels of responsibility and accountability.

Enron’s Stakeholder Impact Case Analysis Essay - 1725 Words

Introduction: Widely known as the champion of the energy industry, Enron is suddenly faced with a corporate crisis in the form of a scandal. This scandal involves not only Enron’s accounting practices but also its corporate governance and culture (Lawrence Weber, 2008). This report will recommend some potential strategies for Enron to move forward from the scandal. To do this, we must incorporate stakeholder theory, which â€Å"argues that corporations serve a broad public purpose; to create value for society† (Lawrence Weber, 2014, p 6.). This means that Enron must take responsibility for the scandal it created and take actions to regain its stakeholders’ confidence. To accomplish this, we will first identify and analyze Enron’s primary†¦show more content†¦They could decide not to file lawsuits and continue to support and help rebuild the company. This is not an easy task considering that the company broke their trust. Other significant stakeholders that deserve priority are Enron’s employees. The employees present threats to Enron in two ways: they can form coalitions to exercise their legal rights, and they can also leave the company. They will most likely sue the company as they have lost vast amounts of their retirement savings (Moscoco and Deans, 2002). The urgency in this situation matters a lot as some employees are reaching their retirement age. When it comes to employees leaving the company, it is important to note that these employees have the necessary skills and are essential for the business to succeed. Here is where we see the opportunity. How is Enron going to recover without them? That being said, Enron has to do something to retain its employees. Lastly, the third stakeholder is the U.S. government, especially the Securities and Exchange Commission (SEC). The U.S. government has tremendous legal and political power. 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