Veja Case Study Summary Essay Example

Veja Case Study Summary Essay Example Veja Case Study Summary Essay Veja Case Study Summary Essay Case Study Assignment Newman was negligent in his actions on the road when he swerved into oncoming traffic. Julie Mycology is simply looking for compensation for her injuries. The fact that Newman is not a full time employee and only works when he sees fit makes him an independent contractor that you pay for his services. Because he is an independent contractor, you could argue that independent contractors have liability, and this could possibly help you defend your company against the lawsuit. Elaine starting her own business and the use of the old, used tock is an issue because you cannot get out of or reconstruct your contract at this time. Due to the fact that you both are merchants and abide to the USC, you are not allowed to change the terms of your agreement. This was Just a bad decision on your part. George not knowing the arrangement between the company and Elaine is not an issue. You two are not at fault for not informing George because he does not hold a position in the corporate office, therefore has no say in what business decisions are made. He will possibly try to sue for this arrangement arguing that he is the majority hardheaded because of this, George can sue under Shareholders Derivative Suit, which means, that since he is a shareholder, he has the right to sue if the company Is doing something unethical. In this case, George will lose the case because although this arrangement with Elaine wasnt smart, it wasnt unethical either. If Elaine sells her shares to George, there is a possibility of him voting you out of your position as President. In the Articles of Incorporation, it states that there are preemptive purchasing rights on any stocks being sold by any shareholder.

The Battle of Valverde - American Civil War

The Battle of Valverde - American Civil War The Battle of Valverde was fought February 21, 1862, during the American Civil War (1861-1865). On December 20, 1861, Brigadier General Henry H. Sibley issued a proclamation claiming New Mexico for the Confederacy. To support his words, he advanced north from Fort Thorn in February 1862. Following the Rio Grande, he intended to take Fort Craig, the capital at Santa Fe, and Fort Union. Marching with 2,590 ill-equipped men, Sibley neared Fort Craig on February 13. Within the forts walls were around 3,800 Union soldiers led by Colonel Edward Canby. Unsure of the size of the approaching Confederate force, Canby employed several ruses, including the use of wooden Quaker guns, to make the fort look stronger. Judging Fort Craig to be too strong to be taken by direct assault, Sibley remained south of the fort and deployed his men with the goal of enticing Canby to attack. Though the Confederates remained in position for three days, Canby refused to leave his fortifications. Short on rations, Sibley convened a council of war on February 18. Following discussions, it was decided to cross the Rio Grande, move up the east bank, and capture the ford at Valverde with the goal of severing Fort Craigs lines of communication to Santa Fe. Advancing, the Confederates camped to the east of the fort on the night of February 20-21. Armies Commanders: Union Colonel Edward Canby3,000 men Confederate Brigadier General Henry H. Sibley2,590 men The Armies Meet Alerted to the Confederate movements, Canby dispatched a mixed force of cavalry, infantry, and artillery under Lieutenant Colonel Benjamin Roberts to the ford on the morning of February 21. Slowed by his guns, Roberts sent Major Thomas Duncan ahead with the cavalry to hold the ford. As Union troops were moving north, Sibley ordered Major Charles Pyron to scout the ford with four companies from the 2nd Texas Mounted Rifles. Pyrons advance was supported Lieutenant Colonel William Scurrys 4th Texas Mounted Rifles. Arriving at the ford they were surprised to find Union troops there. Quickly taking​ a position in a dry river bed, Pyron called for aid from Scurry. Opposite, Union guns moved into place on the west bank, while the cavalry advanced in a skirmish line. Despite possessing a numerical advantage, the Union forces did not attempt to assault the Confederate position. Arriving on the scene, Scurry deployed his regiment to Pyrons right. Though coming under fire from Union forces, the Confederates were unable to respond in kind as they were largely equipped with pistols and shotguns which lacked sufficient range. The Tide Turns Learning of the standoff, Canby departed Fort Craig with the bulk of his command only leaving a force of militia to guard the post. Arriving on the scene, he left two regiments of infantry on the west bank and pushed the remainder of his men across the river. Pounding the Confederate position with artillery, Union forces slowly gained the upper hand on the field. Aware of the growing fight at the ford, Sibley also sent reinforcements in the form of Colonel Tom Greens 5th Texas Mounted Rifles and elements of the 7th Texas Mounted Rifles. Ill (or drunk), Sibley remained in camp after delegating field command to Green. Early in the afternoon, Green authorized an attack by a company of lancers from the 5th Texas Rifles. Led by Captain Willis Lang, they surged forward and were met by heavy fire from a company of Colorado volunteers. Their charge defeated, the remnants of the lancers withdrew. Assessing the situation, Canby decided against a frontal attack on Greens line. Instead, he sought to force the Confederate left flank. Ordering Colonel Christopher Kit Carsons untested 1st New Mexico Volunteers across the river, he advanced them, along with Captain Alexander McRaes artillery battery, to a forward position. Seeing the Union assault forming, Green ordered Major Henry Raguet to lead an attack against the Union right to buy time. Charging forward, Raguets men were repulsed and the Union troops began advancing. While Raguets men were being turned back, Green ordered Scurry to prepare an attack on the Union center. Surging forward in three waves, Scurrys men struck near McRaes battery. In fierce fighting, they succeeded in taking the guns and shattering the Union line. His position suddenly collapsing, Canby was forced to order a retreat back across the river though many of his men had already begun to flee the field. Aftermath of the Battle The Battle of Valverde cost Canby 111 killed, 160 wounded, and 204 captured/missing. Sibleys losses totaled 150-230 killed and wounded. Falling back to Fort Craig, Canby resumed a defensive position. Though he had won a victory in the field, Sibley still lacked sufficient forces to successfully attack Fort Craig. Short on rations, he elected to continue north towards Albuquerque and Santa Fe with the goal of re-provisioning his army. Canby, believing his was out-numbered elected not to pursue. Though he ultimately occupied both Albuquerque and Santa Fe, Sibley was forced to abandon New Mexico after the Battle of Glorieta Pass and the loss of his wagon train. Sources History of War: Battle of ValverdeTSHA: Battle of ValverdeFort Craig National Historic Site

German Autobahnen Assignment Example | Topics and Well Written Essays - 250 words - 1

German Autobahnen - Assignment Example The present research has identified that Atobahn are officially named as Bundesautobahn in Germany because of the reason these are build as well as maintained by federal authorities present within the country. When we talk about German Autobahn, we may see that there is no specification of speed limit for cars and other vehicles. However, the advisory speed limit is about 130 kilometers/ hr. it is also important to understand that a hard limit is also imposed on some transports. For example 60 km per hour for those buses those carry standing travelers as well as trailers that pull motorcycles. On the other hand, passengers or travelers cars and buses have hard limit of 80 km per hour. Moreover, trailers that are used to pull passenger cars have limit 100km per hour. Last but not the least, when we talk about road safety of these autobahns found in Germany, we may conclude that the situations are quite better here as compared to highways and motorways found in other European countries . The chances of any crash and accidents are fewer as compared to those present in USA.

Childhood obesity Research Paper Example | Topics and Well Written Essays - 1250 words

Childhood obesity - Research Paper Example Obesity is issue that has cropped up and is on the increase if prevention mechanisms are not put in place. It has become epidemic in many developed nations and especially in the United States. Statistics shows that about 58 million people are overweight and 40 million have been proved to be suffering from obese. This represents nearly one third of the Americas population. Related to the wellbeing of children, childhood obesity is one of main issues these days in almost every part of the world. This medical condition adversely affects the mental and physical health of children, as well as their level of self-confidence. On academic level, it puts an unpleasant impact on the mind and confidence of obese children because of which they usually do not show good academic performances (Sabia, 2007, p. 871). In developed countries, childhood obesity has become a serious health concern. Obese children usually do not perform well in their studies because they feel inferiority complex when their peers make fun of them. Their level of confidence and self-esteem go down as the result, which makes them unable to talk to their teachers and peers in a confident way. It is obvious that at school level, children are not as mentally mature as they get when they grow up. So they do not have any idea whether they are doing a good act by laughing at a comparatively fat fellow or not. They laugh at him/her, make fun, and call him/her by improper names because of which the confidence level of the targeted fellow goes down and he/she becomes unable to cope with the situation. This results in making the child self-conscious and less focused towards studies. Moreover, obese children feel low due to such situations because of which they participate neither in extra-curricular activities nor in classroom ac tivities. In extra-curricular activities, the participation of obese students is almost

Essay on Themes of The Age of Innocence and Ethan Frome :: comparison compare contrast essays

The Underlying Themes of The Age of Innocence and Ethan Frome Two of Edith Wharton’s greatest novels, The Age of Innocence and Ethan Frome can be seen to have similarities in the situations the characters go through and themes that are used.   Each of these novels has it’s own themes and traits that makes it great, but  after examining each novel it is evident thatthere are underlying themes that link the two stories together.   Perhaps the most obvious   is the weakness that both Ethan Frome and Newland Archer seem to have in there lives.   The feeling of being trapped, and wanting that sense of freedom is also an important part of both novels.   Of course there are themes and symbolisms within each that contribute to the great differences between the two.   In The Age of Innocence, mortality and immortality is one of the greatest aspects or themes; and in Ethan Frome the weakness of Ethan’s character can be seen as one of the main focus’.   Ã‚  Ã‚  Ã‚  Ã‚   To understand the background on either of these novels, it is best to understand a little of Wharton’s biographical background (this helps to see why similar situations are portrayed in both novels).  Ã‚   Wharton lived in New York city and was raised to be a "daughter of society", always putting forth her best manners and showing   respect to the rituals of society.   This attributed greatly to The Age of Innocence which has been described as "a masterful portrait of desire and betrayal set in New York City of her youth."    Her marriage   to Teddy Wharton is said to be where the basis of thought came from for the novel Ethan Frome.  Ã‚   She discovered that her husband had been cheating on her and supporting a mistress living in Boston, and she soon met and fell in love with someone else too.   In Ethan Frome   the book is viewed by many people as a novel about an affair and the love that Ethan finds in another woman, not his wife.   Ã‚  Ã‚   Ethan Frome takes place in the small New England village of Starkfield Massachusetts and the scenery and natural surroundings are great aspects of the book.  Ã‚   It is just a boring cold farm town, and often enough the harsh winters cause the people there to become very ill.   The eerie cold helped to create the solemn and tragic mood of this novel, and was a part of the symbolism.

Poetry Analysis of “Anthem for Doomed Youth” Essay

Wilfred Owen’s poem, â€Å"Anthem for Doomed Youth†, creates a picture of young soldiers in battle dying. Drawing a mental picture of a family at home sharing in the mourning for their lost sibling, the reader feels the grief of this poem. Through the portrait of vanishing soldiers one sees loneliness, as they die alone on the battleground. Effective use of imagery, alliteration, and end rhyme as well as great writing gives the reader a lasting impression. The title, â€Å"Anthem for Doomed Youth†, fits well for this poem. For the duration of the poem a feeling of death and despair run through the reader’s mind. Though one cannot tell exactly which war the poem stands for, one can hypothesize that it stands for World War I because of the type of warfare the speaker discusses. He discusses machine guns, rifles, and artillery shells falling from the sky like rain which most parallels World War I. This image of soldiers dying due to heavy artillery appears most in the mind of the reader. Feckless soldiers dive into the muck of trenches to save themselves from the â€Å"wailing shells† (7) that â€Å"shrill† (7) over them. Reading this poem puts one in World War I through the great imagery of the speaker; one feels as if he is diving to keep away from the artillery. Titling this poem seems simple since the entire sonnet informs the reader of the hopeless situation for the young soldiers. Praying soldiers â€Å"die as cattle† (1) with no â€Å"passing-bells† (1) as â€Å"their hasty orisons† (4) die with them. An interpretation of this is that if one â€Å"[dies] as cattle† (1) they are dying as animals and dying with no â€Å"passing-bells† (1) means there are no mourning bells which exist at funerals. â€Å"Hasty orisons† (4) means quick prayers which in the sonnet makes them the quick prayers before the soldiers are shot; so if â€Å"their hasty orisons† (4) are â€Å"[pattered] out†, then they have no prayers. The speaker’s diction here sets the gloomy tone and setting throughout the poem. Without any introduction the reader finds himself on the front line. Through great imagery the speaker illustrates a grim tale of battlefield death. In the first octave the speaker makes the reader feel as if he stands shoulder to shoulder with a fellow soldier praying that â€Å"the monstrous anger of the guns† (2) will not leave them decaying on the field. Dying alone on the  field, the boy’s â€Å"hasty orisons† (4) fade away by the â€Å"stuttering rifles’ rapid rattle† (3). Through these images the reader sees how the prayers of young soldiers go on deaf ears with no one around to hear, especially over the â€Å"choirs of wailing shells† (7). Honestly, no one knows of or can acknowledge the fact that the boys die this lonely death, which leaves sadness in the reader’s heart. As in most octaves of poems there lies a proposition in this poem the proposition of a lot of deaths alone on a battlefield becomes the proposal. In further detail the reader sees the flying shells and rifles that bring a stop to the hope and prayers of the soldiers. Following the octave, the sestet brings a result or response to the proposition. Responding to the proposition of dying alone, the reader finds that the young soldiers die alone on a battlefield, but they have already given their â€Å"holy glimmers of goodbyes† (11) to the girls who will cry over their deaths. Crying over these dead soldiers shows that these young boys die in someone’s heart, though they die by themselves physically. Through the illustration of â€Å"the pallor of girls’ brows shall be their pall; / their flowers the tenderness of patient minds† (12-13), the reader sees the poignant funeral of a military man. In the last line of the poem the reader finds out that â€Å"each slow dusk a drawing- down of blinds† (14) occurs, which can have two meanings. One, more sadness reaches the people who love their lost soldier, and another interpretation can be that the â€Å"drawing-down of blinds† (14) displays the soldiers’ eyes closing slowly as he dies. This interpretation of â€Å"the holy glimmers of goodbyes† (11) means the soldier’s eyes right before death have flashes of his funeral back on the home front with â€Å"the pallor of girls’ brows† (12) and â€Å"their pall; / their flowers† (12-13). Within the sestet the reader basically finds that mourning does occur for the death of the young lost soldiers. Throughout the first octave the speaker uses great imagery to illustrate the grim reality of the young boys’ dying on far away battlefields. Also in â€Å"Anthem for Doomed Youth† such devices as alliteration and end rhyme give a flow to the poem. Alliteration occurs when the reader reads â€Å"rifles’ rapid rattle† on line three. Another use of alliteration arises with the  Ã¢â‚¬Å"slow dusk a drawing-down† (14) repeating the sound of words starting with the letter d. Using the alliteration of the r and d sound gives the reader a better feel for the sound of what occurs at that point in the poem. Reading â€Å"rifles’ rapid rattle† (3) gives the sound of the rifle shooting very well. Throughout the poem the use of end rhyme transpires with the rhyme scheme of ABABCDCD EFFEGG. Although this rhyme scheme appears to be Petrarchan because of the octave and sestet, it does not have the same scheme as Petrarchan. Shakespearian scheme occurs in the octave and the last two lines of the sestet, but it does not take place in the first four lines of the sestet, and it does not have the correct format of three quatrains and a couplet. In conclusion this poem displays a grim look on the truth about war and its affect on the young soldiers who participate in it. Displaying this truth through great imagery, Wilfred Owen brings a candid opinion of what occurs during war. Through these literary devices such as alliteration, end rhyme, and imagery Owen creates a vivid picture and gripping description of â€Å"Anthem for Doomed Youth†.

Read Wordsworth’s and Shelley’s poems To a Skylark and...

Read Wordsworth’s and Shelley’s poems To a Skylark and Hughes’ poem Skylarks. Discuss the similarities and differences in the poets’ presentation of, and attitude to, the birds. There are a number of similarities and differences in Wordsworth’s, Shelley’s and Hughes’ presentation of, and attitude to the birds through form, diction and imagery. The first line in Wordsworth’s poem is about an ‘Ethereal minstrel!’ and a ‘pilgrim of the sky!’. This tells of a medieval singer who roams with a purpose. Wordsworth uses these to apostrophise the lark. When these lines are combined with others throughout the poem it becomes apparent that the lark is used as a metaphoric visual aid. This is shown with the apparent dichotomy between†¦show more content†¦The words ‘flood’ and ‘pour’ in the poem normally are associated with water, thus showing how the lark’s music flows and how much of it there is. Wordsworth’s poem is therefore presented as an apostrophe to a skylark that is quite rhythmic due to it being largely iambic pentameter. It is also written in a very traditional form with a strict rhythm and rhyme structure that suggests that it is pre 20th century. This is confirmed by the moral, philosophical view of lark, as it is shown to be a metaphor and moral for human life. As well as sharing the same title (‘To a Skylark’), Percy Bysshe Shelley’s poem also shares a similar way of presenting the lark. Composed five years before Wordsworth’s poem, this poem is also written in a very traditional form with much archaic diction. It has a maintained stanza form throughout and is as, if not more, archaic shown by quotations such as, ‘hail to thee’ and ‘thou’. In the second stanza, although there is no reference to a bird, the language used suggests an immense scale similar to that used in Wordsworth’s presentation of the lark’s ‘flood’ of harmony or song. Quotations such as, ’Higher still and higher’ and ‘springest’, show this similarity. Similar to Wordsworth’s poem, Shelley begins with exclamation with, ‘Hail to thee, blithe spirit!’. Again although much more subtle and less