The Prairie Schooner, Americas Classic Covered Wagon

The Prairie Schooner, Americas Classic Covered Wagon The prairie schooner was the classic covered wagon that carried settlers westward across the North American plains. The nickname came from the typical white cloth cover on the wagon, which, from a distance, made it resemble the white cloth of a ships sails. Prairie Schooner The prairie schooner is often confused with the Conestoga wagon, but they are actually two very different types of wagons. Both were horse-drawn, of course, but the Conestoga wagon was much heavier and was first used by farmers in Pennsylvania to haul crops to market. The Conestoga wagon was often pulled by teams of up to six horses. Such wagons required reasonably good roads, such as the National Road, and were simply not practical for moving westward across the plains. The prairie schooner was a lighter wagon designed to travel great distances on rough prairie trails. And the prairie schooner  could usually be pulled by a single team of horses, or sometimes even one horse. As finding food and water for animals could present a serious problem while traveling, there was an advantage to using light wagons that required fewer horses. Depending on the circumstances, prairie schooners would also be pulled by oxen or mules. How They Were Used Adapted from light farm wagons, prairie schooners generally had a canvas cover, or bonnet, supported on wooden arches. The cover provided some protection from sun and rain. The cloth cover, which was typically supported on bows of wood (or occasionally iron) could be coated with various materials to make it waterproof. The prairie schooner would typically be packed very carefully, with heavy pieces of furniture, or crates of supplies, placed low in the wagon box to keep the wagon from tipping on rough trails. With the possessions of a typical family stowed aboard the wagon, there generally wasnt much room to ride inside. The ride was often pretty rough, as the suspension was minimal. So many emigrants heading westward would simply walk alongside the wagon, with only children or the elderly riding inside. When stopped for the night, families tended to sleep under the stars. In rainy weather, families would seek to stay dry by huddling under the wagon, rather than inside it. Groups of prairie schooners often traveled together in the classic wagon trains along such routes as the Oregon Trail. When the railroads expanded throughout the American West in the late 1800s there was no longer a need to travel great distances by prairie schooner. The classic covered wagons fell out of use but became an enduring symbol of the westward migration.

Changes in Prisons in Twentieth Century in Britain Essay Example for Free

Changes in Prisons in Twentieth Century in Britain Essay In 20th century a lot of important changes was made in Britain prison system. A lot of crucial moves in this matter were made, which made changes to the system, and create the current system in prisons. A lot of reports and changes plans were made in this crucial for the matter period. The beginning for this period was made in 1895 with Gladstone report, which was highly critical of the current penal policy. It criticised existing regimes for ‘crushing self respect’ and ‘starving all moral instinct’. The report argued that reformation should coexist with deterrence and that rehabilitation should be given priority. Victorians focused upon repression and punishment. They used inflexible and punitive methods of control. Gladstone felt these should be replaced with more scientific methods of ‘treatment’. In addition, prison commissioners for the first time in 1898, defined the purpose of prison as the ‘humanisation of the individual’1. Sir Evelyn Ruggles-Brise insisted that ‘each man convicted of crime is to be regarded as an individual, as a separate entity of morality, who by the application of influences, of discipline, labour, education, moral and religious, backed up on discharge by a well organised system of patronage is capable of reinstatement in civic life’2. Weiner (1990) stated, â€Å"It is now recognised that primitive measures alone are not corrective, and effective reformation of criminals can only be attained by making our prisons true schools and moral hospitals†. Forsythe (1991) argues that new projects often fell short of the claims made for them. He says that in particular, the local and convict prisons ‘clung tenaciously to the concepts of measured punishment, moral culpability, limited deterrence and uniformly administered discipline’. It is a fact that the process of reform was often slow and not al all easy to perceive. From 1900 onwards a number of radical changes were made to the standard prison regime: 1) Unproductive labour was officially abandoned and replaced by prison industries and work considered ‘useful’, 2) The separate system was gradually eroded, allowing prisoners to work in association, 3) Education was increased and improved, 4) Internal discipline was maintained through a reward/punishment system related to the introduction of remission, 5) Specialists such as psychologists were appointed, 6) Prisoner categorisation was extended, 7) The Borstal system was introduced for juveniles, 8) A commitment to reformation became enshrined in the Prison Rule that stipulated that the purpose of imprisonment was to encourage prisoners to ‘lead a good and useful life’3, 9) During the 1930s the treadmill and arrows on convict uniforms were abolished. According to Garland (1985) the most radical reforms of this era took place outside of the prison system: 1) The introduction of the probation service, 2) Alternatives to custody emerged, 3) Construction of specialist institutions4. Garland views these major transformations as the beginnings of our current practice. Garland prefers to talk of developments in a whole realm of penality rather than prison reform5. Additionally, in 1908 Borstals6 were put on a statutory footing – implemented by Herbert Gladstone. The name Borstal comes from the village in Kent where the first Borstal scheme got its first full-scale trial. Borstals took English public schools as their model and their sentences were indeterminate. Criminals aged between 16 – 21 could be sent to Borstal for between one and three years. The prison Commission could release on licence at any time after six months (or three months for girls) and could also recall for misbehaviour. Borstal faltered after 1945 really because success rates were measured by reconviction rates. 1982 the administration of Margaret Thatcher formally abolished the Borstal and replaced it with the ‘Youth Custody Centre’ – with determinate sentences of imprisonment. Paterson7 replaced military type training with delegated authority and encouragement of personal responsibility. Staffs wore civilian clothing and were encouraged to get to know the ‘lads’ personally – considered revolutionary in the 1920s. The Borstal notion of training prisoners through personal relations, trust and responsibility gradually had an impact on the prison system as a whole. Two borstal elements were transplanted into the adult system with long lasting effects: 1. 1936 the first minimum-security (open) prison was established at New Hall, near Wakefield. 2. The housemaster was renamed ‘assistant governor’. The post war developments where about the Easier bail, Probation, Time to pay fines, a reduction in time to be served for a partial payment of fines, Reformatories for juveniles, Curtailment of imprisonment for debt and, More facilities for the insane and for habitual drunkards. In 1928 the then Home Secretary had described Dartmoor convict prison as ‘the cesspool of English humanity’ â€Å"I suppose there must be some residuum which no training or help will ever improve†8. Furthermore in 1948 Paterson and his colleagues framed Criminal justice Act. This was a highly influential piece of legislation. Borstal had represented the opposite view and resurrected the possibility of reformatory prison. Borstals and Detention Centres began to lose favour: neither for deterrence or reform was the short sentence acceptable. This is one of the elements in the English prison-crowding crisis – which became acute in the 1970s and 1980s and with which the country is still wrestling. Deterrence – Youth prisons known as Detention Centres were intended to subject boys (and half-heartedly, girls) who were thought to be on the verge of a custodial career to a last chance ‘short, sharp, shock’. Separate institutions for pre trial prisoners were planned but never created: these would be custodial but non-penal institutions. Due to the war, there were no funds and little sympathy for unconvinced detainees. McConville states that ‘thick skins and short purses ever since have ensured that English pre trial prisoners were treated worse than they were for virtually all of Victoria’s reign and much worse than their fellows who were convicted and sentenced’. The 1960s and early 1970s are seen as the beginning of the crisis years with British prisons. At last we can refer to System of Concentration. Mountbatten referred to the obvious advantages of an island prison holding all prisoners who posed a threat. A new prison was to be built on the Isle of Wight. This was rejected and the dispersal system became the preferred way of housing inmates. Since early 1966 new measurements of security have been implemented in selected prisons. Between 1969 and 1979 the prison service went through a number of riots. 70s and 80s dogged with accusations of brutality and violence directed at prisoners from the prison staff. Serious disturbances and riots had occurred in maximum-security prisons, which had led to reprisals against prisoners. British riots occurred within the new dispersal system: Parkhurst 1969, Albany 1971 & 1972, Gartree 1972, Hull 1976, and Gartree 1978. Hull riot will go down in history, as it was the prison staff who were ultimately tried and convicted. Special control units were introduced after the Gartree riot of 1972 for troublemakers over and above the existing segregation units. 1970s represent the years when reform and treatment had dwindled away and the whole prison system ran on the notion that ‘nothing works’. By 1978 both the courts and the prisons were in danger of serious collapse. Industrial relations were poor with prison staff. May Committee 1979 reported as a response to the previous troubled decade. They explored the issues of what the aim of imprisonment was; they agreed that the rhetoric of treatment and training had had its day. Finally, King and Morgan proposed the term ‘humane containment’: The current organisation of the prison system is heavily influenced by past practice. This has shaped the system that we now have today. So, it is difficult to assess progress of 20th Century. Harsh and punitive experience of prison overrides any idea of progressive treatment. Biggest rises can be seen from 1974 onwards. It is a fact that this matter is very important and serious for the society and has to be developed according to the needs of the society according to its progress at times. 1. Goffman, E. (1961) Asylums, Essays on the Social Situation of Mental Patients and Other Inmates. Harmondsworth 2. Jones, K. (1993) Asylums and After: A Revised History of the Mental Health Services from the Early Eighteenth Century to the 1990’s. 3. Morris, N and Rothman, D.J (eds). (1995) The Oxford History of the Prison. Oxford University Press. 4. Porter, R. (2002) Madness: A Brief History. Oxford University Press. 2 Ruggles-Brise quoted in Garland 1985. 3 Prison Rule 6 in 1949 but Prison Rule 1 since 1964. 4 such as Borstal where principles of rehabilitation were initiated. 5 â€Å"the prison was decentred, shifted from its position as the central and predominant sanction to become one institution among many in an extended grid of penal sanctions. Of course it continued to be of major importance, but it was now deployed in a different manner, for a narrower section of the criminal population and often as a back up sanction for other institutions, rather than a place of first resort†. Changes in Prisons in Twentieth Century in Britain. (2017, Nov 17).

Main Report Essay Example | Topics and Well Written Essays - 750 words

Main Report - Essay Example The present study also makes SWOT analysis of the topic under study keeping in view cultural factors and global phenomenon within which the industry observes significant boost during the last century. The future trends and dimensions of the industry have also come in the fold of present study. The contemporary world is the world of technological advancement and hi-tech industrialization. The invention of computer sciences, information technology, internet and mobile phones have revolutionised the world at large. The businesses in the contemporary era revolve round technological advancements and industrial expertise. It is therefore, our business plan is also related to the modern technology i.e. mobile phone PDAs. PDA refers to the personal digital assistant, which interlinks telephone, internet, fax and computers with networking characteristics. "A typical PDA can function as a cellular phone, fax sender, Web browser and personal organizer. Unlike portable computers, most PDAs began as pen-based, using a stylus rather than a keyboard for input.† (Quoted in webopedia.com/TERM/P/PDA.html) Before entering into a business, it is an essential matter to have a comprehensive knowledge and information regarding the particular field where one is going to exercise his abilities on the one hand and allocate his energies and concentration on the other. Gates declares knowledge and information a reason, which distinguish an enterprise from its competitors and rivals. â€Å"The most meaningful way to differentiate your company from your competitor, the best way to put distance between you and the crowd, is to do an outstanding job with information. How you gather, manage, and use information will determine whether you win or loose.† (Gates, 1999 p 1). Strategy is an inevitable part of every corporate firm’s management plan on which all its functioning stands. All the organizations either large or small devise methods and apply techniques

History questions Essay Example | Topics and Well Written Essays - 1000 words

History questions - Essay Example The concept of city-states began with them and they were known to practice some religious beliefs because of the ziggurats or the terraced temples. 2. AKKADIANS: The Akkadians who were natives of central Mesopotamia, had their own Akkadian writing using the cuneiform. Authors like Ziomkowski and Spielvogel claimed that they invented the stamps and instituted regular postal services and cadastral survey (3;6). Noble (18) said they gave us the first great warlord known to mankind and this was Sargon. 3. BABYLONIANS OR AMORITES: These inhabited lower Mesopotamia or near the Tigris-Euphrates delta. But with the conquest of the Akkadians and the Sumerians, King Hammurabi was able to carve a kingdom that unified almost the whole of Mesopotamia. Hammurabi then established the Code of Hammurabi, which was a list of judgments stressing fairness and justice among citizens. They then devised a calendar, consisting of 12 lunar months, with 30 days for each month and with 24 hours for each day. They also had a system 4. ASSYRIANS: These were warlike people in upper Mesopotamia who first utilized iron weapons and made use of chariots and cavalry. They invented battering rams and mobile towers to ensure victory in wars as well as what Noble(66) calls sapper work or excavation methods to undermine city walls of enemies. 5. 5. NEO-BABYLONIANS OR CHALDEANS: Led by King Nebuchadnezzar, these accomplished people who made a mark in astronomy, agriculture and the construction of buildings such as The Hanging Gardens of Babylon, will always be remembered for the destruction of Jerusalem and the captivity of the Jews (Noble et al 44). 6. LYDIANS: These inhabited the now northwestern Turkey and they were noted for their wealth and the beauty of its capital Sardis. Under King Croesus, they invented coinage and its minting using gold, silver and electrum. They were also the first to put up retail shops. 7. PERSIANS: These were people, who together with the Medes, occupied present day Iran. They will always be remembered because of their great warrior kings Cyrus the Great, Darius the Great and Xerxes who built one of the largest empire in the world. They also brought Zoroastrianism and a system of governance that divided the empire into 20 provinces, each ruled by a satrap and a system of road building as well as improvement of trade and a barter economy. 8. EGYPTIANS: These people were superb engineers, architects and builders. Denizens of the Nile River delta and oases, they constructed 35 pyramids, temples, obelisks and palaces. They established the art of mummification and the belief of immortality after death. They invented hieroglyphic writing on papyrus and the use of Rosetta stone to encrypt these writings. They devised irrigation and agricultural techniques and an efficient administration techniques under a vizier as well as the concept of Ma'at (Noble 25) or justice and the empowerment of

Richard Wrights Black Boy as a Catalyst to End Racism Essay -- Wright

Black Boy as a Catalyst to End Racism Around 2000 B.C., Egyptians enslaved Jews in bondage like caged animals because they were targeted as a lesser race and thus chosen for labor. Just 1500 years later, the Jews themselves were the culprits of racism labeling the very association with Samaritans as a deep sin. In 1861_1865, the United States divided brother against brother in one of its bloodiest battles of all time over black slavery.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Racism survives not simply as an intangible historic fable but as a real modern problem, also. In current civilization Arab Palestinians war with Israelis to find a homeland; the Ku Klux Klan draws its biggest membership influx in over 20 years; and in the U.S. where freedom reigns, Americans have never to date voted a person into the president's office who was not a white male. Denny's restaurants, Texaco gas stations, and Avis car rental are a few of the number of national companies accused of extolling racism in this "apartheid America." Although less subtle in the lives of Americans then, racism also thrived in the souls of people living during the 1920's. Even though the war on slavery was over in the battle fields, white racists were blood thirsty lions at heart, as was demonstrated in the book Black Boy.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The setting of Black Boy is in the deep south of Jackson, Mississippi where whites attempted to tame into submission blacks by hard discipline. Such was the case for Richard in Black Boy, his autobiography. It seemed that the more Richard gained success, the more he was hurt. In Black Boy, Richard is abused by whites because he reminds the whites of their lack of identity and failure to meet society's expectations.   Their lives became bland... ...elf_imposed humility, the person gets a sense of gratification in his life. He now knows that he has a good reason to keep going. Eventually the person will also receive that same love from others. Therefore, a new source for positive gratification and love is created, making racism obsolete.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These principles have not been fully successful as people are naturally more willing to be lethargic than active, more likely to be followers than leaders, usually submit rather than stand up for themselves. They need courage. The courage must come from the love within, it must be true courage. For some, it doesn't come naturally, but with one strong foot forward, and a heart for others, racism can be defeated and the world can live in peace and equality. Works Cited: Wright, Richard. Black Boy (American Hunger): A Record of Childhood and Youth. 1998 ed.

My Personal Goals And Expectation As A Student Essay

It has been 20 years since I have been in school and I want to be here at The University of Phoenix to finally get the degree that I have put off for so many years. I realize there may be road blocks ahead of me that I am not aware of at this time, but I am making a commitment to myself to be successful. The road I have chosen is long overdue, but I believe it is the right choice and something I strongly desire. I selected the U of P due the accelerated program offered, the high caliber of educators, and recommendations by friends. After just one class, I’m very excited about my choice and look forward to the challenges ahead. At the U of P, I hope to obtain the knowledge and tools to help me be successful and to finally make things â€Å"right† with myself and my employer. I say this as, in the past, I have misled my former and current employers that I have an education beyond high school. Through hard work and dedication, I have been able to produce and prosper in my professional life, even without an education beyond high school. But I feel with a â€Å"real† degree in hand, I’ll be more confident and proud of myself for the hard work and dedication it will take to accomplish this goal. Also, the dark cloud of my misrepresentation will finally be lifted. I believe I will finally be proud of myself and gain the honor and integrity I desire. My personal goal is to obtain a Bachelors degree in Business Management. As I pursue my goal at U of P, I must dedicate myself. To achieve this goal, there must be commitment, discipline, desire and expectations. There will be many challenges that lie ahead of me as I steadily make my journey to achieving a degree. But I feel I can overcome any obstacles and face any challenge, due to my maturity level and positive outlook. Twenty years ago, I did not feel the need or have the desire as I do now. Other than the obvious goal of obtaining a degree, I hope to finally have the skills, knowledge and tools to obtain further success in my professional life. I also feel a degree will give me more confidence in myself both personally and professionally. The education that I will receive will help me tremendously in my professional career. I feel I will be much more marketable to my present employer as well as future employers. Advancement  opportunities will come to fruition as I go through the educational improvement process. Throughout this new learning process, I hope to develop the skills to be a better communicator, both orally and in written communications. I’ve always somewhat lacked confidence in writing and I hope to gain the skills to write effective letters and reports. I hope to develop leadership skills and have confidence in myself and in the decisions I make. I hope to learn how to set priorities and manage my time better both at home and at work. Just making the decision and taking the steps to further my education feels liberating and eases the anxiety I’ve always felt about not furthering my education. I feel my fears about â€Å"not measuring up† will subside and a sense of camaraderie will develop with my associates at work. Since beginning classes, I hope the stimulation I feel now will continue to grow and ease the fears I’ve always had about â€Å"learning† again. I expect my confidence level to rise and as I get more confidence, my mind will open up to new ideas and better ways of doing things. I hope this stimulating environment will foster new ideas that I can use in my professional life. Above all, I believe this journey will bring to me a sense of accomplishment, pride, and confidence. In my personal life, I realize I must make many sacrifices. The time I must invest in obtaining a degree will require I give up the very little free time I currently enjoy with my family. My work schedule is extremely full now and leaves very little time with my family. Taking classes will totally eliminate any time I had to spend with them, but they are very supportive and understand the rewards we will all reap from this undertaking. I’m doing this for all of us, as I know the personal and professional growth and successes will be invaluable for our future.

10 Things to Know About Jimmy Carter