ACT Full Fees Registration Whats the Total Cost of the ACT

ACT Full Fees Registration What's the Total Cost of the ACT SAT / ACT Prep Online Guides and Tips Just like many parts of the college application process, taking the ACT (and even using your ACT scores) means an assortment of fees. Here, I'll break down every possible ACT registration cost and score fee. The good news is that a lot of these fees are unnecessary and avoidable. Read to the end for tips and strategies on saving as much as possible on the ACT. Registration Costs for the ACT (2018-2019) Registration charges are unfortunately mandatory if you are planning on taking the ACT. Registration-related fees, or add-ons that can bump up your costs, aren't required of test-takers. These extra services could be useful in special circumstances, even though you'll end up shelling out a few extra bucks. Here's a chart outlining mandatory registration fees: Fee Cost Description Registration- No Writing section $50.50 Includes reports for you, your high school, and up to 4 college choices Registration- With Writing section $67 Includes reports for you, your high school, and up to 4 college choices And here's a chart outlining optional add-on fees: Add-on Fees Cost Description Telephone Re-registration $15 Only available if you’ve previously registered for a test. Late Registration $30 Fee for registering after the regular deadline. Standby Testing $53 Fee for being placed on a waitlist for a particular test center/date. Refunded if you’re denied admission on test day. Test Date Change $30 Keep your location, change your test date. If you change your test date after the registration deadline, you'll also be charged the late registration fee. Test Center Change $30 Keep your test date, change location. International Fees $51 Mandatory fee for students taking the ACT outside the US or Canada. Score Report Analysis Costs for the ACT (2018-2019) After you take the ACT, you'll want to receive, analyze, and send out your scores. This chart outlines all possible post-test services and their costs. Service Cost Description Viewing scores score report online $0 You can check your score report online at no cost, but you still need to send official score reports to schools. Score report (first four reports) $0 Enter up to four school score report requests at no cost. You can enter this info when you register or when you test. Score report (fifth and sixth colleges) $13 each Enter up to two additional school score report requests when you register or when you test for an additional cost (but no additional speed). Score report (each additional report) $12 After the reports you order when you register or on test day, you’re charged this fee per additional score report. Priority score reporting $16.50 Priority report requests are usually processed and sent within 2 days. This fee is per score report. Test Information Release (TIR) $20 Receive a copy of your test questions, a list of your answers, and an answer key. You’ll also receive your essay prompt, scoring rubric, and scores. How to Minimize ACT Registration Reporting Costs As you can see, ACT registration and reporting costs can add up if you're pressed for time, if you want detailed score reports, or if you're applying to many schools. You can avoid a lot of these fees if you plan ahead. Planning ahead can save you hundreds of dollars; your piggy bank will thank you. Take the Test Early If you're scrambling to get official score reports to schools before their application deadlines, you might not have a choice but to pay $16.50 for a priority score report. This might happen if you take the ACT last minute, or if you procrastinate in sending official score reports. Although this is unavoidable in certain circumstances, you'll save yourself money (and unnecessary stress) if you take your test earlier rather than later. It takes about two to three weeks for your multiple choice scores to be posted, and another two weeks for your essay score to be posted. You should budget an additional two weeks at minimum for colleges to actually receive your score reports. In order to avoid rush fees, try to schedule your last ACT no later than seven weeks before your scores need to be in. Register Early If you miss the normal deadline and have to register late, you'll end up increasing your total registration costs by more than 50%. Registering months in advance won't only save you money- it will also ensure you get the test date you want before al the seats are booked. Having a hard test deadline in mind can also jumpstart your motivation to study; you'll be better able to budget your time. Take Advantage of Free Score Reports You can send up to four score reports for free if you specify the schools you'd like to send your scores to early enough. List the four schools as early as registration, and as late as the Monday nine days after the published test date. This will save you up to $48. Learn more about the pros and cons of sending the four free ACT score reports here. Apply for a Fee Waiver If You're Eligible Low-income families may find these ACT costs to be especially daunting. In an effort to mitigate this financial burden, the ACT offers fee waivers to certain students. You may qualify if you meet all of the eligibility requirements: You're currently enrolled in high school in grade or 12 You're a US citizen, or testing in the US, US territories, or Puerto Rico You meet one or more of these requirements: You're enrolled in or eligible to participate in the National School Lunch Program (NSLP) Your family income falls within guidelines for free or reduced price lunches; Your family receives public assistance You're enrolled in a federal, state, or local program for low income students (e.g. Upward Bound) You live in subsidized housing, foster care, or are homeless You are a ward of the state or an orphan If you are eligible, you can receive up to two fee waivers total. Each waiver covers registration costs, but does not cover any additional score reports or add-on fees.You have to apply for a fee waiver through your school counselor; since this can take time, make sure to apply for a fee waiver well in advance of the test dates you'd like to register for. Bonus: Looking for the very best guides to every ACT section? Check out our top guides for every single section of the ACT. Choose the score level you're aiming for: 36 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Essay Choose these guides if you're scoring a 26 or above on a section, and you want to get the highest ACT score possible. 24 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Science Choose these guides if you're scoring below a 24 on a section, and you want to boost your score to at least a 24 level. These are the very best guides available on boosting your ACT score, section by section. They're written by Harvard grads and perfect ACT scorers. Don't disappoint yourself - read these guides and improve your score today. What's Next? Because the SAT seems pretty similar to the ACT,you might be evaluating whether you should take the SAT, the ACT, or both. Learn more about how to decide which test (or tests) to take here. Of course, you want to make sure you get the best scores possible on your ACT. Check out our guide to getting the perfect score here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Architect William Holabird and the First Skyscrapers

Architect William Holabird and the First Skyscrapers Architect William Holabird (born September 11, 1854 in Amenia Union, New York), along with his partner Martin Roche (1853-1927), forged Americas early skyscrapers and launched an architectural style known as the Chicago School. The architectural firms of Holabird and Roche, Burnham and Root, and Adler and Sullivan were some of the most influential teams in American architectural history and modern design. William Holabird began his education at the West Point Military Academy, but after two years he moved to Chicago and worked as a draftsman for William Le Baron Jenney, who is often called Father of the Skyscraper. Holabird founded his own practice in 1880, and formed a partnership with Martin Roche in 1881. The Chicago School style featured many innovations. The Chicago window created the effect that the buildings were composed of glass. Each large pane of glass was flanked by narrow windows that could be opened. Many of the first skyscrapers were built in Chicago, Illinois after the Great Fire of 1871. In Chicago, Holabird and Roche designed the Tacoma Building (1888), the Pontiac Building (1891), the Old Colony Building (1893), the Marquette Building (1895), the LaSalle Hotel (1909), the Brooks Building (1910), the Palmer House (1923), and the Stevens Hotel (1927). Between 1889 and 1908 Holabird and Roche built a number of buildings at Fort Sheridan, Illinois - 66 buildings have been designated a National Historic Landmark District. In addition to their Chicago skyscrapers, Holabird and Roche became leading designers of large hotels in the midwest. The Plankinton Building in Milwaukee Wisconsin started off as a two-story building in 1916 and five more floors were added in 1924. The Plankinton, like other new tall buildings being built at the time, was steel frame with a facade of terra cotta.   After William Holabirds death on July 19, 1923, the firm was reorganized by his son. The new firm, Holabird Root, was highly influential in the 1920s. The John D. and Catherine T. MacArthur Foundation is proud to own and occupy the Marquette Building in Chicago. As a supporter of creativity, the Foundation is the perfect owner of a building steeped in history. Early skyscrapers from the Chicago School era are now over a century old, if they havent already been torn down. Holabird and Roche designed the original 1924 neoclassical style Soldier Field in Chicago, a national landmark stripped of its designation after a gut-wrenching 21st century renovation. Restoration and historic preservation are the price of caring for history.

The articles by Livers and Culver, Glen, and Morison, et al Essay

The articles by Livers and Culver, Glen, and Morison, et al - Essay Example In my view Livers and Cavers in their article have provided a way through which blacks can be lead differently from how they are being treated in the corporate sector these days. The problems faced by the black population have been increasing because of their cultural ethnicity. The problems that the blacks are facing in the workplace become an issue and these blacks have to suffer from the problem of ‘miasma’ as laid down by Cavers. Miasma is a problem suffered by the blacks and this can lead to discouragement of these workers. The ideas given by Livers and Cavers can be implemented in a daily life setting so that the morale of the employees can be boosted. Self development is a solution for black employees which can be targeted in a workplace. This self development would help them to know about themselves and get used to the environment that they face in all kinds of settings. In a practical environment it is important that a person who has knowledge about miasma is ma de the leader so that the morale and performance of the black employees can be enhanced. Secondly Glen in his article provides a brief overview about technology and geeks. He gives an insight as to how these geeks can be helpful in a working environment. Geeks have become a source of knowledge for the corporate sector and they have to be used in the right manner. Leadership qualities are acquired and they should be used in the right manner so that the performance of the employees can be enhanced. In a practical setting it is important that the leaders know how to take advantage of technology and geeks. It is important that the leaders who are hired for this purpose should look after geeks but these leaders should ensure that they do not discriminate between workers. It is important that the leaders know how to handle these geeks properly so that they can benefit the workplace. Leadership skills to sort out geeks and technology are possible in the environment today. Moreover one can ensure that the leader knows how to use geeks and technology so that the productivity and creativity of the workplace is increased.

Adaptive E-commerce system Literature review Example | Topics and Well Written Essays - 5000 words

Adaptive E-commerce system - Literature review Example Most of these differences arise with differing framework of what e-commerce constitutes. For example quote (year) looked at e-commerce from the perspective of buying and selling and stated that e-commerce covers all industries where the processes of buying and selling is performed over electronic systems. Quote (year) on the other hand viewed e-commerce from the perspective of what is done with a company’s website. To this end, all activities that promoted the regulation of business, whether it involved selling and buying or not formed e-commerce. Examples of such activities were named to include optimization of traffic from search engines, generation of sales and interaction with customers through an online platform. Regardless of the differences in framework for defining e-commerce however, there is one thing that runs through and that is the fact that some level of business that takes place over an electronic medium. As part of the purpose of the study, the literature review is being conducted as a major secondary data collection exercise that will be used to collect data to address the specific objectives. From the background of the study, it would be noted that there is great regard for adaptive e-commerce. This means that the researcher shall approach the literature from a perspective that limits the scope of review to adaptive e-commerce system. This is because of the position held by the researcher that even though e-commerce as a generalised concept of modern business has the potential of opening great doors for companies, there is the need to optimise the outputs of e-commerce. By optimisation, reference is being made to any creative process that ensures that service users are able to have an advantage on the use of e-commerce over their competitors. Meanwhile, quote (year) made claim to the effect that with the competitiveness of the modern global

Guide for the internment of japanese americans Essay Example for Free

Guide for the internment of japanese americans Essay Read and be prepared to provide a brief summary of one of the personal stories (chapters) from Last Witnesses: Reflections on the Wartime Internment of Japanese Americans, Erica Harth ed. (Chapters will be handed out at the March book group session.) Reading questions: 1. Carefully read the ‘Note for Students’ at the start of the book, paying particular attention to what Edward Countryman says about written history. He says â€Å"But good historians always approach the past on its own terms, taking careful stock of the period’s cultural norms and people’s assumptions or expectations, no matter how different from contemporary attitudes. † What point is he making here and do you agree with him? 2. The various essays in the book are taken from historical scholarship produced over time and with very different access to government documents and personal records and remembrances of the events surrounding Roosevelt’s signing the Executive Order. What does this scholarship tell us about writing with proximity to an event? How can this help us, as teachers, explain to our students what the historian does? 3. Roger Daniels in ‘The Decision for Mass Evacuation’ argues that Japanese Americans were placed in ‘concentration camps’. Other commentators continue to call the sites ‘Internment Camps’. Does it matter what these places were called? 4. Daniels quotes from one of the California proponents of removal (p. 50) that the Japanese could not be trusted at all because they had been so discriminated against in the past that they had become â€Å"unassimilable† and could not be well enough known to be trusted. Compare this point of view to the arguments used to ‘drive out’ the Chinese from the same places in the late nineteenth century. How much do you think being able to brand a group as ‘the other’ plays a role in these two cases? Do you think the same arguments were utilized after September 11 to justify Guantanamo? 5. Why did FDR, despite all of the evidence he was presented to the contrary, sign the Executive Order? In a related question, How did the tenor of the times lead the Supreme Court and a variety of seemingly able attorneys to bend the law, hide crucial evidence, and carry out the removals? 6. How is Gordon Hirabayshi like many of the leading Chinese individuals we read about in Driven Out? 7. Think about social guilt and historical responsibility and whether countries must think through past injustice and apologize for them and make some sort of reparations? We have the cases to consider from our readings of the Chinese on the West Coast, African Americans post-slavery, and Japanese Americans after the Second World War. Does the generation that did not inflict the harm owe the apology and the debt, or does this sort of thinking prolong the discord and inhibit efforts at reconciliation? 8. Dorothea Lange was hired by the War Relocation Authority to document the relocation process, but when the Army saw the tenor/tone of her work they impounded all of the photos and most of them never saw the light of day until 2006! Compare some of the photos from Ansel Adams and Dorothea Lange and try to figure out why Langes were disappeared.’ (See links below.) Web Sites: 1. Exploring the Japanese-American Internment through film and the Internet. http://www.asianamericanmedia.org/jainternment/ President Franklin D. Roosevelt signed Executive Order 9066 authorizing the mass incarceration of over 110,000 Japanese Americans during World War II. Two-thirds were American citizens. Over half were children or infants. Their crime: their Japanese ancestry. Forty-six years later our government officially apologized for this grave injustice and paid reparations. Could it happen again to another group of Americans? 2. This site supplements a recent PBS documentary titled ‘Children of the Camps’. ‘Children of the Camps’ is a one-hour documentary that portrays the poignant stories of six Japanese Americans who were interned as children in US concentration camps during W.W.II. The film â€Å"captures a three-day intensive group experience, during which the participants are guided by Dr. Satsuki Ina, a university professor and therapist, through a process that enables them to speak honestly about their experiences and the continuing impact of internment on their lives today.† http://www.pbs.org/childofcamp/ 3. This amazing site contains an annotated directory of Internet-based resources on the Internment. http://newton.uor.edu/DepartmentsPrograms/AsianStudiesDept/asianam-intern.html 4. Great website with historical timeline, memories, posters from the camps and other primary source material. http://www.geocities.com/Athens/8420/main.html 5. Site is the Virtual Museum of the City of San Francisco. Site contains lots of primary sources and a collection of articles from the San Francisco News during March 1942 when the Executive order was signed. http://www.sfmuseum.org/war/evactxt.html 6. Famed photographer Ansel Adams took a series of 242 photographs at the Manzanar War Relocation Center. Photos can be found at this site. http://www.asianamericans.com/AnselAdamsManzanar.htm 7. Dorothea Lange and the Internment of the Japanese http://www.sfmuseum.org/hist/lange.html

Ana Castillo Seduced by Natssja Kinski Critique :: essays research papers

A quick read of Ana Castillo’s poetry will provide a reader with much knowledge of the style she uses. The style used in â€Å"Seduced by Natassja Kinski† and â€Å"El Chicle† is conveyed vividly. A key ingredient to Castillo’s style is imagery. Castillo uses imagery to portray the environment, object movements, emotions, and everything else that is of utmost importance. Also important to Castillo’s style is her choice of words. Castillo refers to all words in poems as gold. Every word must be picked and placed with all the care in the world. Along with her imagery and choice of words, metaphors, poetry form, and flow are essential to creating the two featured poems.   Ã‚  Ã‚  Ã‚  Ã‚  After many reads of both â€Å"Seduced by Natassja Kinski† and â€Å"El Chicle† I have been able to visually interpret the worlds created in both poems. â€Å"El Chicle† is all about imagery, however, â€Å"Seduced by Natassja Kinski† also contains valuable imagery. In â€Å"El Chicle†, Castillo portrays a piece of bubble gum falling out of Mi’jo’s mouth into her hair; she cuts her hair; the piece of gum falls onto the back of a dragonfly which flys to its death as a turtle eats it whole. Now, I haven’t been able to really determine what this is exactly referring to, but the imagery created here is as vivid, or more vivid than if I were to witness this in real life. This imagery is as intriguing as the following quote from â€Å"Seduced by Natassja Kinski†: â€Å"And we dance, I am a strawberry, ripened and bursting, devoured, and she has won.† With deep visions I have been able to recreate this scene of Kinski devouring the world’s most orgasmic strawberry. An orgasmic strawberry is what I came up with if I were to describe the scene in few words.   Ã‚  Ã‚  Ã‚  Ã‚  In few words I said â€Å"orgasmic strawberry† which defines the previous quote. Now, the technique I have just done is what Castillo has done throughout her life’s work with poetry. In â€Å"Seduced by Natassja Kinski† and â€Å"El Chicle† I have found many words that are more suiting than the rest of the entire deck of English words. For example, Castillo uses the adjective â€Å"fleshy† to describe a strawberry. This word creates a picture of the strawberry while relating the strawberry to a beautiful girl. Also, when Castillo relates herself to an atom; she lives in the town, but the girls are taking her out for a night and showing her a good time.

Emotional Expression Essay

Emotional expression is most commonly known by the attitudes people have and the facial expressions they carry in certain situations. You can easily tell if someone is mad, upset, happy, or uncomfortable in a given situation. Whether most people realize it or not, their faces can be read like a book. Most of the time, you can look at someone and see their opinion on an issue without having to actually ask them what they think or how they feel. This is very helpful in most situations, but sometimes it would be better not to know what people think or how they feel so it doesn’t influence your opinion on the issue. Many philosophers have investigated and studied facial expressions and the behaviors that are associated with these expressions. â€Å"William James, a Harvard professor in the late 19th century, is a well known proponent of the view that perceiving the bodily changes during emotion constitutes the emotional experience, and without this perception, emotion would be pale and colorless. James argued strongly that there is nothing in the mind called emotion that precipitates bodily activity, rather the reverse is true† (Theories of emotion). William James and Karl Lange created the James-Lange theory. This theory suggests that emotions follow behavioral responses to events. This means that how you feel about the event will come after your reaction, whether you ran away, stayed still, climbed a tree, etc. Behavioral actions always come before emotions come into place. Another well known philosopher of behavior is Charles Darwin. â€Å"Darwin’s work emphasized the biological utility of emotional expression. Thus, it contributed to the development of an evolutionary-expressive approach to emotion, which suggests that emotion exists because it contributes to survival (Oatley, 1992)† (Emotional Processing). Darwin suggests that survival depends on emotional responses. This means that people must feel and relate to an issue in order to make it out of the situation. If the person cannot relate to the issue or figure out what to do, then they will experience a negative outcome because they could not help their self out of the issue. In order to make it anywhere in a society, a person must be able to relate to the issue and have past experiences with the issue or know of a situation in which someone else did so they have an idea of how to handle the situation effectively. Emotional responses play an important part in the survival and maintenance of any person. In order to succeed in life, a person must be able to handle good and bad experiences and learn from the experiences so they can handle other things that life gives them. Certain situations involve other people and their feelings, so it is important for people to think of others in that situation so the feelings do not get hurt and you do not lose a friend. Other people have an effect on your emotions and you have an effect on their emotions, so always remember to be cautious in these situations and look out for others and not just yourself.

Medicare Never Pay Events Essay

Medicare is currently the primary healthcare insurer of the elderly in the United States of America. Medicare, which is funded by the federal government, paid providers $444 billion dollars in 2008 for healthcare expenses (National Healthcare and Medicare Spending, 2010). Due to enormous expenses, Medicare implemented changes during 2008 to improve patient safety and reduce cost by eliminating reimbursement to those who provide unsafe care. Medicare designed a list of â€Å"never† events. These are events Medicare will not reimburse, and the provider cannot bill the patient for the service. All providers receiving Medicare reimbursement have made themselves very familiar with the list outlined by Medicare. Failure to adhere to the list of never events would lead a facility into bankruptcy and out of business. The list includes wrong site surgery, retention of foreign object, death or disability with intravascular air embolism while in a healthcare facility, infant discharged to wrong person, patient death or disability associated with patient disappearance for more than four hours, patient suicide or attempted suicide resulting in serious disability while being cared for in a healthcare facility, death or disability due to medication error, death or disability due to incompatible blood products, death or disability associated with hypoglycemia while being cared for in a healthcare facility, stage three or four pr essure ulcers acquired after admission to a healthcare facility, and sexual assault while on the grounds of a healthcare facility (Torrey, 2011). Basically, never events are incidents that should never happen to anyone, and if they do neither Medicare nor the patient will be financially responsible. Thus, increasing accountability to the providing facility. Medicare Reimbursement and Nurse Retention Medicare reimbursement affects nurse retention by reducing revenue that could be allocated into budgets for pay increases, benefits, supplies, continuing education, and recruitment. In addition, keep in mind the stress associated with staff being aware of the costly event and the injury sustained by the individual and family. Furthermore, many of these issues are sure to stimulate legal action. Decreased budgets and additional stress factors definitely decrease nurses longevity with a facility. References Torrey, T., (2011). What is a medical error? Retrieved from: http://patients.about.com/od/atthehospital/a/mederrorlist.htm National healthcare and Medicare spending. (2010). Retrieved from: http://www.medpac.gov/chapters/Jun10DataBookSec1.pdf

John Buford in the Civil War

John Buford in the Civil War Major General John Buford was a noted cavalry officer in the Union Army during the Civil War. Though from a slave-holding family in Kentucky, he elected to remain loyal to the Union when fighting began in 1861. Buford distinguished himself at the Second Battle of Manassas and later held several important cavalry positions in the Army of the Potomac. He is best remembered for the role he played during the early phases of the Battle of Gettysburg. Arriving in the town, his division held critical high ground north and ensured that the Army of the Potomac possessed the critical hills south of Gettysburg. Early Life John Buford was born March 4, 1826, near Versailles, KY and was the first son of John and Anne Bannister Buford. In 1835, his mother died from cholera and the family moved to Rock Island, IL. Descended from a long line of military men, the young Buford soon proved himself a skilled rider and a gifted marksmen. At the age of fifteen, he traveled to Cincinnati to work with his older half-brother on an Army Corps of Engineers project on the Licking River. While there, he attended Cincinnati College before expressing a desire to attend West Point. After year at Knox College, he was accepted to the academy in 1844. Fast Facts: Major General John Buford Rank: GeneralService: US/Union ArmyNickname: Old SteadfastBorn: March 4, 1826 in Woodford County, KYDied: December 16, 1863 in Washington, DCParents: John and Anne Bannister BufordSpouse: Martha (Pattie) McDowell DukeConflicts: Civil WarKnown For: Battle of Antietam, Battle of Fredericksburg, Battle of Chancellorsville, Brandy Station, and Battle of Gettysburg. Becoming a Soldier Arriving at West Point, Buford proved himself a competent and determined student. Pressing through the course of study, he graduated 16th of 38 in the Class of 1848. Requesting service in the cavalry, Buford was commissioned into the First Dragoons as a brevet second lieutenant. His stay with the regiment was brief as he was soon transferred to the newly-formed Second Dragoons in 1849. Serving on the frontier, Buford took part in several campaigns against the Indians and was appointed regimental quartermaster in 1855. The following year he distinguished himself at the Battle of Ash Hollow against the Sioux. After aiding in peace-keeping efforts during the Bleeding Kansas crisis, Buford took part in the Mormon Expedition under Colonel Albert S. Johnston. Posted to Fort Crittenden, UT in 1859, Buford, now a captain, studied the works of military theorists, such as John Watts de Peyster, who advocated for replacing the traditional line of battle with the skirmish line. He also became an adherent of the belief that cavalry should fight dismounted as mobile infantry rather than charge into battle. Buford was still at Fort Crittenden in 1861 when the Pony Express brought word of the attack on Fort Sumter. The Civil War Begins With the beginning of the Civil War, Buford was approached by the Governor of Kentucky regarding taking a commission to fight for the South. Though from a slave-holding family, Buford believed his duty was to the United States and flatly refused. Traveling east with his regiment, he reached Washington, DC and was appointed assistant inspector general with the rank of major in November 1861. Buford remained in this backwater post until Major General John Pope, a friend from the prewar army, rescued him in June 1862. Promoted to brigadier general, Buford was given command of the II Corps Cavalry Brigade in Popes Army of Virginia. That August, Buford was one of a few Union officers to distinguish themselves during the Second Manassas Campaign. In the weeks leading to the battle, Buford provided Pope with timely and vital intelligence. On August 30, as Union forces were collapsing at Second Manassas, Buford led his men in a desperate fight at Lewis Ford to buy Pope time to retreat. Personally leading a charge forward, he was wounded in the knee by a spent bullet. Though painful, it was not a serious injury.​​​ Army of the Potomac While he recovered, Buford was named Chief of Cavalry for Major General George McClellans Army of the Potomac. A largely administrative position, he was in this capacity at the Battle of Antietam in September 1862. Kept in his post by Major General Ambrose Burnside he was present at the Battle of Fredericksburg on December 13. In the wake of the defeat, Burnside was relieved and Major General Joseph Hooker took command of the army. Returning Buford to the field, Hooker gave him command of the Reserve Brigade, 1st Division, Cavalry Corps. Buford first saw action in his new command during the Chancellorsville Campaign as part Major General George Stonemans raid into Confederate territory. Though the raid itself failed to achieve its objectives, Buford performed well. A hands-on commander, Buford was often found near the front lines encouraging his men. Old Steadfast Recognized as one of the top cavalry commanders in either army, his comrades referred to him as Old Steadfast. With Stonemans failure, Hooker relieved the cavalry commander. While he considered the reliable, quiet Buford for the post, he instead selected the flashier Major General Alfred Pleasonton. Hooker later stated that he felt that made a mistake in overlooking Buford. As part of the reorganization of the Cavalry Corps, Buford was given command of the 1st Division. In this role, he commanded the right wing of Pleasontons attack on Major General J.E.B. Stuarts Confederate cavalry at Brandy Station on June 9, 1863. In a day-long fight, Bufords men succeeded in driving back the enemy before Pleasonton ordered a general withdrawal. In the following weeks, Bufords division provided key intelligence regarding Confederate movements north and frequently clashed with Confederate cavalry. Gettysburg Entering Gettysburg, PA on June 30, Buford realized that the high ground south of the town would be key in any battle fought in the area. Knowing that any combat involving his division would be a delaying action, he dismounted and posted his troopers on the low ridges north and northwest of town with the goal of buying time for the army to come up and occupy the heights. Attacked the next morning by Confederate forces, his outnumbered men fought a two and half hour holding action which allowed for Major General John Reynolds I Corps to arrive on the field. As the infantry took over the fight, Bufords men covered their flanks. On July 2, Bufords division patrolled the southern part of the battlefield before being withdrawn by Pleasanton. Bufords keen eye for terrain and tactical awareness on July 1 secured for the Union the position from which they would win the Battle of Gettysburg and turn the tide of the war. In the days following the Union victory, Bufords men pursued General Robert E. Lees army south as it withdrew to Virginia. Final Months Though only 37, Bufords relentless style of command was hard on his body and by mid-1863 he suffered severely from rheumatism. Though he frequently needed assistance mounting his horse, he often remained in the saddle all day. Buford continued to effectively lead the 1st Division through the fall and the inconclusive Union campaigns at Bristoe and Mine Run. On November 20, Buford was forced to leave the field due to an increasingly severe case of typhoid. This forced him to turn down an offer from Major General William Rosecrans to take over the Army of the Cumberlands cavalry. Traveling to Washington, Buford stayed at the home of George Stoneman. With his condition worsening, his former commander appealed to President Abraham Lincoln for a deathbed promotion to major general. Lincoln agreed and Buford was informed in his final hours. Around 2:00 PM on December 16, Buford died in the arms of his aide Captain Myles Keogh. Following a memorial service in Washington on December 20, Bufords body was transported to West Point for burial. Beloved by his men, the members of his former division contributed to have a large obelisk built over his grave in 1865.

Queen Elizabeths Royal Visits to Canada

Queen Elizabeth's Royal Visits to Canada Queen Elizabeth, Canadas head of state, always draws crowds when she visits Canada. Since her accession to the Throne in 1952, Queen Elizabeth has made 22 official Royal visits to Canada, usually accompanied by her husband Prince Philip, the Duke of Edinburgh, and sometimes by her children Prince Charles, Princess Anne, Prince Andrew and Prince Edward. Queen Elizabeth has visited every province and territory in Canada. 2010 Royal Visit Date: June 28 to July 6, 2010Accompanied by Prince PhilipThe 2010 Royal Visit included celebrations in Halifax, Nova Scotia to mark the centennial of the founding of the Royal Canadian Navy, Canada Day celebrations on Parliament Hill in Ottawa, and a dedication of the cornerstone for the Museum of Human Rights in Winnipeg, Manitoba. 2005 Royal Visit Date: May 17 to 25, 2005Accompanied by Prince PhilipQueen Elizabeth and Prince Philip attended events in Saskatchewan and Alberta to celebrate the centennial of the entry of Saskatchewan and Alberta into Confederation. 2002 Royal Visit Date: October 4 to 15, 2002Accompanied by Prince PhilipThe 2002 Royal Visit to Canada was in celebration of the Queens Golden Jubilee. The Royal couple visited Iqaluit, Nunavut; Victoria and Vancouver, British Columbia; Winnipeg, Manitoba; Toronto, Oakville, Hamilton and Ottawa, Ontario; Fredericton, Sussex, and Moncton, New Brunswick. 1997 Royal Visit Date: June 23 to July 2, 1997Accompanied by Prince PhilipThe 1997 Royal Visit marked the 500th anniversary of John Cabots arrival in what is now Canada. Queen Elizabeth and Prince Philip visited St. Johns and Bonavista, Newfoundland; NorthWest River, Shetshatshiu, Happy Valley and Goose Bay, Labrador, They also visited London, Ontario and viewed the floods in Manitoba. 1994 Royal Visit Date: August 13 to 22, 1994Accompanied by Prince PhilipQueen Elizabeth and Prince Philip toured Halifax, Sydney, the Fortress of Louisbourg, and Dartmouth, Nova Scotia; attended the Commonwealth Games in Victoria, British Columbia; and visited Yellowknife, Rankin Inlet and Iqaluit (then part of the Northwest Territories). 1992 Royal Visit Date: June 30 to July 2, 1992Queen Elizabeth visited Ottawa, Canadas capital, marking the 125th anniversary of Canadian Confederation and the 40th anniversary of her accession to the Throne. 1990 Royal Visit Date: June 27 to July 1, 1990Queen Elizabeth visited Calgary and Red Deer, Alberta, and then joined the celebrations for Canada Day in Ottawa, Canadas capital. 1987 Royal Visit Date: October 9 to 24, 1987Accompanied by Prince PhilipOn the 1987 Royal Visit, Queen Elizabeth and Prince Philip toured Vancouver, Victoria and Esquimalt, British Columbia; Regina, Saskatoon, Yorkton, Canora, Veregin, Kamsack and Kindersley, Saskatchewan; and Sillery, Cap Tourmente, Rivià ¨re-du-Loup and La Pocatià ¨re, Quebec. 1984 Royal Visit Date: September 24 to October 7, 1984Accompanied by Prince Philip for all parts of the visit except ManitobaQueen Elizabeth and Prince Philip toured New Brunswick and Ontario to participate in events marking the bicentennials of those two provinces. Queen Elizabeth also visited Manitoba. 1983 Royal Visit Date: March 8 to 11, 1983Accompanied by Prince PhilipAt the end of a tour of the U.S. West Coast, Queen Elizabeth and Prince Philip visited Victoria, Vancouver, Nanaimo, Vernon, Kamloops and New Westminster, British Columbia. 1982 Royal Visit Date: April 15 to 19, 1982Accompanied by Prince PhilipThis Royal Visit was to Ottawa, Canadas capital, for the Proclamation of the Constitution Act, 1982. 1978 Royal Visit Date: July 26 to August 6, 1978Accompanied by Prince Philip, Prince Andrew, and Prince EdwardToured Newfoundland, Saskatchewan and Alberta, attending the Commonwealth Games in Edmonton, Alberta. 1977 Royal Visit Date: October 14 to 19, 1977Accompanied by Prince PhilipThis Royal Visit was to Ottawa, Canadas capital, in celebration of the Queens Silver Jubilee Year. 1976 Royal Visit Date: June 28 to July 6, 1976Accompanied by Prince Philip, Prince Charles, Prince Andrew and Prince EdwardThe Royal family visited Nova Scotia and New Brunswick, and then Montreal, Quebec for the 1976 Olympics. Princess Anne was a member of the British equestrian team competing in the Olympics in Montreal. 1973 Royal Visit (2) Date: July 31 to August 4, 1973Accompanied by Prince PhilipQueen Elizabeth was in Ottawa, Canadas capital, for the Commonwealth Heads of Government Meeting. Prince Philip had his own program of events. 1973 Royal Visit (1) Date: June 25 to July 5, 1973Accompanied by Prince PhilipQueen Elizabeths first visit to Canada in 1973 included an extended tour of Ontario, including events to mark the 300th anniversary of Kingston. The Royal couple spent time in Prince Edward Island marking the centennial of PEIs entry into Canadian Confederation, and they went on to Regina, Saskatchewan, and Calgary, Alberta to participate in events marking the RCMP centennial. 1971 Royal Visit Date: May 3 to May 12, 1971Accompanied by Princess AnneQueen Elizabeth and Princess Anne marked the centennial of British Columbias entry into Canadian Confederation by visiting Victoria, Vancouver, Tofino, Kelowna, Vernon, Penticton, William Lake and Comox, B.C. 1970 Royal Visit Date: July 5 to 15, 1970Accompanied by Prince Charles and Princess AnneThe 1970 Royal Visit to Canada included a tour of Manitoba to celebrate the centennial of Manitobas entry into Canadian Confederation. The Royal Family also visited the Northwest Territories to mark its centennial. 1967 Royal Visit Date: June 29 to July 5, 1967Accompanied by Prince PhilipQueen Elizabeth and Prince Philip were in Ottawa, Canadas capital, to celebrate Canadas centennial. They also went to Montreal, Quebec to attend Expo 67. 1964 Royal Visit Date: October 5 to 13, 1964Accompanied by Prince PhilipQueen Elizabeth and Prince Philip Visited Charlottetown, Prince Edward Island, Quebec City, Quebec and Ottawa, Ontario to attend the commemoration of the three major conferences that led up to Canadian Confederation in 1867. 1959 Royal Visit Date: June 18 to August 1, 1959Accompanied by Prince PhilipThis was Queen Elizabeths first major tour of Canada. She officially opened the St. Lawrence Seaway and visited all Canadian provinces and territories over the span of six weeks. 1957 Royal Visit Date: October 12 to 16, 1957Accompanied by Prince PhilipOn her first official visit to Canada as Queen, Queen Elizabeth spent four days in Ottawa, Canadas capital, and officially opened the first session of the 23rd Parliament of Canada.

Middle East Augmentation System - same ideas of WAAS but this is in Research Paper

Middle East Augmentation System - same ideas of WAAS but this is in the middle east - Research Paper Example ion system is used to enable aircraft to rely on GPS for all phases of flight, including  precision approaches  to any airport within its coverage area. On the other hand, Europe has the European GNSS overlay system (EGNOS). India is launching its GPS-aided Geo-augmented navigation (GAGAN) system; however, Japan has the multifunction satellite augmentation system (MSAS). They are all satellite-based augmentation systems (SBAS) and are already delivering improved accuracy and integrity for GPS users over much of the northern hemisphere. Since we do not have augmentation system in the Middle East, we came with new idea of creating Middle East wide augmentation system (MEWAS). The system of satellites and ground stations, which will give  GPS  signal corrections for errors, caused by ionosphere disturbances, timing, and satellite orbit errors. In this report, we will present our new idea Middle East wide augmentation system Space and Ground Segments as an integration part of Global Satellite Augmentation System (GSAS) for enhanced Traffic Control and Management (TCM) globally at sea, on the ground (road and railway vehicles) and in the air. We will discuss how it works. Beside of that, we will look for some benefits, limitations and the future of Middle East wide augmentation system (MEWAS). The purpose of this document is introducing in details (MEWAS) system, which will make flying more efficient and safe for users. GPS is a global positioning, navigation, and timing network consisting of space, ground control, and user equipment segments that support the broadcasts of military and civil GPS signals. These signals each include positioning and timing information, which enables users with GPS receivers to determine their position and time, 24 hours a day, worldwide. All branches of the military to guide troops’ movements, integrated logistics support and battle space situational awareness, and communications network synchronization use GPS. In addition, bombs and

Policing of Aboriginal Communities with Emphasis on Canadian Policing Essay

Policing of Aboriginal Communities with Emphasis on Canadian Policing Examples. - Urban and Rural Differences in Policing in Canada and at large to be examined - Essay Example In Canada, aboriginal policing came into being a professional, reliable and responsible government body with the introduction of the First Nations Policing Policy (FNPP) in June 1991. The objective of First Nations Policing Policy is to provide aboriginal communities of Canada social security, order and individual safety on the basis of cost-shared funding by federal and provincial governments. It is aboriginal communities choice either to develop their personal police service or opt for a police service provided by a contingent of First Nations officers. The Aboriginal Policing Directorate ensures policing that is answerable to the desires of aboriginal people residing in rural and urban areas. The Royal Canadian Mounted Police (RCMP) – the Canadian national police service has its Aboriginal Policing Branch that prepares culturally alert policing services agreeable to aboriginal people. It takes into confidence aboriginal organizations to come up to their needs and expectations. The RCMP absorbs aboriginal people in its recruitment and plans problem-specific programs relevant to aboriginal communities needs. Some of the programs include RCMP Aboriginal Youth Training Program (AYTP), Community Suicide Intervention Program, and First Nations Community Policing Service (FNCPS). The Community Policing Model is the result of severe criticism of the traditional model of policing, which was not sufficiently equipped to deal with the issues of aboriginal communities. Now, communities get support from the police in managing their risks. Both work hand-in-hand to solve the crime and law & order problems created by local inhabitants. In the Community Policing Model, the police don’t behave irrationally to cope up with law & order issues; it takes proactive steps to recognize and remedy, to establish peace. The police intervenes in the dialogue process to know the opinion of the community on touchy issues, first by holding general level