Battle of Seven Pines in the Civil War

Battle of Seven Pines in the Civil War The Battle of Seven Pines took place May 31, 1862, during the American Civil War (1861-1865) and represented the farthest advance of Major General George B. McClellans 1862 Peninsula Campaign. In the wake of the Confederate victory at the First Battle of Bull Run on July 21, 1861, a series of changes commenced in the Union high command. The following month, McClellan, who had won a series of minor victories in western Virginia was summoned to Washington, DC and tasked with building an army and capturing the Confederate capital at Richmond. Constructing the Army of the Potomac that the summer and fall, he commenced planning his offensive against Richmond for the spring of 1862. To the Peninsula To reach Richmond, McClellan sought to transport his army down the Chesapeake Bay to Union-held Fortress Monroe. From there, it would push up the Peninsula between the James and York Rivers to Richmond. This approach would permit him to flank and avoid General Joseph E. Johnstons forces in northern Virginia. Moving forward in mid-March, McClellan began shifting around 120,000 men to the Peninsula. To oppose the Union advance, Major General John B. Magruder possessed approximately 11,000-13,000 men.   Establishing himself near the old American Revolution battlefield at Yorktown, Magruder built a defensive line running south along the Warwick River and ending at Mulberry Point. This was supported by a second line to the west that passed in front of Williamsburg. Lacking sufficient numbers to fully man the Warwick Line, Magruder used a variety of theatrics to delay McClellan during the Siege of Yorktown.   This allowed Johnston time to move south with the bulk of his army. Reaching the area, Confederate forces swelled to around 57,000. The Union Advance Realizing this amounted to less than half of McClellans command and that the Union commander was planning a large-scale bombardment, Johnston ordered Confederate forces to retreat from the Warwick Line on the night of May 3. Covering his withdrawal with an artillery bombardment, his men slipped away unnoticed.  The Confederate departure was discovered the following morning and an unprepared McClellan directed Brigadier General George Stonemans cavalry and infantry under Brigadier General Edwin V. Sumner to mount a pursuit.   Slowed due to muddy roads, Johnston ordered Major General James Longstreet, whose division was serving as the armys rearguard, to man a section of the Williamsburg defensive line to buy the retreating Confederates time (Map). In the resulting Battle of Williamsburg on May 5, Confederate troops succeeded in delaying the Union pursuit. Moving west, McClellan sent several divisions up the York River by water to Elthams Landing. As Johnston withdrew into the Richmond defenses, Union troops moved up the Pamunkey River and established as series of supply bases. Plans Concentrating his army, McClellan routinely reacted to inaccurate intelligence that led him to believe that he was significantly outnumbered and displayed the cautiousness that would become a hallmark of his career. Bridging the Chickahominy River, his army faced Richmond with about two-thirds of its strength north of the river and one-third to the south. On May 27, Brigadier General Fitz John Porters V Corps engaged the enemy at Hanover Court House. Though a Union victory, the fighting led McClellan to worry about the safety of his right flank and made him hesitant to transfer more troops south of the  Chickahominy.   Across the lines, Johnston, who recognized that his army could not withstand a siege, made plans to attack McClellans forces. Seeing that Brigadier General Samuel P. Heintzelmans III Corps and Brigadier General Erasmus D. Keyes IV Corps were isolated south of the  Chickahominy, he intended to throw two-thirds of his army against them. The remaining third would be used to hold McClellans other corps in place north of the river. Tactical control of the attack was delegated to Major General James Longstreet. Johnstons plan called for Longstreets men to fall upon IV Corps from three directions, destroy it, then move north to crush III Corps against the river.      Armies Commanders: Union Major General George B. McClellanaround 40,000 engaged Confederate General Joseph E. JohnstonGeneral Gustavus W. Smitharound 40,000 engaged A Bad Start Moving forward on May 31, the execution of Johnstons plan went badly from the start, with the assault beginning five hours late and with only a fraction of the intended troops participating. This was due to Longstreet using the wrong road and Major General Benjamin Huger receiving orders that did not give a start time for the attack. In position on time as ordered,  Major General D.H. Hills division waited for their comrades to arrive. A 1:00 PM, Hill took matters in his own hands and advanced his men against Brigadier General Silas Caseys IV Corps division. Hill Attacks Pushing back the Union skirmish lines, Hills men launched assaults against Caseys earthworks to the west of Seven Pines. As Casey called for reinforcements, his inexperienced men fought hard to maintain their position. Ultimately overwhelmed, they fell back to a second line of earthworks at Seven Pines. Requesting aid from Longstreet, Hill received one brigade to support his efforts. With the arrival of these men around 4:40 PM, Hill moved against the second Union line (Map). Attacking, his men encountered the remnants of Caseys division as well as those of Brigadier Generals Darius N. Couch and Philip Kearny (III Corps). In an effort to dislodge the defenders, Hill directed four regiments to attempt to turn IV Corps right flank.   This attack had some success and forced Union troops back to the Williamsburg Road. Union resolve soon stiffened and subsequent assaults were defeated. Johnston Arrives Learning of the fighting, Johnston advanced with four brigades from Brigadier General William H.C. Whitings division. These soon encountered Brigadier General William W. Burns brigade from Brigadier General John Sedgwicks II Corps division and began pushing it back. Learning of the fighting to the south of the Chickahominy, Sumner, commanding II Corps, had commenced moving his men over the rain-swollen river. Engaging the enemy to the north of Fair Oaks Station and Seven Pines, the remainder of Sedgwicks men were able to halt Whiting and inflict heavy losses.       As darkness approached fighting died out along the lines. During this time, Johnston was struck in the right shoulder by a bullet and in the chest by shrapnel. Falling from his horse, he broke two ribs and his right shoulder blade. He was replaced by Major General Gustavus W. Smith as army commander. During the night, Brigadier General Israel B. Richardsons II Corps division arrived and took a place in the center of the Union lines. June 1 The next morning, Smith resumed attacks on the Union line. Beginning around 6:30 AM, two of Hugers brigades, led by Brigadier Generals William Mahone and Lewis Armistead, hit Richardsons lines. Though they had some initial success, the arrival of Brigadier General David B. Birneys brigade ended the threat after fierce fighting. The Confederates fell back and fighting ended around 11:30 AM. Later that day, Confederate President Jefferson Davis arrived at Smiths headquarters. As Smith had been indecisive, bordering on a nervous breakdown, since Johnstons wounding, Davis elected to replace him with his military advisor,  General Robert E. Lee (Map). Aftermath The Battle of Seven Pines cost McClellan 790 killed, 3,594 wounded, and 647 captured/missing. Confederate losses numbered 980 killed, 4,749 wounded, and 405 captured/missing. The battle marked the high point of McClellans Peninsula Campaign and the high casualties shook the Union commanders confidence. In the long term, it had a profound influence upon the war as Johnstons wounding led to the elevation of Lee. An aggressive commander, Lee would lead the Army of Northern Virginia for the remainder of the war and won several key victories over Union forces. For over three weeks after Seven Pines, the Union army sat idle until the fighting was renewed at the Battle of Oak Grove on June 25. The battle marked the beginning of the Seven Days Battles which saw Lee force McClellan away from Richmond and back down the Peninsula.

The role of the IMF in helping poor and debt-troubled countries Assignment - 1

The role of the IMF in helping poor and debt-troubled countries - Assignment Example Its major function is to maintain international monetary system, the system through which countries make international payments. It basically works toward providing a system that will enable foreign exchange among countries as it promotes investments and encourage a global trade that is balanced (Heakal 2010). Countries accumulate debts by borrowing from other countries or institutions especially when getting funds from outside seems cheaper and easier. This is done for the purpose of investment in areas such as factories, production of raw materials, and to acquire products that cannot be found within their borders. Borrowing is also done to overcome crises such as wars and natural disasters. There are two means of paying the debts; by simply paying what is owed from the outcomes of the investments especially when loans are invested and managed in viable projects, and by borrowing new loans when conditions are favorable, which is used to offset the older debt (Kocic 2014). The International Monetary Fund is one organization that lends a shoulder to countries with difficulties to pay their debts. These countries experience a situation where their imports and other income sources cannot balance off what they owe. These countries turn to the IMF for two reasons; through loans, the IMF provides an instant means to offset obligations to external lenders and other lenders (both private and public) such as the World Bank which only give loans to financially struggling countries that have agreed to loan terms with IMF. This puts the IMF in the role of a gatekeeper; for a poor country to get loans from other areas, they must first have a loan with IMF (Multinational Monitor Magazine, 2000). As stated by IMF (2014), when a country is experiencing trouble financially and is unable to pay debts, it puts the international financial system at the risk of instability. The loan is open to all member states regardless of their economic state; whether poor,

Assimilation and Multicultural in bilingual education within the Research Paper

Assimilation and Multicultural in bilingual education within the sociopolitical context - Research Paper Example The world is fast becoming a global melting point of people from different cultural, ethical, religious and social backgrounds. Cities around the world are becoming more and more cosmopolitan as the effect of globalization, industrialization, trade; commerce and immigration are being realized. The unprecedented increase in diversity especially in the first world countries has called for tolerance and coexistence. Indeed there has been a raging debate with two contrary opinions on dealing with this issue of diversity. Some people see the assimilation of smaller ethnic groups as a way of creating uniformity and cohesiveness. This is especially an issue in the USA where diversity is perhaps the most widespread. Proponents backing this ideology of assimilation are of the view that smaller ethnic minorities should be encouraged to adopt the dominant culture, in this the White culture, for the sake of national unity and cohesiveness. However opponents of the idea of assimilation foster ano ther ideology. The idea of multiculturalism is widely supported by almost all ethnic groups that argue that assimilation will put their different cultures at risk of erosion that may eventually lead to extinction. Some provisions have been made in the education system to embrace this diversity and possibly preserve the different cultures of all these communities. Schools therefore have become fundamental in trying to foster tolerance, understanding and coexistence in the society. Assimilation is commonly defined as the ideological stand that members of a different ethnic community should give up their heritage culture and adopt a more â€Å"American† way of life.... Indeed this view widely held especially amongst the White working class families who view other communities as ‘outsiders’. Recently in Europe, leaders have taken stands in support of assimilation as the best way to realize unity. German Chancellor Angel Merkel was quoted in 2010 as saying â€Å"This multicultural approach has failed, utterly failed.†British Prime Minister David Cameron also lent his support to the assimilation agenda by saying that multiculturalism should be faulted, as it is responsible for the ‘weakening of national identity’. Perhaps this issue is not as divisive and controversial in Europe as an American. The diversity of American society has elicited very many different opinions on the cultural issue with both intra and inter-groups opinions also tending to differ. Multiculturalism refers to an ideology held by some people that these small ethnic minority groups should not only be allowed to maintain their culture but also to pr omote it in the spirit of coexistence and tolerance. Multiculturalism challenges and rejects racism and other forms of discrimination in schools and society, and accepts and affirms pluralism (Micro, 1992). Supporters are adamant with the reasoning that multiculturalism promotes multicultural tolerance and conserve each group’s contribution (Glazer, Moyniham 1970 Greely 1974, Novak 1972). Those who oppose multiculturalism point to the potential that this could have on negatively diversifying the society and create language barriers. Many pundits and interested parties have moved more towards the revival of multiculturalism as they see it as not only a solution for creating

Nicolae Ceausescu Essay Example for Free

Nicolae Ceausescu Essay How can a person that grew up so poor, grow up to be a major control ? Well that is exactly the way Nicolae did it. Nicolae started getting in the Soviet Union, at a young age, and then getting involved. He was not a very nice man, and killed an estimated 5,000 people Nicole Ceausescu was born on January, 26, 1918 in Scorniceti, Romania. He was the third child of ten.The Ceausescu’s were very poor, which lead to Nicole only getting a elementary education. Also because his family was poor, he was working by eleven, in one of the factories on the Bucharest landscape. In 1932 he joined the Romania’s worker movement in 1932. In prison he met Gheorghe Gheorghiu- Deje He first got involved in the Soviet Union in the Union of the Soviet Union Youth, and was raising in power fast. After this is he joined the communist party was arrested and sentenced to 30 months in Prison in their he met Gheorghe- Deje. Gheorghe helped him in going up the line of the communist party. In 1944, the axis powers where losing ground Nicole escapes from prison, in less than a year Romania fell under communist rule, and he begin to rise in the communist party. In 1945 he made brigadier general, underneath Gheorghiu. Nicole was managing the communist parties structure. When Gheorgiu dies of cancer in 1965, he became president. In 1989 on December 25 he was shot and killed after a trial where he was found guilt. In Conclusion, Nicole should have never been in control and I don’t know why people trusted him, and he should have been killed when he escaped, if was shot then 5,000 people would have had the opportunity to leave their life. Works Cited History Nicolae Ceausescu. History Nicolae Ceausescu. N.p., n.d. Web. 23 Jan. 2013. Nicolae Ceausescu, 1918-1989. Nicolae Ceausescu, 1918-1989. N.p., n.d. Web. 23 Jan. 2013. Nicolae Ceausescu Biography. Bio.com. AE Networks Television, n.d. Web. 23 Jan. 2013. Nicolae Ceausescu. Killer File. N.p., n.d. Web. 23 Jan. 2013.

College Admissions Essay: The Experience that Changed My Life :: College Admissions Essays

The Experience that Changed My Life    I volunteered with Outreach Kenya Development Volunteers for three months in Bungoma, Kenya. As a team of six volunteers, we lived with a traditional Kenya family and shared in their daily experiences. Our primary focus this summer was AIDS education. We reached over 7,000 Kenyans about the potential dangers of HIV/AIDS. We used a secondhand vehicle bought by OKDV during the summer of 2000 and an old TV and generator to educate Kenyans. We traveled throughout rural western Kenya and reached people of all age groups and backgrounds. One day, we would teach a group of two hundred high school students whereas on another day, we educated a women's group of ten members. As well, using funds collected from private donors throughout the academic year, we built the first public library in Western Province, Kenya as well as a preschool in Kabula village (the village we lived in this summer). OKDV also worked with several women's groups to set them up with capital so that they could start up t heir own sewing shops and schools. By providing them with initial capital, they were left to their own creative and business skills to make efficient use of resources.    I don't think there are enough words to describe the amazing experience I had this summer. I believe my whole perspective on life has changed for the better. After living in a developing country for three months, I have realized just how most of the world lives. It was as though I got a true glimpse of the human condition. There are so many poignant images that appear in my mind when I think of Africa; street children begging for money, AIDS patients wasting away in the darkness of a tiny room, stacked skulls at genocide sites in Rwanda and many more. But what gives me hope and keeps my spirits optimistic are the positive images; people welcoming me into their homes, laughing and playing with children who don't even speak the same language as I do and many more. Even though Africa is a continent of contrasts, my summer experience helped me shatter my own stereotypes of the land and offered me an honest glimpse into the lives of ordinary Africans. Not only did I get a glimpse at their lives but also got to make a difference in their lives.

Prince Henry the Navigator

Prince Henry the Navigator Prince Henry the Navigator Prince Henry the Navigator was born 1394 and died 1460. Even know he died doesn't mean I can’t refresh your memory about him. Prince Henry was a Portuguese royal prince, solider, and patron of explores. Henry sent many sailing expeditions. Prince Henry father is of King John I of Portugal and his English wife, Philippa of Lancaster. When he was 21, Prince Henry attacked the Moslem port of Ceutha in north Morocco. This successful attack in 1415 inspired Prince Henry to explore Africa, most of which was unknown to Europeans. Prince Henry created the school of navigation.About 1418, Prince Henry started the first school for oceanic navigation along with an observatory at Sagres, Portugal. In this school, people were trained in navigation, map-making, and science, in order to sail down the west of Africa. Prince Henry of Navigation traveled all over the place like West Africa at this time, no Europeans had sailed past the treac herous Cape Bojador and returned alive. Cape Bojador is on the coast of Africa just below latitude. Prince Henry the Navigator established his own court at Sagres and sponsored voyages of discovery in the Madeira Island and along the western coast of Africa.As grand master of the Order of Christ, he gained funds for backing voyages aimed at the conversion of pagans. His patronage led to development of the Portuguese caravel and improved navigational instruments and the advancement cartography. See I told you can learn a lot from reading my essay I bet you barely knew some of the things I told you I even learned a lot to. Bibliography http://en. wikipedia. org/wiki/Henry_the_Navigator#Early_life http://www. enchantedlearning. com/explorers/page/h/henry. shtml

Face Culture in China

Although in the West we talk about â€Å"saving face† on occasion, the concept of â€Å"face† (é  ¢Ã¥ ­ is far more deeply-rooted in China, and it’s something you’ll hear people talk about all the time. Face Just like in the English expression â€Å"saving face,† the â€Å"face† we’re talking about here isn’t a literal face. Rather, it’s a metaphor for a person’s reputation amongst their peers. So, for example, if you hear it said that someone â€Å"has face,† that means that they have a good reputation. Someone who doesn’t have face is someone who has a very bad reputation. Common Expressions Involving Face Having face (æÅ"‰é  ¢Ã¥ ­ ): Having a good reputation or good social standing.Not having face (æ ² ¡Ã©  ¢Ã¥ ­ ): Not having a good reputation or having bad social standing.Giving face (ç »â„¢Ã©  ¢Ã¥ ­ ): Giving deference to someone in order to improve their standing or reputation, or to pay homage to their superior reputation or standing.Losing face (ä ¸ ¢Ã¨â€ž ¸): Losing social status or hurting one’s reputation.Not wanting face (ä ¸ Ã¨ ¦ Ã¨â€ž ¸): Acting shamelessly in a way that suggests one doesn’t care about one’s own reputation. Face in Chinese Society Although there are obviously exceptions, in general, Chinese society is quite conscious of hierarchy and reputation among social groups. People who have good reputations can buoy the social standing of others by â€Å"giving them face† in various ways. At school, for example, if a popular child chooses to play or do a project with a new student who’s not well known, the popular child is giving the new student face, and improving their reputation and social standing within the group. Similarly, if a child tries to join a group that’s popular and is rebuffed, they will have lost face. Obviously, a consciousness of reputation is quite common in the West as well, especially among particular social groups. The difference in China may be that it’s frequently and openly discussed and that there is no real â€Å"brown-noser† stigma associated with actively pursuing improving one’s own standing and reputation the way there sometimes is in the West. Because of the importance that’s placed on the maintenance of face, some of China’s most common and most cutting insults also revolve around the concept. â€Å"What a loss of face!† is a common exclamation from the crowd whenever someone is making a fool of themselves or doing something they shouldn’t, and if someone says that you don’t even want face (ä ¸ Ã¨ ¦ Ã¨â€ž ¸), then you know that they have a very low opinion of you indeed. Face in Chinese Business Culture One of the most obvious ways in which this plays out is the avoidance of public criticism in all but the direst of circumstances. Where in a Western business meeting a boss might criticize an employee’s proposal, for example, direct criticism would be uncommon in a Chinese business meeting because it would cause the person being criticized to lose face. Criticism, when it must be, is generally passed along in private so that the criticized party’s reputation will not be hurt. It is also common to express criticism indirectly by simply avoiding or redirecting discussion of something rather than acknowledging or agreeing with it. If you make a pitch in a meeting and a Chinese colleague says, â€Å"That’s very interesting and worth considering† but then changes the subject, chances are they didn’t find your idea interesting at all. They’re just trying to help you save face. Since much of China’s business culture is based on personal relationships (guanxi å… ³Ã§ ³ »), giving face is also a tool that is frequently used in making inroads into new social circles. If you can get the endorsement of one particular person of high social standing, that person’s approval and standing within their peer group can â€Å"give† you the â€Å"face† that you need to be more broadly accepted by their peers.