2016 Presidential Race - Candidates and Results

2016 Presidential Race - Candidates and Results The 2016 presidential race concluded on the evening of Nov. 8, 2016, with the election of Republican Donald Trump as the 45th president of the United States. Trump, a billionaire real-estate developer, businessman and reality-television star, defeated Democrat Hillary Clinton, a former U.S. senator from New York and secretary of the Department of State under President Barack Obama.   Trump was widely portrayed as the underdog right up to Election Day given his lack of political experience -   he had never before served in elected office -   and polls that showed he was trailing Clinton badly in key battleground states. Trump, however, stunned the American political establishment and observers around the world by leading a voter revolt against the Beltway elites he railed against on the campaign trail.   Trump won the electoral vote but lost the popular vote, becoming only the fifth president to get to the White House without winning the popular vote.  The only other modern president elected with fewer actual votes than his challenger was  Republican George W. Bush in 2000, who carried 30 states and 271 electoral votes to defeat Democratic presidential nominee Al Gore. Issues in 2016 Presidential Race The 2016 president race was decided by working class white voters, including women who tend to vote for Democrats and were expected to side with the first female presidential nominee from a major party. Those working class white voters  felt left behind by the modest economic rebound from The Great Recession and voted for Trump  because of his promise to renegotiate trade deals with countries including China and levy stiff tariffs on goods imported from these countries. Trumps position on trade was seen as a way to stop companies from shipping jobs overseas, though many economists pointed out taxing imports would drive up costs to American consumers first.His message resonated with white working-class voters, especially those who live in former steel and manufacturing towns. Skilled craftsmen and tradespeople and factory workers have seen the jobs they loved shipped thousands of miles away, Trump said at a rally near Pittsburgh, Pennsylvania. Voters also distrusted Clinton because of the many scandals surrounding her during her tenure as secretary of State and first lady to President Bill Clinton. Clinton could not escape criticism of her use of a personal email account during her time as secretary of State, which appeared to be in violation of the Federal Records Act, a 1950 law that mandates the preservation of most records related to conducting government business.   Late in the 2016 presidential race - many called it the October Surprise of 2016 -   the Federal Bureau of Investigation announced unexpectedly it was conducting a  review Clintons emails, an unprecedented move that enraged her supporters and threw the contest with Trump into doubt.  FBI Director James Comey made the announcement 11 days before the 2016 presidential election, a move many critics said cost Clinton votes. Comey later said the email contained no new information. Still, the damage was done, and the disclosures only served as a reminder of the scandal-ridden Clinton years in the White House. Vice Presidential Running Mates in 2016 Trump chose as his running mate Indiana Gov. Mike Pence, a former member of Congress known as a ​conservatives conservative. In choosing Pence, the Trump campaign sought to portray the Republican ticket as the  law and order candidates, drawing a stark contrast between themselves and an opponent they portrayed as untrustworthy.  What a difference  between crooked Hillary Clinton and Mike Pence ... Hes a  solid, solid person, Trump said in introducing Pence. Clinton chose as her running mate Democratic U.S. Sen. Tim Kaine of Virginia. Kaine was a Democratic Party insider who was seen as a safe pick, one who would help deliver the swing state of Virginia to Clinton, just as a did for Obama in 2008. Kaine is a  Harvard Law School graduate who served as chairman of the Democratic National Committee and previously was governor of Virginia. Key Dates in the 2016 Presidential Race Here are some of the most important developments during the 2016 presidential election. April 12, 2015: Clinton announces her candidacy, stating:  Ã¢â‚¬Å"Everyday Americans need a champion. And I want to be that champion.†Ã‚   June 16, 2015: Trump announces his candidacy, stating: We need somebody that literally will take this country and make it great again. We can do that.July 22, 2016: Trump accepts the Republican Partys nomination, stating: My message is that things have to change, and they have to change right now. July 26, 2016: Clinton accepts the Democratic Partys nomination, stating:  Ã¢â‚¬Å"Standing here as my mother’s daughter, and my daughter’s mother, I’m so happy this day has come. When any barrier falls in America, for anyone, it clears the way for everyone.† Nov. 8, 2016: Trump wins the presidential election, stating: Working together, we will begin the urgent task of rebuilding our nation and renewing the American dream. Polls in the 2016 Presidential Races Polls consistently showed Clinton leading Trump in the national popular vote. In the spring of 2016, when the primaries were still ongoing, Clinton was leading Trump in a then-hypothetical election race by double digits, between 10 and 11 percentage points.   Clintons popular vote narrowed and expanded following the Republican National Convention in Cleveland, Ohio, and the Democratic National Convention in Philadelphia, Pennsylvania. But Trump never led the national popular vote, according to an average of all reliable surveys compiled by RealClearPolitics. Those national polls turned out to be accurate; Clinton did win the popular vote. But statewide polls failed to gauge the surge for Trump in the final days of the 2016 presidential race. In Pennsylvania, for example, most polls had Clinton holding a solid lead, but Trump won by a narrow margin. Polls conducted in Michigan, too, had Clinton up by more than 3 points, but Trump narrowly won that state. Pollsters have said their surveys failed to detect a late surge for Trump, and that many Trump supporters who were skeptical of political polls and the media refused to participate, suppressing the Republicans performance in their results. Spending in the 2016 Presidential Race Spending in the 2016 president race totaled nearly $2.7 billion, according to projections from the nonprofit Center for Responsive Politics in Washington, D.C.  That includes spending by the presidential candidates and their campaigns, political parties and independent interest groups trying to influence federal elections. Thats actually a decline from the $2.8 billion spent in the 2008 president race between Democrat Barack Obama and Republican John McCain. Federal Election Commission data show the presidential candidates raised about $1.5 billion; Clinton led the pack with $564 million. Trump raised about $333 million. Super PACs raised about $615 million.   Electoral and Popular Vote Results of the 2016 Presidential Race Trump won 306 electoral votes to Clintons 232 electoral votes. Though Trumps win was stunning to many, it is not considered a landslide. In presidential elections, a landslide election is  one in which the winning candidate secures at least 375 or 70 percent of the 538 electoral votes in the Electoral College. While Trump won about 57 percent of the electoral vote, he captured less than 46 percent of the actual votes cast. Clinton won the popular vote with 65.9 million or 48 percent of the the votes cast to Trumps 63 million. Trump won 31 states in all to Clintons 19 states. He won a handful of big battleground states that hadnt been captured by a Republican presidential nominee in years, including Pennsylvania, Ohio, Florida and Michigan. This mismatch between the electoral and popular votes came about because Trump won several large states (such as Florida, Pennsylvania and Wisconsin) by very narrow margins, gaining all their electoral votes in the process, even as Clinton claimed other large states (such as California, Illinois and New York) by much wider margins, wrote Drew DeSilver of the Pew Research Center.  Trump’s share of the popular vote, in fact, was the seventh-smallest winning percentage since 1828, when presidential campaigns began to resemble those of today. The biggest surprise  of the 2016 presidential race was Trumps ability to recapture key states that had tended to vote for Democratic nominees in the previous president election including: Pennsylvania, where Trump won by less than 1 percentage point to take the states 20 electoral votes.   Florida, where Trump won by a little more than 1 percentage point to carry the states 29 electoral votes. Ohio,  where Trump won by about 18 percentage points to carry the states 18 electoral votes. Michigan,  where Trump won by less than 1 percentage point to carry the states 16 electoral votes. Wisconsin,  where Trump won by less than 1 percentage point to carry the states 10  electoral votes. Iowa,  where Trump won by about 9 percentage points to carry the states 6  electoral votes. The 2016 Presidential Primaries   While Clintons candidacy was years in the making  - she began laying the groundwork for 2016 when she dropped out of the Democratic primaries against Barack Obama  - Trumps candidacy for the White House was quickly dismissed as a lark. He began amid the largest field of presidential hopefuls in 100 years; 17 candidates were seeking the Republican presidential nomination at one point. The unsuccessful Republican candidates were: Jeb Bush, a former Florida governor.Ben Carson, a retired neurosurgeon. Chris Christie, the New Jersey governor. Ted Cruz, a U.S. senator from Texas.Carly Fiorina, a former business executive.Jim Gilmore, a former Virginia governor.Lindsey Graham, a U.S. senator from South Carolina.  Mike Huckabee, a former Arkansas governor.  Bobby Jindal, the Louisiana governor.   John Kasich, the Ohio governor.George Pataki, a former New York governor.Rand Paul, a U.S. senator from Kentucky.Rick Perry, a former Texas governor.Marco Rubio, a U.S. senator from Florida. Rick Santorum, a former U.S. senator from Pennsylvania.Scott Walker, the governor of Wisconsin. Clinton struggled to close her partys presidential nomination. Vermont U.S. Sen. Bernie Sanders drew large crowds during the party primaries because of his passionate speeches about income inequality in the corrupting influence of money in the American political system. Where Clintons campaign suffered from a lack of enthusiasm among young voters, Sanders was benefiting from a similar youth uprising that Obama experienced in 2008.   The  unsuccessful Democratic  candidates  were: Lincoln Chafee, a former governor of Rhode Island.Lawrence Lessig, a Harvard professor.Martin OMalley, the governor of Maryland. Bernie Sanders, a U.S. senator from Vermont.Jim Webb, a former U.S. senator from Virginia.

Biography of Henry V of England

Biography of Henry V of England An icon of chivalry, a conquering hero, an exemplar of kingship and a supreme self-publicist, Henry V is among the triumvirate of the most famous English monarchs. Unlike Henry VIII and Elizabeth I, Henry V forged his legend in a little over nine years, but the long-term effects of his victories were few and many historians find something unpleasant in the arrogantly determined, albeit charismatic, young king. Even without Shakespeares attention, Henry V would still be fascinating modern readers. Birth and Early Life The future Henry V was born Henry of Monmouth at Monmouth Castle into one of Englands most powerful noble families. His parents were Henry Bolingbroke, Earl of Derby, a man who had once tried to curb the ambitions of his cousin, King Richard II, but now acted loyally, and Mary Bohun, heir to a rich chain of estates. His grandfather was John of Gaunt, Duke of Lancaster, third son of Edward III, a staunch supporter of Richard II, and the most powerful English noble of the age. At this point, Henry was not considered an heir to the throne and his birth was thus not recorded formally enough for a definitive date to have survived. Historians cant agree on whether Henry was born on August 9th or September 16th, in 1386 or 1387. The current leading biography, by Allmand, uses 1386; however, the introductory work by Dockray uses 1387. Henry was the oldest of six children and he received the best upbringing an English noble could have, including training in martial skills, riding, and forms of hunting. He also received an education in music, harp, literature, and spoke three languages- Latin, French, and English- making him unusually highly educated. Some sources claim that the young Henry was sickly and puny in childhood, but these descriptions didn’t follow him past puberty. Tensions in Court In 1397 Henry Bolingbroke reported treasonous comments made by the Duke of Norfolk; a court was convened but, as it was one Dukes word against another, trial by battle was arranged. It never took place. Instead, Richard II intervened in 1398 by exiling Bolingbroke for ten years and Norfolk for life. Subsequently, Henry of Monmouth found himself a guest at the royal court. While the word hostage was never used, there was underlying tension behind his presence and the implicit threat to Bolingbroke should he disobey. However, the childless Richard appeared to have a genuine fondness for young Henry and he knighted the boy. Becoming the Heir In 1399, Henrys grandfather, John of Gaunt, died. Bolingbroke should have inherited his fathers estates but Richard II revoked them, kept them for himself and extended Bolingbrokes exile to life. By this time, Richard was already unpopular, seen as an ineffective and increasingly autocratic ruler but his treatment of Bolingbroke cost him the throne. If the most powerful English family could lose their land so arbitrarily and illegally; if the most loyal of all men is rewarded by his heirs disinheritance; what rights did other landowners have against this king? Popular support swung to Bolingbroke, who returned to England where he was met by many who urged him to seize the throne from Richard. This task was completed with little opposition the same year. On October 13th, 1399, Henry Bolingbroke became Henry IV of England, and two days later Henry of Monmouth was accepted by Parliament as heir to the throne, Prince of Wales, Duke of Cornwall, and Earl of Chester. Two months later he was given the further titles Duke of Lancaster and Duke of Aquitaine.​ Relationship with Richard II Henrys rise to heir had been sudden and due to factors beyond his control, but his relationship with Richard II, especially during 1399, is unclear. Richard had taken Henry on an expedition to crush rebels in Ireland and, upon hearing of Bolingbrokes invasion, confronted Henry with the fact of his fathers treason. The encounter, allegedly recorded by one chronicler, ends with Richard agreeing that Henry was innocent of his fathers acts. Although he still imprisoned Henry in Ireland when he returned to fight Bolingbroke, Richard made no further threats against him. Furthermore, sources suggest that when Henry was released, he traveled to see Richard rather than return directly to his father. Is it possible that Henry felt more loyalty to Richard- as a king or a father figure- than to Bolingbroke? Prince Henry agreed to Richards imprisonment but it is unclear whether this and Henry IVs decision to have Richard murdered had any effect on later events, such as the younger Henrys impatience to usurp his father or his choice to rebury Richard with full regal honors in Westminster Abbey. We dont know for certain. Experience in Battle Henry Vs reputation as a leader began forming in his teenage years, as he and took on responsibilities in the government of the realm. One example of this is the Welsh uprising led by Owain Glyn DÃ… µr. When the small uprising swiftly grew into a full-scale rebellion against the English crown, Henry, as Prince of Wales, had a responsibility to help fight this treason. Consequently, Henrys household moved to Chester in 1400 with Henry Percy, nicknamed Hotspur, in charge of military affairs. Hotspur was an experienced campaigner from whom the young prince was expected to learn. However, after several years of ineffective cross-border raiding, the Percys rebelled against Henry IV, culminating in the  Battle of Shrewsbury on July 21st, 1403. The prince was wounded in the face by an arrow but refused to leave the fight. In the end, the kings army was victorious, Hotspur was killed, and the younger Henry famed throughout England for his courage. Lessons Learned in Wales Following the Battle of Shrewsbury, Henrys involvement in military strategy increased greatly and he began forcing a change in tactics, away from raids and into the control of land through strong points and garrisons. Any progress was initially hampered by a chronic lack of funding- at one point, Henry was paying for the entire war from his own estates. By 1407, fiscal reforms facilitated the sieging of Glyn DÃ… µr castles, which finally fell by the end of 1408. With the rebellion fatally, Wales was brought back under English control just two years later. Henrys successes as king can be clearly tied to the lessons he learned in Wales, particularly the value of controlling strongpoints, approaches to dealing with the tedium and difficulties of besieging them, and the need for proper supply lines and a reliable source of adequate finances. He also experienced the exercise of royal power. Involvement in Politics From 1406 to 1411, Henry played an ever-increasing role in the Kings Council, the body of men who ran the nations administration. In 1410, Henry took overall command of the council; however, the opinions and policies Henry favored were often counter to those favored by his fater- particularly where France was concerned. In 1411, the king became so irked that he dismissed his son from the council altogether. Parliament, however, were impressed by both the princes energetic rule and his attempts to reform government finances.​ In 1412, the king organized an expedition to France led by Henrys brother, Prince Thomas. Henry- possibly still angry or sulking over his expulsion from the council- refused to go. The campaign was a failure and Henry was accused of staying in England to plot a coup against the king. Henry denied these accusations vigorously, obtaining a promise from Parliament to investigate and personally protesting his innocence to his father. Later in the year, more rumors emerged, this time claiming the Prince had stolen funds earmarked for a siege of Calais. After much protest, Henry was again found innocent. Threat of Civil War and Ascension to the Throne Henry IV had never secured universal support for his seizure of the crown from Richard and by the end of 1412, his familys supporters were drifting into armed and angry factions. Fortunately for the unity of England, people realized Henry IV was terminally ill before these factions were mobilized and efforts were made to obtain peace between father, son, and brother. Henry IV died on March 20th, 1413, but if he had remained healthy, would his son have started an armed conflict to clear his name, or even seize the crown? It is impossible to know. Instead, Henry was proclaimed king on March 21st, 1413, and crowned as Henry V on April 9th. Throughout 1412, the younger Henry seemed to have been acting with righteous confidence, even arrogance and was clearly chafing against the rule of his father, but legends claim that the wild prince turned into a pious and determined man overnight. There may not be much truth in those tales, but Henry probably did appear to change in character as he fully adopted the mantle of King. Finally able to direct his great energy into his chosen policies, Henry began acting with the dignity and authority he believed was his duty and his accession was broadly welcomed. Early Reforms For the first two years of his reign, Henry worked hard to reform and solidify his nation in preparation for war. The dire royal finances were given a thorough overhaul by streamlining and maximizing the existing system. The resulting gains werent enough to fund a campaign overseas, but Parliament was grateful for the effort and Henry built on this to cultivate a strong working relationship with the Commons, resulting in generous grants of taxation from the people to fund a campaign in France. Parliament was also impressed with Henrys drive to tackle the general lawlessness into which vast areas of England had sunk. The peripatetic courts worked much harder than in Henry IVs reign to tackle crime, reducing the number of armed bands and trying to solve the long-term disagreements which fomented local conflict. The chosen methods, however, reveal Henrys continued eye on France, for many criminals were simply pardoned for their crimes in return for military service abroad. The emphasis was less on punishing crime than channeling that energy towards France. Uniting the Nation Perhaps the most important campaign Henry undertook in this phase was to unite the nobles and common people of England behind him. He showed and practiced a willingness to forgive and pardon families who had opposed Henry IV, none more so than the Earl of March, the lord Richard II had designated as his heir. Henry freed March from imprisonment and returned the Earls landed estates. In return, Henry expected absolute obedience and he moved quickly and decisively to stamp out any dissent. In 1415 the Earl of March informed on plans to put him on the throne which, in truth, were merely the grumblings of three disaffected lords who had already abandoned their ideas. Henry acted swiftly to execute the plotters and remove their opposition. Henry also acted against the spreading belief in Lollardy, a pre-Protestant Christian movement, which many nobles felt was a threat to Englands very society and which had previously had sympathizers at court. A commission was created to identify all Lollards and a Lollard-led rebellion was swiftly put down. Henry issued a general pardon to all those who surrendered and repented. Through these acts, Henry made sure the nation saw him as acting decisively to crush both dissent and religious deviance, underlining his position as Englands leader and Christian protector while also binding the nation further around him. Honoring Richard II Henry had Richard IIs body moved and reinterred with full regal honors in Westminster Cathedral. Possibly done out of fondness for the former king, the reburial was a political masterstroke. Henry IV, whose claim to the throne was legally and morally dubious, hadnt dared perform any act which gave legitimacy to the man he usurped. Henry V, on the other hand, demonstrated confidence in himself and his right to rule, as well as a respect for Richard which pleased any of the latters remaining supporters. The codification of a rumor that Richard II once remarked how Henry would be king, most certainly done with Henrys approval, turned him into the heir of both Henry IV and Richard II. Statebuilding Henry actively encouraged the idea of England as a nation separate from others, most importantly when it came to language. When Henry, a tri-lingual king, ordered all government documents to be written in vernacular English (the language of the normal English peasant) it was the first time it had ever happened. The ruling classes of England had used Latin and French for centuries, but Henry encouraged a cross-class use of English that was markedly different from the continent. While the motive for most of Henrys reforms was configuring the nation to fight France, he also fulfilled almost all the criteria by which kings were to be judged: good justice, sound finance, true religion, political harmony, accepting counsel and nobility. Only one remained: success in war. English kings had claimed parts of the European mainland ever since William, Duke of Normandy,  won the throne in 1066, but the size and legitimacy of these holdings varied  through struggles with the competing French crown. Not only did Henry consider it his legal right and duty to recover these lands, but he also believed honestly and utterly in his right to the rival throne, as first claimed by Edward III. At every stage of his French campaigns, Henry went to great lengths to be seen as acting legally and royally. In France, King Charles VI was mad and the French nobility had split into two warring camps: the Armagnacs, formed around Charles son, and the Burgundians, formed around John, Duke of Burgundy. Henry saw a way to take advantage of this situation. As a prince, he had supported the Burgundian faction, but as the king, he played the two against each other simply to claim hed tried to negotiate. In June 1415, Henry broke talks off and on August 11 began what became known as the Agincourt Campaign. Military Victories at Agincourt and Normandy Henrys first target was the port of Harfleur, a French naval base and potential supply point for the English armies. It fell, but only after a protracted siege which saw Henrys army reduced in numbers and affected by illness. With winter approaching, Henry decided to march his force overland to Calais despite being opposed by his commanders. They felt the scheme was too risky, as a major French force was gathering to meet their weakened troops. At Agincourt on October 25th, an army of both French factions blocked the English and forced them to battle. The French should have crushed the English, but a combination of deep mud, social convention, and French mistakes led to an overwhelming English victory. Henry completed his march to Calais, where he was greeted like a hero. In military terms, victory at Agincourt simply allowed Henry to escape catastrophe and deterred the French from further pitched battles, but politically the impact was enormous. The English further united around their conquering king, Henry became one of the most famous men in Europe and the French factions splintered again in shock. Having obtained vague promises of help from John the Fearless in 1416, Henry returned to France in July 1417 with a clear objective: the conquest of Normandy. He maintained his army in France consistently for three years, methodically besieging towns and castles and installing new garrisons. By June 1419 Henry controlled the vast majority of Normandy. Admittedly, warring between the French factions meant little national opposition was organized but it was nonetheless a supreme achievement. Equally notable are the tactics Henry used. This wasnt a plundering  chevauchà ©e  as favored by previous English kings, but a determined attempt to bring Normandy under permanent control. Henry was acting as rightful king and allowing those who accepted him to keep their land. There was still brutality- he destroyed those who opposed him and grew increasingly violent- but he was far more controlled, magnanimous, and answerable to the law than before. The War for France On May 29th, 1418, while Henry and his forces advanced further into France, John the Fearless captured Paris, slaughtered the Armagnac garrison and took command of Charles VI and his court. Negotiations had continued between the three sides throughout this period, but the Armagnacs and Burgundians grew close again in the summer of 1419. A united France would have threatened Henry Vs success, but even in the face of continued defeats at the hands of Henry, the French could not overcome their internal divisions. At a meeting of  the Dauphin  and John the Fearless on September 10th, 1419, John was assassinated. Reeling, the Burgundians reopened negotiations with Henry. By Christmas, an agreement was in place and on 21st May 1420, the Treaty of Troyes signed. Charles VI remained  King of France, but Henry became his heir, married his daughter  Katherine  and acted as de facto ruler of France. Charles son, the Dauphin Charles, was barred from the throne and Henrys line would follow. On June 2nd, Henry married Katherine of Valois and on December 1st, 1420 he entered Paris. Unsurprisingly, the Armagnacs rejected the treaty. Untimely Death In early 1421, Henry returned to England, motivated by the need to acquire more funds and mollify Parliament. He spent the winter besieging Meaux, one of the Dauphins last northern strongholds, before it fell in May 1422. During this time his only child, Henry, had been born, but the king had also fallen ill and had to be literally carried to the next siege. He died on August 31st, 1422 at Bois de Vincennes. Successes and Legacy Henry V perished at the height of his power, only a few months following Charles VIs death and his coronation as King of France. In his nine-year reign, he had demonstrated the ability to manage a nation through hard work and an eye for detail. He had shown a charisma which inspired soldiers and a balance of justice and forgiveness with reward and punishment that united a nation and provided the framework on which he based his strategies. He had proved himself a planner and commander equal to the greatest of his era, keeping an army in the field constantly overseas for three years. While Henry had benefited greatly from the civil war being waged in France, his opportunism and ability to react enabled him to exploit the situation fully. Henry fulfilled every criterion demanded of a good king. Weaknesses It is entirely possible that Henry died just at the right time for his legend to remain, and that another nine years would have tarnished it greatly. The goodwill and support of the English people were definitely wavering by 1422 as the money was drying up and Parliament had mixed feelings towards Henrys seizure of the crown of France. The English people wanted a strong, successful king, but they were concerned about his level of interest in France and they certainly didnt want to pay for a prolonged conflict there. Ultimately, historys view of Henry is colored by the Treaty of Troyes. On the one hand, Troyes established Henry as the heir to France. However, Henrys rival heir, the Dauphin retained strong support and rejected the treaty. Troyes thus committed Henry to a long and expensive war against a faction who still controlled roughly half of France, a war which might take decades before the treaty could be enforced and for which his resources were running out. The task of properly establishing the Lancastrians as dual kings of England and France was probably impossible, but many also consider the dynamic and determined Henry as one of the few people able to do it. Henrys personality undermines his reputation. His confidence was part of an iron will and fanatical determination that hints at a cold, aloof character masked by the glow of victories. Henry seems to have focused on his rights and goals above those of his kingdom. As ​prince, Henry pushed for greater power and, as an ailing king, his last will made no provision for the care of the kingdom after his death. Instead, he spent his energies arranging twenty-thousand masses to be performed in his honor. At the time of his death, Henry had been growing more intolerant of enemies, ordering ever more savage reprisals and forms of war and may have been becoming increasingly autocratic. Conclusion Henry V of England was undoubtedly a gifted man and one of few to shape history to his design, but his self-belief and ability came at the expense of personality. He was one of the great military commanders of his age- acting from a genuine sense of right, not a cynical politician- but his ambition may have committed him to treaties beyond even his ability to enforce. Despite the achievements of his reign, including uniting the nation around him, creating peace between crown and parliament, and winning a throne, Henry left no long-term political or military legacy. The Valois reconquered France and retook the throne within forty years, while the Lancastrian line failed and England collapsed into civil war. What Henry did leave was a legend and a greatly enhanced national consciousness.

Climate change Assignment Example | Topics and Well Written Essays - 1000 words

Climate change - Assignment Example These satellites enable scientists to study the earth’s climatic change and also find out the cause of the rapid changes (Cook). This group largely helps in giving out information and predictions about the earth’s climate. One of the satellite checks on the effect caused by global warming and also the greenhouse effect (Cook). The science communication group believes that these effects are the main causes of the rising sea level due to ice age melt downs, thus explaining why there is an ice melts down in the arctic (Cook). HTTP://friendsofscience.com/ is a scientific resource and study page created in Canada, Alberta, and it is based in Calgary and it is owned by Michael Ignatieff (Cook). The friends of science website believe the sun is the main indirect and direct driver of the change in climate. Human activities are completely chucked out of the effects causing the rapid climatic change. The website was launched on 2002and since then it has come up with ten myth of the change in climate (Cook). The website completely denies the fact that there is global warming for the last three decades, they support their statement because they say that the balloon and satellite temperature record show that there is no sign of global warming (Cook). The main mission of the friends of science website is to reveal to people the main causes of the ice meltdown in the arctic (Cook). They empower this concept by their balloon satellite experiment hence blaming global warming on the sun thus explaining the concept of the ice meltdown in the arctic (Cook). They examine the main causes of the climatic change hence acknowledging people on what is really going on (Cook). The climate change has greatly led to the ice meltdown in the arctic according the friends of science website (Cook). They website believes that there is no global warming, and the sun is responsible for

Overcoming Barriers to Adopting and Implementing Computerized Essay

Overcoming Barriers to Adopting and Implementing Computerized Physician Order Entry Systems in U.S. Hospitals - Essay Example The central point of the study â€Å"Overcoming Barriers to Adopting and Implementing Computerized Physician Order Entry Systems in U.S. Hospitals† by Poon et al. (2004) is that implementing a Computerized Physician Order Entry system (CPOE) is not easy because the costs are high, there is opposition from various quarters of the hospital, and there may be issues with vendors. Also institutions that do not give importance to quality care and patient safety may not even plan for a CPOE. The main finding of this study is that hospitals can overcome problems during the implementation of the CPOE by having strong leaders who can administer the CPOE, realigning the approach of improving patient safety through technology, and developing strong relationships with a vendor committed to meeting the needs of the hospital and providing a customized CPOE system to the hospital. Besides, hospitals implementing the CPOE without much support and motivation from the senior management are likel y to have various problems during implementation such as physician’s reluctance to use the system, lack of training for the users of the CPOE, and poor involvement in development. Currently, different CPOE vendors use different data processes for transmitting information, and these processes may have high development costs. Consequently, vendors are likely to pass on the costs to the customers, who in turn make it difficult for the smaller hospitals to afford and implement a CPOE System. Instead, if standard data protocols such as Health Level 7 (HL7 – An interational heatlh informatics standard for interoperability) were utilized in the CPOE, then vendors would not only find it easy to incorporate HL7 or other data protocols in their system, but also lower the costs of the CPOE system; in 2009 it was found that 30% of the healthcare budget was spent on redundancies including poor technologies (Doolan, 2009). Prior Research The Poon et al. research study finds three co nsiderations that hospitals should use when planning for implementation of the CPOE system. One consideration is the number of deaths from medication error is about 98000 per year; most of these errors are preventable. Leapfrog Group (a healthcare organization involved with patient safety, healthcare technologies and financing) has considered CPOE as one of the patient goals. The current CPOE adoption rate is about 5 to 10% (Poon et al., 2004). Poon has found that previous studies have described some of the challenges that may be applicable during implementation, but have not come up with solutions. This study tries to go further by providing solutions to these challenges. A need for CPOE was strongly felt when the death rate from medical error (in hospitals in New York) was about 98000 per annum a decade back; a good portion of these errors were preventable (Kohn, 1999, p. 1). By incorporating CPOE in the healthcare system, the chances of reducing the medical errors are about 55 %. ( Doolan et al., 2004). However, as of 2004, it was found that only 10 to 15% of the hospitals in the U.S. actually use CPOE systems, and many of the hospitals are unaware of the manner of addressing challenges that can arise during the implementation of the CPOE should be addressed (Ash, 2004). To understand in greater detail regarding CPOE’s implementation, in-depth interviews were organized with the management of about 26 hospitals in the US that were in various stages of the CPOE implementation. After organizing the interview, three barriers were identified. These included resistance to the CPOE implementation from certain quarters of the hospital, high costs of implementation, and lack of vendor or product maturity. Research Question The research question in Poon et al. (2004) is â€Å"What are the different barriers to the implementation of the CPOE system in the hospital and how can these problems is addressed?† The research aimed at finding ways to identify and tackle

Nursing Reflective Essay Mentorship

Nursing Reflective Essay Mentorship According to the Nursing and Midwifery Council (NMC) (2006) the term mentor is used to denote the role of a registered nurse who facilitates learning and supervises and assesses students in the practice place. They furthermore identify the eight mandatory standards that must be achieved to become a mentor, and within the assignment I shall be referring to the Standards to Support Learning and Assessment in Practice; NMC standards for mentors, practice teachers and teachers, and identifying the standards for mentors required (SM). This assignment will first look at the personal and professional reasons why I wanted to undertake the mentorship module. It will also discuss the importance of a supportive learning environment in the workplace, and how essential it is. My role as a mentor to a nursing student will be evaluated, looking at the way in which I supported her on the ward and how I facilitated this. In conclusion, I will identify my own personal development in undertaking and completing this module. As a registered nurse on a busy Paediatric ward I always enjoy supporting student nurses whilst they are on placement with us. There is an apparent shortage of qualified mentors on the ward, and within my last personal development review with my line manager I identified a need to attain the mentorship qualification. The Nursing and Midwifery Council (NMC) (2004) states, that as a registered nurse, you must keep your knowledge and skills up-to-date throughout your working life. You also have a duty to facilitate nursing students and others to develop their competence. According to Hand (2006), teaching is seen as an important part of the health professionals role, and at some point in their career, members of most healthcare professions are expected to teach other staff, students, patients and relatives. Therefore, the standard of teachers and mentors available in the practice place will have a major impact on the quality of future practitioners, consequently making an improvement in patient care. Most students and many professionals note that learning acquired from placement experience is much more meaningful and relevant than that acquired in the lecture room (Quinn 2000). To ensure any learner has a positive learning experience it is essential that the learning environment is practically, professionally, and psychologically supportive to all who work and learn within it. Clarke et al. (2003) notes that current nurse education puts a high value on learning in the clinical environment and this places numerous demands on clinical areas and staff. The quality of these clinical placements has a significant influence on the learning process for nursing students. The ward on which I work aims to foster a good all-round learning experience to students on placement as we are fortunate to be a well resourced ward with many experienced staff. Although we are an extremely busy ward, students are positively received and supported well, the majority wishing to work with us once qualified. On commencement of the mentorship module it was found that there were no students or learners available to me initially so the time span for my period of mentoring for the purpose of the assignment was limited to just one month. I was however, able to identify my own clinical mentor on the ward, and after analysis of my own strengths, weaknesses, opportunities and threats (SWOT) I decided on my short and long term goals and set a learning contract with my mentor in readiness for the allocation of a student. Jasper (2003) regards SWOT analysis as getting to know yourself. The understanding of our skills and abilities and the awareness of where our limits lie is seen as crucial to being able to act as a professional practitioner. I was finally allocated a first year child branch student, and was informed by the matron that this would be her first clinical placement. It was important to know where she was in her training for me to plan adequately when supporting her on the ward. A frequently used taxonomy in nurse education is the framework by Benner (2001) in which there are five levels; novice, beginner, competent, proficient, and expert. Benner (2001) suggests that nurses may be at different levels in different areas dependent on their previous experiences. It was unfortunate that I was not able to work with her on her first shift as I was finishing the nightshift as she was starting with the dayshift. I did however welcome her to the ward and orientated her to it, ensuring she knew who she would be working with on her first ever clinical shift. Davidson (2005) notes that students can be made to feel welcome by someone simply knowing their name and being expected. He also notes that a physical tour is a good start. This allows for brief introductions to other staff that the student will be working with. On this initial meeting I also gave her the wards student nurse orientation/resource pack. This provided her with basic information about the ward and the different teams and staff within it, this was to provide a good introduction into the environment that she would be learning in during her placement. Two days after she began, we had our first clinical shift together. I was pleased to hear that she had found other members of staff supportive during her first two days on the ward. Cahill (1996) acknowledges that the single most crucial factor in creating a positive learning environment is the relationship between staff and nursing students. She also notes that a common problem for students is that they are unable to work regularly with their mentor, so I took this opportunity to discuss and plan her off-duty taking into account any requests she had. Kenworthy and Nicklin (2000) remark that the more comfortable and safe a student feels within the environment, the more likely it is that effective learning will take place and the student will become motivated to learn. I was also able to discuss the learning pack which I had previously given her and she acknowledged that it appeared to be very informative. Morton-Cooper and Palmer (2000) state that although, in practice the mentor act s as a learning resource, it is necessary for the student to become self directed in the development of their learning needs. An important part of her placement was to establish a learning contract with myself as her clinical mentor. A learning contract is a document used to assist in the planning of a learning project. It is a written agreement negotiated between the learner and the mentor in which learning needs are identified (Lowry 1997). In order to do this successfully we needed to identify her learning objectives which included the learning outcomes of the modules to be assessed in practice. As this was her first attempt to set a learning contract it was important for me to support her through the process. Twentyman et al (2006) discuss assisted learning where the mentor asks the student to identify their goals and aim to secure learning opportunities that support the achievement. Jackson and Mannix (2001) note that amount of interest the nurse shows in the learning needs of the student and the key role he or she plays in their achievement are essential to the students development. During the shifts that I worked with her we discussed her required learning outcomes and during one of our formal meetings we agreed her learning contract. Within this learning contract she had identified that she needed to develop her awareness in the safe use of medical equipment used on the ward and the principles regarding using these. Quinn (2000a) remarks that it is important to have knowledge of the students programme and the required outcomes in order to ensure effective learning. After discussion with her it was decided that a teaching session surrounding the safe use of blood glucose monitoring equipment would be of benefit to her, as it was a procedure that was often required on the ward. It would cover one of her learning outcomes, and I agreed to facilitate this. Wallace (2003) notes, that it is important to reduce the possibility of exposing student or patient to any risk, until the student has acquired sufficient skill and knowledge when carrying out a practical procedure. The importance of assessment by a mentor is therefore crucial to ensure students become proficient in practical skills. The commonly held principle that accountability comes from training and education, is evident within the student nurse role. According to Pennels (1997) if accountability comes with knowledge, students are rightfully protected from full accountability until trained. Although responsible for their actions their knowledge base may be inadequate to allow accountability. Therefore, professional accountability lies with the registered nurse that a student nurse works with. It was reassuring for me that she and I had quickly developed an effective working relationship in which I had confidence in her ability to always ask if she became unsure about a situation. She appeared to fully understand her role as a student nurse as identified in the NMC guide for students of nursing and midwifery (NMC 2006a). Before embarking on any programme of teaching it is important to recognise that there are different learning theories and styles to consider. Reece and Walker (2003) state that there is a great deal written about the way people learn and numerous theories on the methods to teach effectively or guide people in learning. They discuss that the main learning theories are Behaviourism, Cognitivism and Humanism. According to the Behaviourism theory (Skinner 1974), the learning environment is fundamental to learning, and if this environment is right, learning occurs as connections are made between stimulus and response, and response and reinforcement (cited by Quinn, 2000a). The Cognitive theory (Bruner 1966) considers learning as an internal process that involves higher order mental activities such as memory, thinking, problem-solving, perception and reasoning (cited by Hand, 2006). The Humanistic learning theory (Maslow 1968) is based on the belief that humans have two basic needs, a need for growth and a need for positive regard by others. It is seen as the most holistic approach as it takes into account the drive and motivation of an individual to learn. Reece and Walker (2003) suggest that this theory also depends on the overall influence of the environment which may hinder or aid the learning process. Honey and Mumford (1992) discuss four different learning styles, and whenever possible, it is important to allow the students own style to influence your choice of teaching method. They describe learners as activists, pragmatists, theorists or reflectors. They further note that although many people were a mixture they generally had a preference for one style. To ensure her learning experience on the ward was successful it was important for me as her mentor to be aware of her preferred learning style as clinical education is an essential part of the nursing curriculum. During the shifts that I had worked with her, and with discussion it was established that she preferred a more practical experience therefore she favoured a pragmatist approach to learning. I therefore incorporated her preferred learning style into my planned teaching session. To enable an effective teaching session to take place, I as the facilitator needed to select an appropriate environment which was safe, clean, private and comfortable. It was also important that my learner, clinical mentor and myself were guaranteed time free from interruptions. The SWOT analysis that I had completed had highlighted the difficulties on the ward often found when teaching sessions were cancelled due to staff being too busy to attend. I therefore negotiated in advance protected time for all parties for this facilitation of learning and assessment. Davison (2005) notes that mentors need to plan ahead as good preparation can ease the experience for all parties. Watson (1999) also states that if teaching opportunities for students are to be meaningful and productive, planning is an important part of the mentors role. Although I felt I had established a good relationship with her since she had been working with me, it was important for me as her mentor to be aware of learne r anxiety as discussed by Price (2005). Anxiety is seen as disabling and requires mentor support if progress is to be made when learning in practice. Good communication skills are paramount when mentoring students, and diplomacy and tact must be employed when students need extra help in challenging situations. It is also worth noting that as a mentor with good communication and practical skills facilitating a well planned teaching session, I still experienced some anxiety. Price (2005) notes this often happens when your practice is being held up as exemplary and your knowledge may be tested later. On reflection I felt the teaching session achieved all the objectives set, and she was able to demonstrate this to me in both verbal feedback and the self assessment sheet provided. I also received positive verbal and written feedback from my clinical mentor. McAllister et al (1997) suggest the intention of giving positive feedback is to aid the receiver when developing their clinical and interpersonal skills. Reflective practice in nursing has been encouraged since the 1980s (Jasper 2003). Johns (1995) describes the process of reflection as a tool we use to assess, understand and learn through our lived experiences. Jasper (2003) also acknowledges that reflective practice is seen as one of the ways we can learn from our experiences, and in education for healthcare professions it is recognised as an essential tool for assisting students to make the links between theory and practice. As an effective mentor it is important for me to understand the value of supporting her in critically reflecting upon her learning experiences in order that her future learning can be enhanced, and when working with her I have actively encouraged her to do so. In conclusion, through undertaking and completing this module, I have developed an advanced knowledge and critical awareness of mentorship in health care practice. I have been encouraged to look at my own practice, ensuring that it is evidence based at all times, thus enabling me to fully support students in applying evidence base to their own practice. Research into the learning environment has clearly shown the impact that it can have on student learning and I intend to ensure that the ward resources are kept up to date for all learners. The exploration of learning theories and styles within the module has allowed me to acquire valuable understanding of the philosophies and theories surrounding learning, teaching and assessing and when planning learning experiences for students I now feel more equipped to integrate theory into practice. It is also important that once becoming a qualified mentor I attend the regular updates provided by the university, as the role of a mentor will be seen as the gate keeper to the profession. This will in turn enable me to mentor students more effectively on the ward as the importance of the mentors role in assessing practice cannot be over-emphasised.

Theories of Pyramid creation

The Egyptian pyramid construction theories range from simply outlandish to impossible. Almost all Archaeologist and some engineers take a stab at a theory sometime during their career. None have been proven and all are simply an educated guess. No one knows how the pyramids could have been built without today's heavy machinery. It seems Impossible for any group of men to move a 2. 5 ton block from the quarry to the construction site and then manage to lift Into the alarm to stack It precisely on top of each other without machinery and surveying tools. Doesn't It?In order to understand the size and magnitude of these pyramids, for example, the great pyramid of Gaza. This pyramid stood over oft tall and was the largest recorded structure in the world for over 3,800 years. It was made from roughly 2 be a mystery without modern day tools. Whoever built the pyramids employed a technology that far surpasses modern technology In most cases. Some say that present day engineers and architects are at such a complete loss as to how they were built and most admit they remain one of the most complex, sophisticated and receives built structures on earth.Some say that a select group of architects and engineers are at such a loss that they have turned to alien technology as the only possible answer. Theory; aliens built the pyramids, not man. People that believe this theory often base it on the fact that Egyptians had no knowledge of math or geometry and the fact that the pyramids align precisely with the constellation Orient's Belt. â€Å"Gaza consists of two almost equally tall pyramids and a smaller one which is only 53% of the height of the other two. The belt of Orion consists of two almost animally bright stars, and one with only 50% of the brightness of the other two.The smallest pyramid is the one which deviates from the diagonal, as does the dimmest star. † (Mohammad, 2013) It is also impossible to explain how the pyramid of Gaza is aligned perfectly with the m agnetic north pole since they had no use of a compass, especially since it had not even been vented yet. How can anyone explain how they moved such massive blocks of stone without the wheel, it also had not been vented yet. These all are interesting facts that say something out of this world helped theEgyptians build the pyramids, but the most astonishing one was when a reputable Egyptian Archeologist, Dry Ala Shaken told an audience that there might be some truth to the theory that aliens were involved in the construction of the great pyramids of Gaza. In a statement during an interview Dry. Shaken replied to a question from Mr.. Mark Novak that implied that there may be OF technology within Its structure with the following statement â€Å"l cannot confirm or deny this, but there Is something Inside the pyramid that Is â€Å"not of this world. † Dry. Shaken has failed to elaborate on is comment which leaves all of guessing. Michael Cohen, 2010) There are two theories close In similarity that most modern scholars believe to be possible, the external ramp theory and the Internal ramp theory. The first theory, the external ramp theory, Is based on the men pulling the large stone up a ramp that would Increase In height as the pyramid did. â€Å"Historians speculate that the stones were dragged up inclined ramps made of compacted rubble bonded and made slippery theory is it is believed to be impossible for the men to pull the stones up a ramp rater than 8% grade, this would mean the ramp would have to be over a mile long.There is not room, and there is not such a ramp on the Gaza plateau. Because the single straight ramp theory Just doesn't work many have opted for an optional ramp theory. The internal ramp theory combines both theories. It is believed that the bottom third of the pyramid had a single straight ramp that the blocks were dragged up. The internal ramp theory is based on the fact that the incline would never exceed 7%. This would be accomplis hed by building a ramp that wrapped the inside of the Truckee, similar to a spiral staircase.By using this method the blocks were pulled up the bottom 1/3 straight external ramp, they were then pulled inside and pulled up an internal ramp. It is believed that the reason there is not an external ramp in existence today is because it was categorized by using its blocks to create the top the 2/3 of the structure. This theory seems to be the best possible solution on how the pyramids were built, but it still doesn't explain how it was done with such precision and accuracy, which many believe will always remain a mystery.

What Was the Fertile Crescent

The fertile crescent, often referred to as the cradle of civilization, refers to a semi-circular area of the eastern Mediterranean region, including the valleys of the Nile, Tigris  and Euphrates rivers. The region includes parts of the modern countries of Israel, Lebanon, Jordan, Syria, northern Egypt, and Iraq, and the Mediterranean Sea coast lies to its west. To the south of the arc is the Arabian Desert, and at its southeast point is the Persian Gulf. Geologically, this region corresponds with the intersection of the Iranian, African, and Arabian tectonic plates. Origins of the Expression Fertile Crescent American Egyptologist James Henry Breasted (1865–1935) of the University of Chicago is credited with popularizing the term fertile crescent. In his 1916 book Ancient Times: A History of the Early World, Breasted wrote of the fertile crescent, the shores of the desert bay. The term quickly caught on and became the accepted phrase to describe the geographic area. Today, most books about ancient history include references to the fertile crescent. A Bit of Western Imperialism Breasted considered the fertile crescent the cultivable fringe of two deserts, a sickle-shaped semi-circle wedged between the Atlas mountains of Anatolia and the Sinai desert of Arabia and the Sahara desert of Egypt. Modern maps clearly show that the fertile part incorporated the major rivers of the region, and also a long stretch of the Mediterranean Sea coastline.  But the Fertile Crescent was never perceived as a single region by its Mesopotamian rulers. Breasted, on the other hand, had a birds eye view of the map during World War I and he saw it as a borderland. Historian Thomas Scheffler believes Breasteds use of the phrase reflected a zeitgeist of his day. In 1916, the crescent was occupied by the Ottoman Empire, a pivotal geo-strategic piece of the battles of World War I.  In Breasteds historical drama, says Scheffler, the region was the site of a struggle between desert wanderers and the hardy peoples of the northern and eastern mountains, an imperialist concept, building on the Biblical battle of Abel the Farmer and Cain the Hunter. History of the Fertile Crescent Archaeological studies over the last century have shown that the domestication of plants like wheat and barley and animals such as sheep, goats, and pigs took place in the adjacent mountains and plains outside of the boundaries of the Fertile Crescent, not within it. Within the Fertile Crescent, there were plenty of plants and animals available to the residents without going to the trouble of taming them. That need only arose outside of the region, where resources were harder to come by. In addition, the oldest permanent settlements are also outside of the Fertile Crescent: Çatalhà ¶yà ¼k, for example, is located in south-central Turkey, and was founded between  7400–6200 BCE, older than any site in the Fertile Crescent, except possibly Jericho. Cities did though, first flourish in the Fertile Crescent. By 6,000 years ago, early Sumerian cities such as Eridu  and Uruk were built and begun to flourish. Some of the first decorated pots, wall hangings, and vases were created, along with the world’s first brewed beer. Commercial level trade began, with the rivers used as â€Å"highways† to transport goods. Highly decorative temples were constructed to honor many different gods. From about 2500 BCE, great civilizations arose in the fertile crescent. Babylon  was a center for learning, law, science, and mathematics as well as art. Empires arose in Mesopotamia, Egypt, and Phoenicia. The first versions of the Biblical stories of Abraham and Noah were written about 1900 BCE: While the Bible was once believed to be the oldest book ever written, it is clear that many great works were completed long before Biblical times. The Significance of the Fertile Crescent Today By the time of the fall of the Roman Empire, most of the great civilizations of the Fertile Crescent were in ruins. Today, much of what was fertile land is now desert, as a result of climate change and dams being built throughout the area. The area now referred to as the Middle East is among the most violent in the world, as wars over oil, land, religion, and power continue throughout modern Syria and Iraq—often crossing into Israel and other parts of the region. Sources Breasted, James Henry. Ancient Times, a History of the Early World: An Introduction to the Study of Ancient History and the Career of Early Man. Hardcover, Sagwan Press, August 22, 2015. Scheffler, Thomas. ‘Fertile Crescent’, ‘Orient’, ‘Middle East’: The Changing Mental Maps of Southwest Asia. European Review of History: Revue europà ©enne 10.2 (2003): 253-72. Print.dhistoire