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27 Quotes From Military Leaders About War and Bravery

27 Quotes From Military Leaders About War and Bravery Throughout history, noted military leaders, war veterans, and statesmen, such as Nathan Hale (American soldier, spy, and captain in the Continental Army in the American Revolutionary War), Dwight D. Eisenhower (U.S. Army general and Supreme Commander of the Allied Expeditionary Forces in Europe during World War II; 34th President of the U.S.), Giuseppe Garibaldi (Italian general), George S. Patton Jr. (U.S. Army general, veteran of World War I and World War II), and many others, have had a lot to say about war. Their strong-worded quotes that have been picked up over the ages are about patriotism, bravery, and sacrifice. These are the words that often helped soldiers to fight hard and win, and kept the country moving forward during times of great stress. Their timeless quotes can be inspirational for everyday challenges, too. Read the following quotes and see which ones resonate with you.   Frederick C. Blesse: No guts, no glory. Winston Churchill: We sleep safely at night because rough men stand ready to visit violence on those who would harm us. George Colman: Praise the bridge that carried you over. David G. Farragut: Damn the torpedoes, full speed ahead. Dwight D. Eisenhower: Neither a wise nor a brave man lies down on the tracks of history to wait for the train of the future to run over him. Leadership is the art of getting someone else to do something you want done because he wants to do it. Only our individual faith in freedom can keep us free. The best morale exists when you never hear the word mentioned. When you hear it its usually lousy. Giuseppe Garibaldi: I offer neither pay, nor quarters, nor food; I offer only hunger, thirst, forced marches, battles, and death. Let him who loves his country with his heart, and not merely his lips, follow me. David Hackworth: If you find yourself in a fair fight, you didnt plan your mission properly. Nathan Hale: I only regret that I have but one life to give for my country. Heraclitus: Out of every one hundred men, ten shouldnt even be there, eighty are just targets, nine are the real fighters, and we are lucky to have them, for they make the battle. Ah, but the one, one is a warrior, and he will bring the others back. Douglas MacArthur: Whoever said the pen is mightier than the sword obviously never encountered automatic weapons. It is fatal to enter a war without the will to win it. George S. Patton Jr.: Live for something rather than die for nothing. The soldier is the Army. No army is better than its soldiers. The Soldier is also a citizen. In fact, the highest obligation and privilege of citizenship is that of bearing arms for one’s country. Lead me, follow me, or get the hell out of my way. Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity. No good decision was ever made in a swivel chair. Oliver Hazard Perry: We have met the enemy and they are ours. Colin Powell: Perpetual optimism is a force multiplier. There are no secrets to success. It is the result of preparation, hard work, learning from failure. Norman Schwarzkopf, Jr.: The truth of the matter is that you always know the right thing to do. The hard part is doing it. William Tecumseh Sherman: War is hell. Harry S. Truman: A leader is the man who has the ability to get other people to do what they dont want to do, and like it. Arthur Wellesley, First Duke of Wellington (1769-1852): I dont know what effect these men will have upon the enemy, but, by God, they terrify me. William C. Westmoreland: The military dont start wars. Politicians start wars.

Jericho - The Archaeological Ruin in Palestine

Jericho - The Archaeological Ruin in Palestine Jericho, also known as Ariha (fragrant in Arabic) or Tulul Abu el Alayiq (City of Palms), is the name of a Bronze Age city mentioned in the book of Joshua and other parts of both the Old and New Testaments of the Judeo-Christian bible. The ruins of the ancient city are believed to be part of the archaeological site called Tel es-Sultan, an enormous mound or tell situated on an ancient lakebed north of the Dead Sea in what is today the West Bank of Palestine. The oval mound stands 8-12 meters (26-40 feet) tall above the lake bed, a height made up of the ruins of 8,000 years of building and rebuilding in the same place. Tell es-Sultan covers an area of about 2.5 hectares (6 acres). The settlement that the tell represents is one of oldest more or less continuously occupied locations on our planet and it is currently over 200 m (650 ft) below modern sea level. Jericho Chronology The most widely known occupation at Jericho is, of course, the Judeo-Christian Late Bronze Age one–Jericho is mentioned in both old and new Testaments of the Bible. However, the oldest occupations at Jericho are in fact much earlier than that, dating to the Natufian period (ca. 12,000–11,300 years before the present), and it has a substantial Pre-Pottery Neolithic (8,300–7,300 B.C.E.) occupation as well. Natufian or Epipaleolihic (10,800–8,500 B.C.E.) Sedentary hunter-gatherers living in large semi-subterranean oval stone structuresPre-Pottery Neolithic A (PPNA) (8,500–7300 B.C.E.) Oval semi-subterranean dwellings in a village, engaging in long-distance trade and growing domesticated crops, construction of the first tower (4 m tall), and a defensive perimeter wallPre-Pottery Neolithic B (PPNB) (7,300–6,000 B.C.E.) Rectangular houses with red- and white-painted floors, with caches of plastered human skullsEarly Neolithic (6,000–5,000 B.C.E.) Jericho was mostly abandoned at this timeMiddle/Late Neolithic (5,000–3,100 B.C.E.) Very minimal occupationEarly / Middle Bronze Age (3,100–1,800 B.C.E.) Extensive defensive walls constructed, rectangular towers 15-20 m long and 6-8 m tall and extensive cemeteries, Jericho destroyed circa 3300 cal BPLate Bronze Age (1,800–1,400 B.C.E.) Limited settlementAfter the Late Bronze Age, Jericho was no lo nger much of a center, but continued to be occupied on a small scale, and ruled by Babylonians, Persian Empire, the Roman Empire, Byzantine and Ottoman Empire up until the present day Tower of Jericho Jerichos tower is perhaps its defining piece of architecture. British archaeologist Kathleen Kenyon discovered the monumental stone tower during her excavations at Tel es-Sultan in the 1950s. The tower is on the western fringe of the PPNA settlement separated from it by a ditch and a wall; Kenyon suggested it was part of the towns defenses. Since Kenyons day, Israeli archaeologist Ran Barkai and colleagues have suggested the tower was an ancient astronomical observatory, one of the earliest on record. Jerichos tower is made of concentric rows of undressed stone and it was built and used between 8,300–7,800 B.C.E. It is slightly conical in form, with a base diameter of roughly 9 m (30 ft) and a top diameter of about 7 m (23 ft). It rises to a height of 8.25 m (27 ft) from its base. When excavated, parts of the tower were covered with a layer of mud plaster, and during its use, it may have been completely covered in plaster. At the base of the tower, a short passageway leads to an enclosed stairway which was also heavily plastered. A group of burials was found in the passage, but they were placed there after the buildings use. An Astronomical Purpose? The internal stairway has at least 20 stairs made up of smoothly hammer-dressed stone blocks, each over 75 centimeters (30 inches) in width, the entire width of the passageway. The stair  treads are between 15-20 cm (6-8 in) deep and each step rises nearly 39 cm (15 in) each. The slope of the stairs is about 1.8 (~60 degrees), much steeper than modern stairways which normally range between .5-.6 (30 degrees). The stairway is roofed by massive sloping stone blocks measuring 1x1 m (3.3x3.3 ft). The stairs at the top of the tower open up facing to the east, and on what would have been midsummer solstice 10,000 years ago, the viewer could watch the sunset above Mt. Quruntul in the Judean mountains. The peak of Mount Quruntul rose 350 m (1150 ft) higher than Jericho, and it is conical in shape. Barkai and Liran (2008) have argued that the conical shape of the tower was built to mimic that of Quruntul. Plastered Skulls Ten plastered human skulls have been recovered from the Neolithic layers at Jericho. Kenyon discovered seven in a cache deposited during the middle PPNB period, below a plastered floor. Two others were found in 1956, and a 10th in 1981. Plastering human skulls is a ritual ancestor worship practice known from other middle PPNB sites such as Ain Ghazal and Kfar HaHoresh. After the individual (both males and females) died, the skull was removed and buried. Later, the PPNB shamans unearthed the skulls and modeled facial features such as chin, ears, and eyelids in plaster and placing shells in the eye sockets. Some of the skulls have as many as four layers of plaster, leaving the upper skull bare. Jericho and Archaeology Tel es-Sultan was first recognized as the biblical site of Jericho a very long time ago indeed, with the earliest mention from the 4th century C.E. anonymous Christian traveler known as the Pilgrim of Bordeaux. Among the archaeologists who have worked at Jericho are Carl Watzinger, Ernst Sellin, Kathleen Kenyon, and John Garstang. Kenyon excavated at Jericho between 1952 and 1958 and is widely credited with introducing scientific excavation methodologies into biblical archaeology. Sources Barkai R, and Liran R. 2008. Midsummer Sunset at Neolithic Jericho. Time and Mind 1(3):273-283.Finlayson B, Mithen SJ, Najjar M, Smith S, Maricevic D, Pankhurst N, and Yeomans L. 2011. Architecture, sedentism, and social complexity at Pre-Pottery Neolithic A WF16, Southern Jordan. Proceedings of the National Academy of Sciences 108(20):8183-8188.Fletcher A, Pearson J, and Ambers J. 2008. The Manipulation of Social and Physical Identity in the Pre-Pottery Neolithic: Radiographic Evidence for Cranial Modification at Jericho and its Implications for the Plastering of Skulls. Cambridge Archaeological Journal 18(3):309–325.Kenyon KM. 1967. Jericho. Archaeology 20(4):268-275.Kuijt I. 2008. The regeneration of life: Neolithic structures of symbolic remembering and forgetting. Current Anthropology 49(2):171-197.Scheffler E. 2013. Jericho: From archaeology challenging the canon to HTS Theological Studies 69:1-10.searching for the meaning(s) of myth(s).

Critical review Essay Example | Topics and Well Written Essays - 3000 words

Critical review - Essay Example ..9 Limitations of Stress Management skills†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦.11 Skill Assessment and Monitoring†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 Sustainability and Skill Maintenance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...14 Critical Review on Stress Management Executive summary This study gives a critical review and analysis of stress management skills. It is majorly based on the main importance of the skill and their manifestation and impact in real life situation in the day-to-day life experience. It also reflects on a scrutiny of the difficulties and factors that impact on the skill negatively. Availability of sufficient research materials, the analysis will provide information that is reliable and educative in its manner of application. One, at the end of reading this report, should be able to appreciate stress management skills in a wider perspective ranging from the specific skills effectiveness in their application. This should also be relatively counterchecked with other skills learnt in the management course. Analysis of stress management skills as per this study should be able to inform the reader on the ap plicability of the technique. The reader, at the end of the reading, will be able to make necessary step in his or her daily undertaking to ensure that the right precaution and application of the skill is made to curb the problem. The kills as analyzed in the report should equip the reader with relevant causes of stress that are recurrent and hence ways of curbing them formulated. In management generally the report will point out clearly on the need to manage stress as it affect organizations negatively at all levels where it is manifested. The skills analyzed in the report, therefore, will help the reader to make improvement in how he or she carries out the management. Introduction Stress management skills are applicable widely. This report gives a clear outlook of the skills and their relevance. By thorough checking of the issues, the disadvantages should be noted so that the analysis of skills is effectively done to cover the required scope. These skills vary in their application perspective or context. The management of stress â€Å"per se† involves procedural approach that requires a plan of action. A combination of findings from various research work on the same is critical in coming up with a workable solution to stress in an organization. With this written document, the reader will be entitled to development of various skills in managing stress. However, the modification and advancement of the document can be done to make improvement on the report through reading and referring from various related sources. In so doing, the reader will appreciate the scope and coverage of this report with its concordance to applicability in

Min business plan Essay Example | Topics and Well Written Essays - 500 words

Min business plan - Essay Example In this perspective, the cool point gourmet ice cream parlor needs to have an analysis of the market that is available in Vermont. The following areas will be essential in assessing the potential market The market analysis is expressed by the market size through the potentiality of the market and the volume that is characterized in particular potential area of investment. The ice parlor will tend to concentrate Vermont area that constitutes mainly the youth. This will create a huge consumer base. This is because the youth are the main consumers of ice cream. This also makes up the potential market for a business entity. The data for the best area for the best place to invest may come from financial data from major competitor Ben and Jerrys ice cream and customer surveys. What gives the company an upper hand is the enthusiasm and a passion for producing unique, tasty ice cream. This is the part where the team will capitalize on the opponents lack of new variety into the market and introduce variety to the market. This relates to the differences in the market. The differences are in terms of movements either upwards or downwards. The ice cream business is an open market that is by many competitors. However, the business tends to be fair since the investment capital is enormous. Therefore, cool point gourmet ice cream parlor will employ other techniques to lure its customers. The business entity will use discounts, unique packaging and offers in order to lure customers. These actions will help to compete well with other businesses selling ice cream. The business entity will extract information from the past to positively evaluate and predict possible growth of the business in the future. The ice cream business has been found to have an ease of growth. However, the business is dependent on the weather seasons. Its peak is summer whereby it requires only a few weeks to be established. Another

Teaching and Learning Approach Essay Example for Free

Teaching and Learning Approach Essay Every learner has their own strengths and weaknesses that are reflect in the group. As a Teacher I must understand and focus on utilizing each learners strengths and work to improve on their weaknesses. All learners learn in a different ways and also from one another. The ideas and views of each learner brings to the classroom can bring insight into what is being learned. The classroom is a safe zone that appreciates individuals’ views and allows room for mistakes. Learners have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When learners are encouraged to explore, they begin to learn. Being a teacher means teaching students new information, drawing on their experiences and about being successful in life. â€Å"A session plan is a detailed breakdown of your scheme of work. It will outline all the teaching and learning activities, with allocated timings, assessment activities and resources required. It will also take into account the individual requirements of your students.† (Gravells, 5th Edition, p.63) A learner can have several different ways of learning style depending on the situation and task, a students learning style for on task may not be the same for a topic, subject or task. If a difference between the students learning style and a teachers teaching style occurs, this could lead to boredom, frustration at not understanding, low self-esteem (both learners and teachers), poor grades and dropouts. It is important to include a range of different teaching styles into the lessons, to help all students learn more successfully. To meet learners’ different needs a variety of interactive teaching and learning approaches need to be employed. Active learning engages and motivates learners to learn and achieve Good statement. There are hundreds of teaching and learning methods to choose from when deciding on the method to use for a particular class. Skills are needed in identifying and classifying those methods that could be of use to the individual teacher and students and in a evaluating the outcome achieved. I would plan my lessons, embedding the driver’s handbooks (PCV/HGV) and Highway Code and various driver’s rules and regulations: (embedding them within the learning). There are various factors that will limit the way people use the information effectively. I would also draw on the learners experiences as a useful tool as periodic training is about, Revision of what you know, Updating with changes and Sharing information between drivers. The goal of teaching is to develop proper and positive attitudes towards driving needs and to prompt lifelong skill. There are many learning styles and I used Affective Learning style, (Activities are designed so students are able to develop skills that will allow them to gain the full understanding of developing their skills and responsible behaviours), Allowing students to have a chance to participate having students understanding that they are allowed to try, fail, and then try again this will help them understand they cant be perfect every time they do something. Positive help from the teacher will keep the learner focused on the goal of developing their skills. Promote the use of working together in completing a task or goal. Using peer instruction where students teach each other and provide accurate and helpful feedback. (http://cstiles5.tripod.com/id6.html) With active learning is the time-spent teaching an understanding and development of the learner’s skills and the abilities of the individuals. I used group discussions, multiple questions. This would help to improve learner’s skills and there understanding road safety. At the end I gave out hand-outs to my learner to help them remember the main points of the session. At the end of session my peers complete a feedback so I can evaluate the session and complete reflective journal as how this session went.

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he views of masculinity have been ever changing in the past hundreds of years. At the beginning of the twentieth century when it came time for Canadians to World War One the government and recruitment officers took the approach of gender stereotypes to influence men to join up. â€Å"The war played an important role in the construction of gender, and the social roles of men and women† and the recruitment efforts of World War One used this to their advantage . Men were portrayed as tough, strong, and capable of defending the country. These beliefs were shown though the use of propaganda and other forms of recruitment efforts that were significant to gender dimension and notions of a man. These stereotypes of masculinity created a unified whole among men in the war, but seeing as women are equally capable of being soldiers it is questioned why predominantly only men engage in warfare. The answer can be simple, â€Å"the significance of men engaging in warfare lines is in the way that gender is constructed in war†. The role of the government and those promoting World War One efficiently vocalized the importance of the battlefield being a place where a man can show everyone he is capable of defending his country. â€Å"Ideal-typical notions of masculinity and femininity were key to this process† and although men and women may not always conform to the stereotypes of their gender, men are typically associated with strength, action and aggressing, comparing to the empathy and emotion of women. The use of masculinity within propaganda, the efforts of women using their femininity to promote enlistment and the unity formed among soldiers over sea all were factors that positively influenced masculinity among Canadian men. The trigger of the First ... ... ones son was the same view that was placed upon the mother. If a young man was uninterested, or refused to go to war his views were thought to be ones rubbed of onto him from his mother, and indefinitely a negative connotation would be carried around with her name. Masculinity is promoted within the home as most mothers â€Å"realize the need for [their sons to] sacrifice in service to the nation† in order to spread patriotism. The role of women within the war efforts was very important seeing as â€Å"in making a soldier the women must make a man and in making a man she conversely creates a soldier†. Because of the common gender stereotypes a mother as well most women generally promote bravery, strength and masculinity within the day to day lives of the men they know. These characteristics are easily transferrable to the ones needed to face danger and battle overseas.