Chart of the U.S. Presidents and Vice Presidents

Chart of the U.S. Presidents and Vice Presidents The first line of Article II Section 1 of the US Constitution states, The executive power shall be vested in a President of the United States of America. With these words, the office of the president was established. Since 1789 and the election of George Washington, Americas first president, 44 individuals have served as the Chief Executive of the United States. However, Grover Cleveland served two nonconsecutive terms which means that the next president of the United States will be number 46. The unamended Constitution mandated that a president would serve for four years. However, nowhere did it state if there was to be a limit on the number of terms to which they could be elected. However, President Washington set a precedent of only serving two terms which was followed until November 5, 1940 when Franklin Roosevelt was elected for a third term. He would go on to win a fourth before dying in office. The twenty-second amendment was passed soon afterward that would limit presidents to only serving two terms or ten years.   This chart includes the names of all presidents of the United States, as well as links to their biographies. Also included are the names of their vicepresidents, their political party and terms in office. You might also be interested in reading about what presidents are on the bills  of US currency.   Chart of the Presidents and Vice-Presidents PRESIDENT VICE-PRESIDENT POLITICAL PARTY TERM George Washington John Adams No Party Designation 1789-1797 John Adams Thomas Jefferson Federalist 1797-1801 Thomas Jefferson Aaron BurrGeorge Clinton Democratic-Republican 1801-1809 James Madison George ClintonElbridge Gerry Democratic-Republican 1809-1817 James Monroe Daniel D Tompkins Democratic-Republican 1817-1825 John Quincy Adams John C Calhoun Democratic-Republican 1825-1829 Andrew Jackson John C CalhounMartin Van Buren Democratic 1829-1837 Martin Van Buren Richard M. Johnson Democratic 1837-1841 William Henry Harrison John Tyler Whig 1841 John Tyler None Whig 1841-1845 James Knox Polk George M Dallas Democratic 1845-1849 Zachary Taylor Millard Fillmore Whig 1849-1850 Millard Fillmore None Whig 1850-1853 Franklin Pierce William R King Democratic 1853-1857 James Buchanan John C Breckinridge Democratic 1857-1861 Abraham Lincoln Hannibel HamlinAndrew Johnson Union 1861-1865 Andrew Johnson None Union 1865-1869 Ulysses Simpson Grant Schuyler ColfaxHenry Wilson Republican 1869-1877 Rutherford Birchard Hayes William A Wheeler Republican 1877-1881 James Abram Garfield Chester Alan Arthur Republican 1881 Chester Alan Arthur None Republican 1881-1885 Stephen Grover Cleveland Thomas Hendricks Democratic 1885-1889 Benjamin Harrison Levi P Morton Republican 1889-1893 Stephen Grover Cleveland Adlai E Stevenson Democratic 1893-1897 William McKinley Garret A. HobartTheodore Roosevelt Republican 1897-1901 Theodore Roosevelt Charles W Fairbanks Republican 1901-1909 William Howard Taft James S Sherman Republican 1909-1913 Woodrow Wilson Thomas R Marshall Democratic 1913-1921 Warren Gamaliel Harding Calvin Coolidge Republican 1921-1923 Calvin Coolidge Charles G Dawes Republican 1923-1929 Herbert Clark Hoover Charles Curtis Republican 1929-1933 Franklin Delano Roosevelt John Nance GarnerHenry A. WallaceHarry S. Truman Democratic 1933-1945 Harry S. Truman Alben W Barkley Democratic 1945-1953 Dwight David Eisenhower Richard Milhous Nixon Republican 1953-1961 John Fitzgerald Kennedy Lyndon Baines Johnson Democratic 1961-1963 Lyndon Baines Johnson Hubert Horatio Humphrey Democratic 1963-1969 Richard Milhous Nixon Spiro T. AgnewGerald Rudolph Ford Republican 1969-1974 Gerald Rudolph Ford Nelson Rockefeller Republican 1974-1977 James Earl Carter, Jr. Walter Mondale Democratic 1977-1981 Ronald Wilson Reagan George Herbert Walker Bush Republican 1981-1989 George Herbert Walker Bush J. Danforth Quayle Republican 1989-1993 William Jefferson Clinton Albert Gore, Jr. Democratic 1993-2001 George Walker Bush Richard Cheney Republican 2001-2009 Barack Obama Joe Biden Democratic 2009-2017 Donald Trump Mike Pence Republican 2017 -

The Battle of Quiberon Bay During the Seven Years War

The Battle of Quiberon Bay During the Seven Years' War The Battle of Quiberon Bay was fought November 20, 1759, during the Seven Years War (1756-1763). Fleets and Commanders Britain Admiral Sir Edward Hawke23 ships of the line5 frigates France Marshal Comte de Conflans21 ships of the line6 frigates Background In 1759, French military fortunes were waning as the British and their allies were gaining the upper hand in many theaters. Seeking a dramatic reversal of fortunes, the Duc de Choiseul began planning for an invasion of Britain. Preparations soon commenced and invasion craft was gathered for a thrust across the Channel. The French plans were badly damaged during the summer when a British attack on Le Havre wrecked many of these barges in July and Admiral Edward Boscawen defeated the French Mediterranean fleet at Lagos in August. Reassessing the situation, Choiseul decided to push forward with an expedition to Scotland. As such, transports were assembled in the protected waters of the Gulf of Morbihan while an invasion army formed near Vannes and Auray. To escort the invasion force to Britain, the Comte de Conflans was to bring his fleet south from Brest to Quiberon Bay. This done, the combined force would move north against the enemy. Complicating this plan was the fact that Admiral Sir Edward Hawkes Western Squadron was holding Brest under close blockade. In early November, a large westerly gale struck the area and Hawke was forced to run north to Torbay. While the bulk of the squadron rode out the weather, he left Captain Robert Duff with five small ships of the line (50 guns each) and nine frigates to watch the invasion fleet at Morbihan. Taking advantage of the gale and shift in the wind, Conflans was able to slip out of Brest with twenty-one ships of the line on November 14. Sighting the Enemy That same day, Hawke departed Torbay to return to his blockade station off Brest. Sailing south, he learned two days later that Conflans had put to sea and was heading south. Moving to pursue, Hawkes squadron of twenty-three ships of the line used superior seamanship to close the gap despite contrary winds and worsening weather. Early on November 20, as he neared Quiberon Bay, Conflans spotted Duffs squadron. Badly outnumbered, Duff split his ships with one group moving north and the other moving south. Seeking an easy victory, Conflans ordered his van and center to pursue the enemy while his rearguard held back to observe strange sails approaching from the west. Sailing hard, the first of Hawkes ships to spot the enemy was Captain Richard Howes HMS Magnanime (70). Around 9:45 AM, Hawke signaled for a general chase and fired three guns. Devised by Admiral George Anson, this modification called for the seven leading ships to form line ahead as they chased. Pressing hard despite increasing gale winds, Hawkes squadron quickly closed with the French. This was aided by Conflans pausing to deploy his entire fleet in line ahead. A Bold Attack With the British approaching, Conflans steered for the safety of Quiberon Bay. Littered with a myriad of rocks and shoals, he did not believe Hawke would pursue him into its waters especially in heavy weather. Rounding Le Cardinaux, rocks at the entrance to the bay, at 2:30 PM, Conflans believed he had reached safety. Shortly after his flagship, Soleil Royal (80), passed the rocks, he heard the leading British ships opening fire on his rearguard. Charging in, Hawke, aboard HMS Royal George (100), had no intention of breaking off the pursuit and decided to let the French ships serve as his pilots in the bays dangerous waters. With the British captains seeking to engage his ships, Conflans tacked his fleet up the bay hoping to reach the Morbihan. With the British ships seeking individual actions, a dramatic shift the wind occurred around 3:00 PM. This saw the gale begin blowing from the northwest and made the Morbihan unreachable for the French. Forced to change his plan, Conflans sought to exit the bay with his unengaged ships and make for open water before nightfall. Passing Le Cardinaux at 3:55 PM, Hawke was pleased to see the French reverse course and moving in his direction. He immediately directed Royal Georges sailing master to put the ship alongside Conflans flagship. As he did so, other British ships were fighting their own battles. This saw the flagship of the French rearguard, Formidable (80), captured and HMS Torbay (74) cause Thà ©sà ©e (74) to founder. The Victory Wearing towards Dumet Island, Conflans group came under direct attack from Hawke. Engaging Superbe (70), Royal George sank the French ship with two broadsides. Shortly after this, Hawke saw an opportunity to rake Soleil Royal but was thwarted by Intrà ©pide (74). As the fighting raged, the French flagship collided with two of its comrades. With daylight fading, Conflans found that he had been forced south towards Le Croisic and was leeward of the large Four Shoal. Unable to escape before nightfall, he directed his remaining ships to anchor. Around 5:00 PM Hawke issued similar orders however part of the fleet failed to receive the message and continued pursuing French ships northeast towards the River Vilaine. Though six French ships safely entered the river, a seventh, Inflexible (64), grounded at its mouth. During the night, HMS Resolution (74) was lost on the Four Shoal, while nine French ships successfully escaped the bay and made for Rochefort. One of these, the battle-damaged Juste (70), was lost on the rocks near St. Nazaire. When the sun rose on November 21, Conflans found that Soleil Royal and Hà ©ros (74) were anchored near the British fleet. Quickly cutting their lines, they attempted to make for the harbor of Le Croisic and were pursued by the British. Proceeding in heavy weather, both French ships grounded on the Four Shoal as did HMS Essex (64). The next day, when the weather had improved, Conflans ordered Soleil Royal burned while British sailors crossed to and set Hà ©ros afire. Aftermath A stunning and daring victory, the Battle of Quiberon Bay saw the French lose seven ships of the line and Conflans fleet shattered as an effective fighting force. The defeat ended French hopes of mounting any type of invasion in 1759. In exchange, Hawke lost two ships of the line on the shoals of Quiberon Bay. Lauded for his aggressive tactics, Hawke shifted his blockading efforts south to the bay and the Biscay ports. Having broken the back of French naval strength, the Royal Navy was increasingly free to operate against French colonies worldwide. The Battle of Quiberon Bay marked the final victory of Britains Annus Mirabilis of 1759. This year of victories saw British and allied forces have success at Fort Duquesne, Guadeloupe, Minden, Lagos, as well as Major General James Wolfes victory at the Battle of Quebec. Sources History of War: Battle of Quiberon BayRoyal Navy: Battle of Quiberon Bay

Business Synoptic (reflective statment) Essay Example | Topics and Well Written Essays - 1000 words

Business Synoptic (reflective statment) - Essay Example The learning outcomes are assured in business synoptic module because we get a chance of solving the problems demonstrated in the case study solely depending on our own knowledge gathered through the entire process of learning. Case study is an eminent means of reflecting various theoretical concepts learned through any module in practical situations (Monash University, 2010). The chart below provides a pictorial representation that I followed while solving the case study assignment. Firstly, I developed the methodology and then precisely, I followed those steps for arriving at a result. Most important stage of this methodology was to read the case comprehensively, again and again, so that every critical issue can be understood from the case. As a second stage, I really tried hard to identify the most crucial issues that I needed to handle for solving the case. Based on the issues identified, I formulated my strategy of researching various academic sources relevant in solving. Resear ch process along with understanding of the critical issues in the case helped me to a great extent in forming views about the main problems in the case. Based on the views formulated, reflective analysis has been made by me and concise solution has been presented. During the formulation of views about the case problem, the attendance that I made to the two workshops were of great help, the influence of which I could feel during writing solution to the case study’s questions. During solving the case, I came across a number of theories that I learned during my earlier classes. Here the integration of the knowledge became prominent for me when those were applied in the practical evidences provided in the case. The theories that I used are not many but whichever I have used were relevant to the case situation. The theories are emerging market analysis, performance analysis, corporate level strategy, mainly global strategy and multi-domestic strategy and the theory of management s tructure. Case study analysis provides the best results when sufficient strategic analytical tools are appropriately used in finding the results (Mind Tools, 2011). Figure 1 Answer to Question No: 2 It is evident that case study analysis provides us a wide scope of excelling in our areas of work, be it professional or academic. Through the module, I have developed various skills which I am sure will be beneficial in not only solving problems in my education career but also will help in gaining competitive position in the practical field (Lee & Et. Al., 2009). The following figure depicts the areas in which I have acquired skills through case study analysis. The most important skill that I gathered from the study is that of problem solving ability. The analysis demanded a lot of effort in solving the problems identified from thorough understanding of the case facts. The facts might even be wrong as I am not a perfect analyst but whatever knowledge I have in the area of strategy formu lation, I have applied in solving the problem (Raviv, 2003). The second most important skill that I acquired in the process is that of innovative thinking. Strategy demands innovation-I learnt this line during gathering education in this area and during the process of solution, I understood the real meaning of innovative thinking when I was bound to apply all my traits. This application process generated the

The question is the topic Essay Example | Topics and Well Written Essays - 250 words

The question is the topic - Essay Example This will teach children to resolve manageable problems by assuming responsibility. Part of self-reliance means learning from mistakes therefore,parents must encourage the children more to keep going when things go wrong from the consequences of their action. Bibliotherapy is also an effective way to raise their awareness and is useful in resolving behavior problems by means of reading current events to them(Miller, 2010, 260). Delaying gratification of children also helps to develop their personal responsibility and good impulse control. Impulse control is theability to wait or be patient in order to obtain something they want.Another critical aspect that parents must consider while making their kids self-reliant and personally developed is to allow children to think independently and on their own. If children fail in their attempts leading to the right answersbut eventually find the right solutions for a given problem, praise them for their success and achievement. Generally, parents’ behaviors are often the child’s model of self-reliance and children demonstrated this role modeling by their own actions as well.All parents want their kids to perform and achieve better in their lives, and one definite way to help them is to let parents know the importance of being independent and to execute values learned among

Brave New World Review :: essays research papers

Brave New World by Aldous Huxley. Aldous Huxley (1894-1963) was born to an English family. He was a brilliant social satirist. He wrote books about architecture, science, music, philosophy, history, and religion. This is a book of genetics in the future about 2535 A.D.. It takes place in a utopian society where people are mass-produced, then conditioned to do predetermined work. There are no families or marriages. The theme is freedom and how people want it, they want poetry, danger, good and bad things. They want what is theirs. The book is written in a technological way. In A.F. 632, there is a World Society. A.F. 632 stands for six hundred thirty-two years â€Å"after Ford† released the T-Model automobile. It is around 2535 A.D.. Ford is like a God. His book â€Å"My Life and Work† is turned into the â€Å"new† bible. People are born in batches of 96. One egg gives live to 96 identical children through the Bodanovsky process. When babies are born, they are classified in a caste system made up of Alphas, Betas, Gammas, Deltas, and Epsilons. Everyone consumes grams of soma, to fight depression. The cinema is replaced with a form of entertainment called â€Å"Feelie,† a movie that stimulates the sense of sight, hearing, and touch. â€Å"Community, Identity, Stability† is the motto of this World State. Bernard Marx is intelligent, but an error in the Predestination Centre he stayed small and weak. Because of that he’s an outcast, and is often left alone. Although there is no violence and everyone is provided for , Bernard feels that something is missing. He has his own vision of life. Bernard goes to a Savage Reservation with Lenina, an Alpha-plus psychologist. They meet Linda and her son, John. They find out that The D.H.C., Director of Hatcheries and Conditioning is the father of John. Bernard learns that the D.H.C. is about to exile him for his â€Å"uncivilized† behavior when he and Lenina return to civilization. "..He [Bernard] has proved himself an enemy of society, a subverter, ... of all order and stability, a conspirator against civilization itself." Bernard calls John and Linda from the next room, and they call upon the director as son and wife. Bernard is saved from being exiled. Bernard becomes popular because he is connected with John, the savage. Bernard’s friend Helmholtz becomes friends with John and they share literature with each other. John has dreamed of going to the civilized world, but he realizes that he doesn’t like it anymore.

Theory of Justice

According to the legal dictionary (2010) the definition is fairness, moral eighteens, a system of law in which every person receives their due from the system including all rights. † Justice is comprised of our needs, fair share, fair play, standing and trust. Cicero once SAA â€Å"the Foundation of Justice is good faith† The main theory of justice Is that It is designed to be fair and an Impartial point of view that has been adopted Into our reasoning. Basically, the theory of justice guides us to look and study the writings from philosophers like Rails, Locke, and Hobbes.Locker's view on justice was based on the social contract theory. This belief is that free people need to Greer on some ground rules in order to live together. There are also specific theories dependent on the type of Justice. There is the principle that pertains to a distributive style of Justice which basically determines Justice as to what is the fair share. Then there Is restorative Justice. Restor ative Justice Is how we react to an activity that violates what society deems fair play. The principles of Justice need to be fair to those involved and need to be consistent.This of course is barring any extenuating circumstances and if these circumstances exist there needs to be a vital difference so o other solution can be applied. â€Å"Perfect wisdom has four parts, biz. , wisdom, the principle of doing things aright; Justice, the principle of doing things equally in public and private; fortitude, the principle of not flying danger, but meeting it; and temperance, the principle of subduing desires and living moderately (Plato). † Utilitarianism In order to understand how the principles of justice and how they differ from utilitarianism we need to know what utilitarianism is.Utilitarianism is the belief that the morally right choice is the only way to cause the most good. The utilitarianism belief may produce good but it also may trample the rights of the individuals. So the saying goes the good of the many outweigh the few or the one. So I would have to say that the mall difference between justice and utilitarianism as we know It would be society has laws that pertain to everyone equally. Utilitarianism has two forms also. Act utilitarianism is defined as a person doing something that will benefit many but they do it without regards to their personal feelings or laws that society has made.Rule Utilitarianism is solely based on the idea hat provides the best outcome. According to Banks (2009) â€Å"a utilitarian approach to public policy would require that government officials base their actions and programs on ten most accurate Ana telltale International AT particular classmates and of the likely results of the alternatives and options available to them† (Banks 2009). Justice Defined As stated above the definition of Justice would be a system of law in which every person receives their due from the system including all rights.However if you asked someone in a criminal Justice agency they most likely would say that it is a system hat consists of the police, the courts and the correctional facilities. They would also say that Justice is what is received for committing a wrong. Today people see Justice as the item that is given out for breaking the law. Security I would have to say the difference between Justice and security is Justice is the system and security is a tool. Security is defined as the freedom from danger or risk. I view security as part of the system. This is because security is becoming more a part of the criminal Justice system.

Effects Of Stress On A Young Student s Development

It is known that students face various stress-related issues, whether it is a major test, an oral presentation, strict parents or just the stress of maintaining a good GPA. However, people may not realize that certain stress-related issues can have a huge impact on a young student’s development and even carry these issues into adulthood. College students are typically between ages 18-25, which is an important life-stage called emerging adulthood, as Jeffrey Jensen Arnett (2007) has written about several times in his journals. Emerging adulthood is the transition from adolescence into adulthood. It is not a quick transition, but a gradual transition from adolescence to this period of development. During emerging adulthood, various domains†¦show more content†¦After being exposed to video game playing or watching, the participants took a survey. It was generally found that students play video over doing homework. Also, while lower GPA and video games were related, mostl y males showed correlation between violent video games and a lower GPA. Also, a study by Nelson found that the transition of emerging adulthood marks significant physical activity decline, along with high TV gaming. (Nelson 2005). During this study, seven clusters of adolescence with various physical activity levels and sedentary behaviors were studied and given a questionnaire. The study predicted that with the current questionnaire that was performed, that physical activity levels in all clusters declined during young adulthood. (Nelson 2005). Students who experience stress are not going to want to come home to study or do homework or even go out to exercise. Looking at these studies, it is concluded that stress in students can lead to more TV, video games and less physical activity, which is correlated with lower GPA and poor school performance. With these sedentary behaviors habits effecting cognitive development in young adults, it is likely that the same behaviors and stress -handling may also be brought into adulthood. Social Domain The next domain that can be negatively influenced by stress is social development. Social