Michigan essays

Michigan essays During the industrial revolution in the United States, tremendous economic prosperity resulted in social and political unrest. It seemed the rich were getting richer while the poor remained poor. The middle class was forged out of the industrial revolution but would be challenged at this time. Large influxes of immigrants would also create tensions among the social classes. Furthermore, textile, steel, railroad, and automobile industries were growing exponentially, employing thousands. The class struggles was a direct result of the division between labor and capital. Peoples social lives are a reflection of their work lives. The success of ones career is directly correlated with their social welfare. The industrial revolution created conflicts between labor and capital in the work process, differing socially constructed views between the classes in regards to family and community life, and governments role in the capitalist economy.. During the 1800s, the United States was engrossed in the first half of the industrial revolution. The textile factories, such as those discussed in Rockdale, were booming in northern states due to both technological improvements, such as water and steam powered machinery, and the success of agriculture in southern states. The railroad industry, one of Americas first interstate big businesses, was speeded up with the introduction of the Bessemer process of forging steel. Fueled by technological improvements in the steel industry, the transcontinental railroad was completed, joining Union Pacific and Central Pacific lines at Promontory Point, Utah. Railroads and factories started to dominated the American landscape. Railroads were connecting cities allowing commerce to flow more freely. Furthermore, railroads linked remote regions of the country, such as the Idaho mines mentioned in Big Trouble. Factories were growing in numbers while also growing in size. Economi...

Albert Einstein Essays - Physics, Science And Technology

Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes,many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marveled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed the entrance exam. This forced him to study locally for one year until he finally passed the school's evaluation. The Institute allowed Einstein to meet many other students that shared his curiosity, and It was here that his studies turned mainly to Physics. He quickly learned that while physicists had generally agreed on major principals in the past, there were modern scientists who were attempting to disprove outdated theories. Since most of Einstein's teachers ignored these new ideas, he was again forced to explore on his own. In 1900 he graduated from the Institute and then achieved citizenship to Switzerland. Einstein became a clerk at the Swiss Patent Office in 1902. This job had little to do with physics, but he was able to satiate his curiosity by figuring out how new inventions worked. The most important part of Einstein's occupation was that it allowed him enough time to pursue his own line of research. As his ideas began to develop, he published them in specialist journals. Though he was still unknown to the scientific world, he began to attract a large circle of friends and admirers. A group of students that he tutored quickly transformed into a social club that shared a love of nature, music, and of course, science. In 1903 he married Mileva Meric, a mathematician friend. In 1905, Einstein published five separate papers in a journal, the Annals of Physics. The first was immediately acknowledged, and the University of Zurich awarded Einstein an additional degree. The other papers helped to develop modern physics and earned him the reputation of an artist. Many scientists have said that Einstein's work contained an imaginative spirit that was seen in most poetry. His work at this time dealt with molecules, and how their motion affected temperature, but he is most well known for his Special Theory of Relativity which tackled motion and the speed of light. Perhaps the most important part of his discoveries was the equation: E= mc2. After publishing these theories Einstein was promoted at his office. He remained at the Patents Office for another two years, but his name was becoming too big among the scientific community. In 1908, Einstein began teaching party time at

Macroeconomics of Botswana Research Paper Example | Topics and Well Written Essays - 1250 words

Macroeconomics of Botswana - Research Paper Example ional firm of diamond contracted a ten-year agreement with Botswana to shift Botswana’s sorting of rough stone and division of trading by 2013, from London to Gaborone. This transformation will help support the decline of industry of diamond in Botswana, (Norda?s, Gilbert and Gloria 52). The economic freedom of Botswana ranges to about 70.6, achieving the 30th position of the freest economy in the index of 2013. It has an average score of 1.0 point grater that 2012 mainly because of progressive improvements in liberty from economic corruption and government expenditure management. The country is the second in forty-six nations in the region of Sub-Saharan Africa and has average score greater than the global and regional averages. The economy of Botswana is expanding mainly due to foreign investment fueled by reduced taxes, stability in political structure and climate and an extensively educated labor force. Botswana is a better example in extensive natural resources endowments , (Phirinyane 23). Corruption level is low in Botswana and an independent judiciary enacts agreements efficiently and safeguards property rights. A relatively efficient regulatory environment and open trade policies have underpinned competitiveness, whereas exports of diamond have reinforced effective foreign exchange flows. The department of finance is effectively developed, with a reliable central bank as well as minimal interventions by the government. Even though, the public debts are still low, the administration has attempted consolidation of fiscal to lower increased deficits of the global meltdown. The outstanding external level of debts of Botswana remains low and sustainable based of surpluses of perennial budget and extensive external policies of debts, irrespective of its current... This paper explores the economy of Botswana with specific emphasis on market labor, economic growth, taxes, debts and key factors, that impact economic growth of the nation. Botswana has been among the top popular world’s economic rate of growth starting independence. Nevertheless, the growth of economy was slow in 2009, with thirty percent decline of industrial sector, after the worldwide crisis minimized the Botswana’s diamonds demand. Even though, the Botswana witnessed economic recovery in 2010, the growth of GDP has similarly reduced. Via fiscal discipline as well as proper management, the country regenerated itself from the slowest economically growing nation and attained a middle-income nation with about sixteen thousand and eight hundred dollar GDP per capita by 2012. The economic freedom of Botswana ranges to about 70.6, achieving the 30th position of the freest economy in the index of 2013. It has an average score of 1.0 point grater that 2012 mainly because of progressive improvements in liberty from economic corruption and government expenditure management. The country is the second in forty-six nations in the region of Sub-Saharan Africa and has average score greater than the global and regional averages. The economy of Botswana is expanding mainly due to foreign investment fueled by reduced taxes, stability in political structure and climate and extensively educated labor force. The labor market of Botswana experiences constraints like increased unemployment levels and mismatch among supply and demand of labor.

Meanings of Concepts Essay Example | Topics and Well Written Essays - 500 words

Meanings of Concepts - Essay Example In other words these are dependent on the independent variable and the values are considerably influenced by it. 8. Validity: It refers to the extent to which a study precisely represents the definite concept that the researcher is trying to measure. Validity is concerned with the studys success at measuring a particular aspect that the researcher is trying study. 11. Data collection: Researchers collect information regarding various aspects related to the study and the data that is collected contributes to the finding or the final outcome. In other words it is the activity of accumulating primary data records for a given set of observations. 12. Unit of analysis: A statistical unit is the unit of study or size for which data are collected or derived. The selection of units of analysis accurately captures the characteristics of the larger population (uchicago.edu). 13. Population: A population refers to a set of variables collected or data collected for the complete set of objects of analysis. For example, the students in a class, the collection of votes (uchicago.edu). 15. Representativeness: â€Å"It is the desirable properties of a sample which refers to the selection of units of analysis that precisely detain the characteristics of the larger population† (uchicago.edu). 16. Random sample: â€Å"A random sample is one selected by a method connecting a random component. Random sampling can also consign to taking numerous independent observations from the same probability distribution, without involving any real population†. 17. Discrete variable: â€Å"A discrete variable is one that will not take on all values within the limits of the variable†. For instance, responses to a three point rating scale can only take on the values 1, 2 and 3 and not the value 1.5 or 1.2. 19. Continuous variable: â€Å"A continuous variable is one for which, within the limits

Violence In Leda and the Swan by W.B.Yeats Essay -- essays research pa

Violence In Leda and the swan by W.B.Yeats â€Å"Leda and the Swan† is one of the most well known poems by Yeats, although it’s controversy as to what really happens during the lines of this sonnet. There are many different ways as to how one can approach the interpretation of the poem, is it influenced by Yeats’ own life, in which case he puts all his frustration towards Maud Gonne into words, or is it a poem about power, or about politics? I have deliberately chosen not to take into consideration the political and social background of Ireland at that time. This, because I prefer to restrain my analysis to the poem itself, and how one could interpret its proper meaning. As a consequence, it is interesting and important to remember that one of Yeats’ many interests was Greek mythology, more precisely issues linked to Helen of Troy. In this poem, Yeats shows his vision of how Leda got pregnant by Zeus who was disguised as a swan when he raped her. This act gave birth to two eggs, and one of them was to become Helen of Troy. It is her birth that was the real cause of the Trojan War and Agamemnon’s death. To write this poem Yeats was inspired by a carving, a Hellenistic bas-relief reproduced in Elie Faure's History of Art (1921) , which he owned. His description of what happens in the poem concurs with this carving. This is a strong poem, where the image of a woman can be seen as dirtied, dehumanised, and shameful, the girl was not only raped in a ‘normal way’, but it was an animal that carried out the act. Still, Yeats describes what happened in such a way that one wonders if at some point, Leda’s body actually is led by lust, and puts back her fear, or if she is really trying to fight back, as we will see further on, in... ...me, he does play on provocation, as when the poem was written Gaelic tradition included a strong involvement of the catholic church both in law making, and in morality. There were censorship everywhere, in books, films, and to show how far it went, we can add that even contraception and divorce was made illegal! Yeats was against all this, and it can be felt in his poem, as it touches pornography, and female purity. Bibliography: Cullingford Elizabeth, Gender and history in Yeats’ love poetry, New York: Syracuse Hargrove, Nancy D., â€Å"Aesthetic Distance in Yeast’s ‘Leda and the Swan,’† in Arizona Quarterly, Vol. 39, 1983 Scott C. Holstad, California State University, Long Beach, Yeast’s 'Leda and the Swan': Psycho-Sexual Therapy in Action Univ.Press W.B.Yeats, Selected poems, Penguin Modern Classics www.sparknotes.com

Unfair Public School Funding

Eryka English 102 Research Paper Public School Funding: Closing the Education Gap In America we have spent billions of dollars on public school funding in hopes of educating the youth that will one day run the country. Without a solid foundation for the next generation to succeed, America will not be able to continue to improve and move forward. But if the education of our children is such an importance; why are we not giving every public school the right amount of funding to succeed? Just as there is an unequal opportunity in the work force; it also happens in the public school system.Schools that perform better are given more funding than schools that are not. Public school funding in America should not be determined by the academic achievement of a school, but should all receive the same amount of funding. Although many Americans would agree that the education of their children is a top priority, not many of them would know how funding is distributed throughout the country. It is the general idea that students do better in a well-funded school and that the public schools should all provide the same opportunity for every student to succeed.But if the belief is all public schools are the same then why are there private schools? And why do many parents decided to move and live in an area that as a great school system. There is no secret that some schools are better than others; it’s the point in which how the schools are able to become â€Å"better† than other public schools that’s the problem. Nearly half of the funding for public schools is provided from local taxes in the community the school is located in. Which means that funding for public schools varies across the country between the wealthy and poorer communities in America.At both the state and federal level there have been efforts to change the deficit the schools lack compared to others, but the idea has been taken negatively by the wealthy and powerful to choose how their school community functions. Others would argue that more money given to the schools will not improve the education of students; that individual success depends on the student and not the resources that are available to them. Such as Eric Hanushek, an academic reviewer wrote: â€Å"Detailed research spanning two decades and performance in many different educational settings provides strong onsistent evidence that expenditures are not systematically related to student achievement† (Hanushek 49) This claim has been a factor to the driving force that money can only go so far in a student’s educational life. But it has also been contradicted by academic researchers of public school funding by Rob Greenwald, Larry Hedges, and Richard Laine wrote: â€Å"school resources are systematically related to student achievement and that those relations are large [and] educationally important. (Greenwald et al. 384) With such a controversial topic, which one should we believe?How can we pos sible know for sure more money given to schools is the best option to improve the education our students receive from the government? And why should we change the way wealthy community schools are run when they are already successful in their academic achievements? How large is the difference in the amount of funding that each public school receives? Public school funding comes from federal state, and local sources, which nearly half of those funds are from local property taxes(National Center for Education Statistics).Because of the local property taxes from the community this is where the uneven funding for public schools start that makes a difference from the wealthy and impoverished communities. For example in 1998, New Jersey had an annual funding rate per student of $8,801, while Utah had a yearly rate of $3,804 per student(National Center for Education Statistics). Just from these numbers it shows that students from New Jersey where given twice the level of education than tho se students in Utah. While America funds its schools by the local wealth of the communities, we are the only country that does that.This type of funding system makes a huge difference in the quality of school building, faculty, equipment, class sizes, and technology resources for a student’s education. In other countries public schools are funded through state taxes and the communities. But what makes other countries educational system different than our own is each school gets the same amount of funding needed to run the school. As Robert Slavin a psychologist focusing on community and education said: â€Å"the U. S. is the only nation to fund elementary and secondary education based on local wealth.Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle- class Dutch child, 1. 25 guilders are allocated for a lower-class child and 1. 9 guilders for a minority child, exactly the opposite of the situation in the U. S. where lower-class and minority children typically receive less than middle-class white children. Slavin 520)† Poorer and minority students face more difficulties in their life as they are more prone to experience more difficulties in the family. But also these students are also forced to go to school at poorly funded schools. There is often commonly a language boundary that keeps many of the children from having a proper education in a school system. Teachers that are starting out in their educational career are sent to schools that are having a hard time developing their students into academic achievers.Schools in poorer communities are in need of more experienced teachers, but there is not enough money to recruit a quality teacher that has not already been recruited to teach at a higher paying and more academically achieving job and environment. Teachers are a learning tool that helps the students get to where they can be successful in life. The quality of materials that students have available to them impact the way they learn and also the pace they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. On the other side of the argument, students are given their own choice to either achieve or fail in their education. In other words, success and failure results from individual effort and not a group interaction of the student by the community the student lives in. Even if less funded schools are given more money; more than half of adults say that poverty is a personal problem (Smith).The community that the scho ol was built into has already set the standard of the school. Depending on the community influences the child is more likely to follow into the footsteps of their parents. If the parents are mechanics and the child follows in their footsteps, does that make them a failure if the student does not go on to be a doctor or an over achiever? The effects of the community on a child can change the way education is viewed in the family and home. Daniel Patrick Moynihan, politician and sociologist, argues that minorities are disadvantaged because of the â€Å"social traditions† of the minority communities().Which means that students have the ability to learn but the social culture in their communities hinder them to take their education seriously unless their family does. This belief that students come from impoverished homes lack the support system to benefit from a quality education drives the idea that there is no need for more funding. Even though there are outrageous numbers that can be easily equaled out for all students. America has focused on the idea to invest in the students that have a more promising future in the long run. Why would we waste money that will become a gamble, and we will not know if the outcome will be positive or not.The wealthy communities have been able to produce those students that have continued to succeed. The states believe that if they reward those schools that are producing results then it will give the other schools incentive to achieve to retrieve more money for the state. But how can a school be able to climb its way to the top if it’s stuck in the bottom, working with the resources that it already has. The biggest survey done on the relationship of the amount of funding and the impact of students’ education was called The Coleman Report.The report was a study that randomly selected thousands of students from all over the nation and tried to connect the issue of money and education. From the report it was lin ked that students’ home background and peer groups were a major part of achievement, but the quality of the school had little to no impact on their education. Which researchers wrote: â€Å"Schools bring little influence to near on a child’s achievement that is independent of his background and general social context† (Cain 325). Schools that are also well funded are able to get familiarized with the current technology that is popular in today’s life.From the advantage of having the practice with technology has already put themselves ahead of others who have not gotten the chance to learn that kind of technology. Students who are not able to access technology are behind to those who have and will lack in their technology skills in college. Being updated with the latest technology helps students want to continue in into college to learn more new things. The quality of materials that students have available to them impact the way they learn and also the pac e they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. Without confidence in the education that they have received, students are hesitant to ask for help and get the help that they need to succeed into a higher education level. If the materials the schools are using are outdated and not taken care of, then the students will also return the same respect to the books in the condition that they are in.Schools no longer become a place for opportunity, but a place where students are required to attend with old material, that will not get any better as the years go on. The quality of the materials the students are given the more respect and effort they will give to the course material. If American is able to provide the entire students with the equal opportunity to succeed then there would be more achievements in the nation, but also a higher achievement in the country. There needs to be more awareness of the effect that funding in public schools has on the students.Statistics in the nation vary from state to state, but with the same amount of material for each student. Most Americans say they support equal funding for public schools, but they are not willing to take the necessary steps to improve and provide equal funding for all the schools across the country. Some reasons why wealthy people and communities do not to anything about unequal funding is because of: not even admitting that there is a funding difference, to keep personal taxes low, and the thought that poverty is brought onto the person instead of trying to better themselves through their education.It is better to keep the money going to the schools that continue to have academic success with their students. Studie s indicate that the level of student advantage within the home or community matters a lot to the outcome of the student’s education. But also that funding will help the student be more educated and motivated to go onto college. Greater one on one time with a teacher will help the student learn more material. Two main aspects that have been tied to higher levels of student achievement: stronger teacher qualifications, and smaller class sizes in the early grades.Getting the bases of an early education but also a quality education helps the student in the long run to adapt to the education system in a positive environment. The achievements of disadvantaged students in poorer communities are more likely to suffer America’s public school system because of two main reasons: those students are more likely to attend poorly funded schools, and they are more likely to be hurt by lack of academic resources when there is not enough funding that the school needs.Legal and political efforts to improve funding have not been very successful at the federal level, but a lot of activity has been present in the state courts and there is a realization to increase school funding. The future effects have increased in state funds for poorly-funded districts while leaving funding for rich, suburban districts up to the communities to continue with their educational support. We have concluded that well-funded schools are able to obtain higher educated teachers that continue to increase the school progression.In addition to better funded schools, schools are able to reduce the class sizes which will improve the students learning to be more focused and engaged in the classroom. Which is a huge advantage because a main problem in low funded schools, is that there is so many students in one room that a single teacher is not able to guarantee that that material is being understood from every student. Resources Cain, G. G. & Watts, H. W. (1970). Problems in making policy inferen ces from the Coleman Report. American Sociological Review, 35(2), 228-242.Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45-65. Kluegel, J. R. & Smith, E. R. (1986). Beliefs about inequality: Americans' view of what is and what ought to be. New York: Aldine de Gruyter. Greenwald, R. , Hedges, L. V. , ; Laine, R. D. (1996). The effect of school resources on school achievement. Review of Educational Research, 66(3), 361-396. Moynihan, D. P. (Ed. ). (1969). On understanding poverty: Perspectives from the social sciences.New York: Basic Books. National Center for Education Statistics (2000a). Common core of data for school years 1993/94 through 1997/98 (a compact disk). Washington, DC: Office of Educational Research and Improvement, U. S. Department of Education. National Center for Education Statistics (2000b). The condition of education 2000. Washington, DC: Office of Educational Research and Improvement, U. S. Dep artment of Education. Slavin, R. E. (1999). How can funding equity ensure enhanced achievement? Journal of Education

General Philip Kearny in the Civil War

Major General Philip Kearny, Jr. was a renowned soldier who saw service with US and French Armies. A native of New Jersey, he distinguished himself in the Mexican-American War where he lost his left arm and later served in Emperor Napoleon IIIs forces during the Second War of Italian Independence. Returning to the United States after the outbreak of the Civil War, Kearny quickly gained a position of prominence in the Army of the Potomac. A tenacious fighter who relentlessly trained his men, he earned the nickname One-Armed Devil from the Confederates. Kearnys career ended on September 1, 1862, when his was killed leading his men at the  Battle of Chantilly. Early Life Born June 2, 1815, Philip Kearny, Jr. was the son of Philip Kearny, Sr. and Susan Watts. Leading one of New York Citys richest families, the Harvard-educated Kearny, Sr. had made his fortune as a financier. The familys situation was bolstered by the immense wealth of Susan Watts father, John Watts, who had served as New York Citys last Royal Recorder in the years before the American Revolution. Raised on the familys estates in New York and New Jersey, the younger Kearny lost his mother when he was seven. Known as a stubborn and temperamental child, he showed a gift for horsemanship and was an expert rider by age eight. As patriarch of the family, Kearnys grandfather soon took responsibility for his upbringing. Increasingly impressed with his uncles, Stephen W. Kearny, military career, the young Kearny expressed a desire to enter the military. Into the Army These ambitions were blocked by his grandfather who desired that he pursue a career in law. As a result, Kearny was compelled to attend Columbia College. Graduating in 1833, he embarked on a tour of Europe with his cousin John Watts De Peyser. Arriving back in New York, he joined the law firm of Peter Augustus Jay. In 1836, Watts died and left the bulk of his fortune to his grandson. Freed from his grandfathers constraints, Kearny sought assistance from his uncle and Major General Winfield Scott in obtaining a commission in the US Army. This proved successful and his received a lieutenants commission in his uncles regiment, the 1st US Dragoons. Reporting to Fort Leavenworth, Kearny aided in protecting pioneers on the frontier and later served as an aide-de-camp to Brigadier General Henry Atkinson. Kearny le Magnifique In 1839, Kearny accepted an assignment to France to study cavalry tactics at Saumur. Joining the Duke of Orleans expeditionary force to Algiers, he rode with the Chasseurs dAfrique. Taking part in several actions during the campaign, he rode into battle in the style of the Chasseurs with a pistol in one hand, a saber in the other, and the reins of his horse in his teeth. Impressing his French comrades, he earned the nickname Kearny le Magnifique. Returning to the United States in 1840, Kearny found that his father was terminally ill. Following his death later that year, Kearnys personal fortune again expanded. After publishing Applied Cavalry Tactics Illustrated in the French Campaign, he became a staff officer in Washington, DC and served under several influential officers, including Scott. Boredom In 1841, Kearny married Diana Bullitt whom he had met earlier while serving in Missouri. Increasingly unhappy as a staff officer, his temper began to return and his superiors reassigned him to the frontier. Leaving Diana in Washington, he returned to Fort Leavenworth in 1844. The next two years saw him become increasingly bored with army life and in 1846 he decided to leave the service. Putting in his resignation, Kearny quickly withdrew it with the outbreak of the Mexican-American War in May. Mexican-American War Kearny was soon directed to raise a company of cavalry for the 1st Dragoons and was promoted to captain in December. Based at Terre Haute, IN, he quickly filled the ranks of his unit and used his personal fortune to purchase it matching dapple gray horses. Initially sent to the Rio Grande, Kearnys company was later directed to join Scott during the campaign against Veracruz. Attached to Scotts headquarters, Kearnys men served as the generals bodyguard. Unhappy with this assignment, Kearny prophetically lamented, Honors are not won at headquarters...I would give my arm for a brevet (promotion). As the army advanced inland and won key victories at Cerro Gordo and Contreras, Kearny saw little action. Finally on August 20, 1847, Kearny received orders to take his command to join Brigadier General William Harneys cavalry during the Battle of Churubusco. Attacking with his company, Kearny charged forward. In the course of the fighting, he received a severe wound to his left arm which required its amputation. For his gallant efforts, he was given a brevet promotion to major. Frustration Returning to New York after the war, Kearny was treated as a hero. Taking over the US Army recruiting efforts in the city, his relationship with Diana, which had long been strained, ended when she left him in 1849. Having adjusted to life with one arm, Kearny began to complain that his efforts in Mexico had never been fully rewarded and that he was being ignored by the service due to his disability. In 1851, Kearny received orders for California. Arriving on the West Coast, he took part in the 1851 campaign against the Rogue River tribe in Oregon. Though this was successful, Kearnys constant complaining about his superiors along with the US Armys slow promotion system led to him resigning that October. Back to France Leaving on an around-the-world trip, which took him to China and Ceylon, Kearny finally settled in Paris. While there, he met and fell in love with New Yorker Agnes Maxwell. The two openly lived together in the city while Diana became increasingly embarrassed back in New York. Returning to the United States, Kearny sought a formal divorce from his estranged wife. This was refused in 1854 and Kearny and Agnes took up residence at his estate, Bellegrove, in New Jersey. In 1858, Diana finally relented which opened the way for Kearny and Agnes to marry. The following year, bored with country life, Kearny returned to France and entered the service of Napoleon III. Serving in the cavalry, he took part in the Battles of Magenta and Solferino. For his efforts, he became the first American to be awarded the Là ©gion dhonneur. The Civil War Begins Remaining in France into 1861, Kearny returned to the United States following the outbreak of the Civil War. Arriving in Washington, Kearnys initial attempts to join the Union service were rebuffed as many remembered his difficult nature and the scandal surrounding his second marriage. Returning to Bellegrove, he was offered command of the New Jersey Brigade by state officials in July. Commissioned a brigadier general, Kearny joined his men who were encamped outside Alexandria, VA. Stunned by the units lack of preparation for battle, he quickly commenced a rigorous training regime as well as used some of his own money to ensure that they were well-equipped and fed. Part of the Army of the Potomac, Kearny became frustrated by a lack of movement on the part of its commander, Major General George B. McClellan. This culminated in Kearny publishing a series of letters which severely criticized the commander. Into Battle Though his actions greatly angered the army leadership, they endeared Kearny to his men. Finally in early 1862, the army began moving south as part of the Peninsula Campaign. On April 30, Kearny was promoted to command the 3rd Division of Major General Samuel P. Heintzelmans III Corps. During the Battle of Williamsburg on May 5, he distinguished himself when he personally led his men forward. Riding ahead with a sword in his hand and his reins in his teeth, Kearny rallied his men yelling, Dont worry, men, theyll all be firing at me! Ably leading his division throughout the doomed campaign, Kearny began to earn the respect of both the men in the ranks and the leadership in Washington. Following the Battle of Malvern Hill on July 1, which ended the campaign, Kearny formally protested McClellans orders to continue withdrawing and advocated for a strike on Richmond. One-Armed Devil Feared by the Confederates, who referred to him as the One-Armed Devil, Kearny was promoted to major general later in July. That summer Kearny also directed that his men wear a patch of red cloth on their caps so that they could rapidly identify each other on the battlefield. This soon evolved into an army-wide system of insignias. With President Abraham Lincoln tiring of McClellans cautious nature, the aggressive Kearnys name began to surface as a potential replacement. Leading his division north, Kearny joined in the campaign that would culminate with the Second Battle of Manassas. With the beginning of the engagement, Kearnys men occupied a position on the Union right on August 29. Enduring heavy fighting, his division almost broke through the Confederate line. The next day, the Union position collapsed following a massive flank attack by Major General James Longstreet. As Union forces began fleeing the field, Kearnys division was one of the few formations to stay composed and helped cover the retreat. Chantilly On September 1, Union forces became engaged with elements of Major General Thomas Stonewall Jacksons command at the Battle of Chantilly. Learning of the fighting, Kearny marched his division to the scene to reinforce Union forces. Arriving, he immediately began preparing to assault the Confederates. As his men advanced, Kearny rode forward to investigate a gap in the Union line despite his aide urging caution. In response to this warning he allegedly replied, The Rebel bullet that can kill me has not yet been molded. Encountering Confederate troops, he ignored their demand to surrender and attempted to ride away. The Confederates promptly opened fire and one bullet pierced the base of his spine and instantly killed him. Arriving on the scene, Confederate Major General A.P. Hill exclaimed, Youve killed Phil Kearny, he deserved a better fate than to die in the mud. The next day, Kearnys body was returned under a flag of truce to the Union lines accompanied by a letter of condolence from General Robert E. Lee. Embalmed in Washington, Kearnys remains were taken to Bellegrove where they laid in state before being interred in the family crypt at Trinity Church in New York City. In 1912, following a drive led by New Jersey Brigade veteran and Medal of Honor winner Charles F. Hopkins, Kearnys remains were moved to Arlington National Cemetery.