The History of Corinthian Columns

The History of Corinthian Columns The word Corinthian describes an ornate column style developed in ancient Greece and classified as one of the Classical Orders of Architecture. The Corinthian style is more complex and elaborate than the earlier Doric and Ionic Orders. The capital or top part of a Corinthian style column has lavish ornamentation carved to resemble leaves and flowers. Roman architect Vitruvius observed that the delicate Corinthian design was produced out of the two other orders. He described the Corinthian column as an imitation of the slenderness of a maiden; for the outlines and limbs of maidens, being more slender on account of their tender years, admit of prettier effects in the way of adornment. Because of their opulence, Corinthian columns are rarely used as common porch columns for the ordinary home. The style is more suited for Greek Revival mansions and public architecture such as government buildings, especially courthouses. Characteristics of Corinthian columns include: Fluted (grooved) shaftsCapitals (the tops of each shaft) decorated with  acanthus leaves and flowers and sometimes small scrollsCapital ornaments that flare outward like bells, suggesting a sense of heightProportion; Vitruvius tells us that the height of their capitals gives them proportionately a taller and more slender effect than Ionic columns Why Are They Called Corinthian Columns? In the worlds first architecture textbook, De architectura (30 B.C.), Vitruvius tells the story of a young girl from the city-state of Corinth. A free-born maiden of Corinth, just of marriageable age, was attacked by an illness and passed away, writes Vitruvius. She was buried with a basket of her favorite things atop her tomb, near the root of an acanthus tree. That spring, leaves and stalks grew up through the basket, creating a delicate explosion of natural beauty. The effect caught the eye of a passing sculptor named Callimachus, who began to incorporate the intricate design onto column capitals. Because the sculptor found this design in Corinth, the columns that bear it became known as Corinthian columns. West of Corinth in Greece is the Temple of Apollo Epicurius at Bassae, thought to be the oldest surviving example of the Classical Corinthian column. This temple from about 425 B.C. is a UNESCO World Heritage site. The Tholos (a round building) at Epidauros (c. 350 B.C.) is thought to be one of the first structures to use a colonnade of Corinthian columns. Archaeologists have determined the tholos to have 26 exterior Doric columns and 14 interior Corinthian columns. The Temple of Olympian Zeus (175 B.C.) in Athens is said to have had more than 100 Corinthian columns. Are All Corinthian Capitals the Same? No, not all Corinthian capitals are exactly alike, but they are characterized by their leafy flowers. The capitals of Corinthian columns are more ornamented and delicate than the tops of other column types. They can easily deteriorate over time, especially when they are used outdoors. Early Corinthian columns were used primarily for interiors spaces, and thus were protected from the elements. The Monument of Lysikrates (c. 335 B.C.) in Athens features some of the earliest examples of exterior Corinthian columns. Replacing deteriorated Corinthian capitals must be done by master craftsmen. During the 1945 bombing of Berlin, the royal palace was heavily damaged, and it was later demolished in the 1950s. With the reunification of East and West Berlin, the palace was reinvented. Sculptors used old photographs to recreate the architectural details in the new facade, in clay and in plaster, noting that not all of the Corinthian capitals were the same. Architectural Styles That Use Corinthian Columns The Corinthian column and the Corinthian Order were created in ancient Greece. Ancient Greek and Roman architecture is collectively known as Classical, and so Corinthian columns are found in Classical architecture. The Arch of Constantine (A.D. 315) in Rome and the Ancient Library of Celsus in Ephesus feature examples of Corinthian columns in Classical architecture. Classical architecture was reborn during the Renaissance in the 15th and 16th centuries. Later derivatives of Classical architecture include the Neoclassical, Greek Revival, and Neoclassical Revival architectures of the 19th century, and the Beaux Arts architecture of the American Gilded Age. Thomas Jefferson was influential in bringing the Neoclassical style to America, as seen in the Rotunda at The University of Virginia in Charlottesville. Corinthian-like designs can also be found in some Islamic architecture. The distinctive capital of the Corinthian column comes in many forms, but the acanthus leaf appears in most designs. Professor Talbot Hamlin suggests that Islamic architecture was influenced by the acanthus leaf design: Many mosques, like those at Kairouan and Cordova, used actual ancient Corinthian capitals; and later Moslem capitals were often based on the Corinthian scheme in general pattern, although the tendency toward abstraction gradually removed all remaining signs of realism from the carving of the leaves. Famous Buildings With Corinthian Columns In the United States, famous buildings with Corinthian columns include the U.S. Supreme Court Building, the U.S. Capitol, and the National Archives Building, all of which are in Washington, D.C. In New York City, buildings with these columns include the New York Stock Exchange Building on Broad Street in Lower Manhattan and the James A. Farley Building, which is across the street from Penn Station and Madison Square Garden. In Rome, check out the Pantheon and the Colosseum, where Doric columns are on the first level, Ionic columns on the second, and Corinthian columns on the third. Great Renaissance cathedrals throughout Europe are apt to show off their Corinthian columns, including St. Pauls Cathedral and St Martin-in-the-Fields in London.

Innovative Ways to Teach Math

Innovative Ways to Teach Math Believe it or not, math can be taught in some very innovative ways, and private schools are some of the top educational institutions pioneering new ways to master a traditional subject. A case study in this unique approach to teaching math can be found at one of the top boarding schools in the US, the Phillips Exeter Academy. Years ago, teachers at Exeter developed a series of math books containing problems, techniques, and strategies that are now being used at other private day and boarding schools. This technique has become known as Exeter Math.   The Process of Exeter Math What makes Exeter Math truly innovative, is that the traditional classes and course progression of Algebra 1, Algebra 2, Geometry, etc., is done away with in favor of students learning the skills and computations necessary to solve problems. Every homework assignment contains elements of each traditional math course, rather than separating them out into segmented annual learning.  The math courses at Exeter are centered on the math problems  written by the teachers. The entire course is different from traditional math classes in that it is problem-centered rather than topic-centered. For many, the traditional middle or high school math class generally presents a topic within the class time with the teacher and then asks students to complete lengthy assignments at home that consist of repetitive problem-solving exercises, intended to help students better master the procedures for homework. However, the process is altered in Exeters math classes, which involve little direct instruction drills. Instead, students are given a small number of word problems to complete each night independently. There is little direct instruction about how to complete the problems, but there is a glossary to help students, and the problems tend to build on each other. The students direct the learning process themselves. Each night, students work on the problems, doing the best they can, and log their work. In these problems, the learning  process  is just as important as the answer, and teachers want to see all of the students’ work, even if it is done on their calculators. What If a Student Struggles With Math? Teachers suggest that if students are stuck on a problem, they make an educated guess and then check their work. They do this by making up an easier problem with the same principle as the given problem. Since Exeter is a boarding school, students can visit their teachers, other students, or the math help center if they are stuck while doing their homework in their dorms at night. They are expected to carry out 50 minutes of concentrated work per night and to work persistently, even if the work is very difficult for them. The next day, students bring their work to class where they discuss it in a seminar-like style around a Harkness table, an oval-shaped table that was designed at Exeter and is used in most of their classes to facilitate conversation. The idea is not to just present the right answer but for each student to have a turn presenting his or her work to facilitate conversation, share methods, work out problems, communicate about ideas, and support other students. What Is the Purpose of the Exeter Method? While traditional math courses emphasize rote learning that does not connect to everyday issues, the purpose of the Exeter word problems is to help students really understand math by working out the equations and algorithms themselves rather than just being given them. They also come to understand the applications of the problems. While this process can be very difficult, particularly for students new to the program, students learn traditional math areas such as algebra, geometry, and others by working out the ideas themselves. As a result, they really understand them and how they relate to mathematical issues and problems they could encounter outside of the classroom. Many private schools across the country are adopting the Exeter math class materials and procedures, particularly for honors math class. Teachers at schools using Exeter math state that the program helps students own their work and take responsibility for learning it- rather than simply having it handed to them. Perhaps the most important aspect of Exeter math is that it teaches students that being stuck on a problem is acceptable. Instead, students realize that it’s all right not to know the answers right away and that discovery and even frustration are in fact essential to real learning. Updated by Stacy Jagodowski.

Female Gangs Research Paper Example | Topics and Well Written Essays - 3000 words

Female Gangs - Research Paper Example However, researches in the past two decades by the United States Office of Juvenile Justice and Delinquency Prevention (OJJDP) indicate that the existence of female gangs can be traced back to the 1800s (Moore & Hagedorn, 2012). Their roles have evolved from being alibis, sex toys, drugs and weapon holders to full gang membership. Studies have been conducted on gangs because gangs are of social concern. This paper will research on and discuss female gangs in three aspects. First, it will discuss the origin of female gangs and what drives females into forming or joining gangs. Secondly, it will discuss different types of female gangs and thirdly, how they play into male gangs. Although some of the earlier generalizations about female gangs still apply, there have been tremendous changes in their activities with their growing numbers. The OJJDP noted a police report from Boston that described a female gang as a growingly autonomous organization that plans and commits crime without any help from males (Moore & Hagedorn, 2012). It was feared that in Boston young girls were quickly adopting gang life rituals in the early 1990s. To integrate into gangs or form their own, females imitate the behaviors of male gangs (Moore & Hagedorn, 2012). In a bid to be like the males, they coordinate and take part in criminal activities, wear tattoos and clothing related to gangs. They borrow characteristics and styles of the dominant male gangs including patterns of violence, preferred weapons and use of graffiti to pass a message or declare their existence and presence in neighborhoods. Becoming a member is either by choice or forced initiation (Moore & Hagedorn, 2012). Forced initiation is in the form of being jumped-in by gang members. On the other hand, females who opt into gangs by choice offer themselves to be used sexually by gang members in exchange of climbing up the hierarchy. However, those who are

Leadership and Communication Problems within Criminal Justice Term Paper

Leadership and Communication Problems within Criminal Justice Organizations - Term Paper Example Leadership is vital component of an organization, which influences it ability to conduct its objective. Communication enhances information delivery in organization. Criminal justice is a sensitive area, which requires proper leadership structures and effective communication for effective service delivery. The role of criminal justice organization influence social and human development. Sociologists believe that social growth depend on the effectiveness of the criminal justice organization. This paper identifies leadership and communication problems within criminal justice organizations. 2. Importance of Leadership & Communication Leadership refers to devising a vision of the future and influencing people through communication of the vision and motivating people to overcome the hurdles (Easton 266). From the above definition, it is evident that influencing depends on a range of processes and factors, which vary with the choice of applied leadership theory. Criminal justice organizatio n such police force face leadership challenges associated with management style. Hierarchical leadership style or bureaucratic leadership style influences service delivery in the police force. Police officers face the challenge of making moral judgment verses following orders of their bosses. Largely, this problem leads to ineffective service delivery in this department. Studies reveal that many police officers have limited authority to make moral judgment because of nature of leadership style that the organization has applied. a) Issues & Problems In hierarchal leadership style, chain of command dictates flow of information from top authority to the bottom authority. For instance, in police force, police boss passes information to the immediate junior officer who in turn does the same to his juniors. This leadership style often leads to many problems associated with criminal justice organizations. The informal relationship between criminal justice organizations and other organizati on pose leadership challenge to criminal justice organizations (Stojkovic.et. al. 192). Police chief gets a lot of pressure from partner authorities, which influence service delivery in the department. Largely, the society gauges the effectiveness of leadership structures through actions on the ground without considering factors that influence the outcome. For instance, police chief handling issues touching on political interest must employ different leadership tactics in handling the matter. The external influence is a serious problem that influences criminal justice leadership structures and service delivery. Officers working in courts usually get orders from their seniors to handle some court issues in a particular manner. Court leadership structures and police leadership structures are different. The difference in structure influence service delivery to the society. Leadership structures in court apply democratic leadership style, which promotes collective participation in organ ization decision. On the other hand, police department applies autocratic leadership style, which promotes decision making from the top management (Easton 284). Autocratic leadership style delivers good results in emergencies. On the contrary, police department conduct several activities, which do not call for emergency actions. For example, investigations require

Auschwitz: Overview of the Concentration Camp Essay -- Germany Hitler

Auschwitz: Overview of the Concentration Camp The Holocaust was one of the most horrifying crimes against humanity. "Hitler, in an attempt to establish the pure Aryan race, decided that Jews, Poles, Soviet prisoners of war, Roma (Gypsies), and homosexuals amongst others were to be eliminated from the German population. One of his main methods of exterminating these â€Å"undesirables† was through the use of concentration and death camps. In January of 1941, Adolf Hitler and his top officials decided to make their â€Å"final solution† a reality. Their goal was to eliminate the Jews and the â€Å"impure† from the entire German population. Auschwitz was not only the largest concentration camp that carried out Hitler's â€Å"final solution,† but it was also the most extensive. It was comprised of three separate camps that encompassed approximately 25 square miles. Although millions of people came to Auschwitz, it is doubted that more than 120,000-150,000 ever lived there at any one time. (Encyclopedia of the Holocaust) On April 27, 1940, the head of the SS and German police, Heinrich Himmler, ordered that a new concentration camp be established near the town of Oswiecim. A short while later the building of the camp in Zasole, the suburb of Oswiecim, was started. The camp was to be called Auschwitz. The first laborers forced to work on the construction of the camp were three hundred Jews from Oswiecim and its vicinity. (Encyclopedia of the Holocaust) After the completion it covered two square kilometers and took approximately one and a half hours to walk around its perimeter. (Feig, 340) On the gate of Auschwitz was a sign in German that read, â€Å"Arbeit macht frei,† which translates into English as â€Å"work makes one free.† (Feig, 334) This was one of the many lies which the Nazis told their prisoners. The first Jews in Auschwitz believed that they were just being taken there to work for the Nazis. As more and more people died word leaked to the outside world about what was really happening at Auschwitz. The Jews and other undesirables were forced by S.S. soldiers to leave their homes and nearly all of their possessions behind to board crowded trains to Auschwitz. Ironically most of the time they had to pay for the train rides that eventually led to their death. The train rides to Auschwitz were an introduction to the treatment that the deportees were to receive at the ca... ...ewly constructed factories such as the German Armaments Works and the German Earth and Stone Works. (Encyclopedia of the Holocaust) Auschwitz was the largest graveyard in human history. The number of Jews murdered in the gas chambers of Birkenau is estimated at up to one and a half million people: men, women, and children. Almost one-quarter of the Jews killed during World War II were murdered in Auschwitz. Of the 405,000 registered prisoners who received Auschwitz numbers, only a part survived; and of the 16,000 Soviet prisoners of war who were brought there, only 96 survived. Works Cited Bauer, Yehuda. A History of the Holocaust. New York: Franklin Watts, 1982. Feig, Konnilyn G. Hitler's Death Camps. New York: Holmes & Meier Publishers, 1979. Guttman, Isreal, Ed. Encyclopedia of the Holocaust. New York: Macmallin, 1990. Hellman, Petrt. The Auschwitz Album. New York: Random House, 1981. Lynott, Douglas Josef Mengele: The Angel of Death Mà ¼ller, Filip. Auschwitz: Three Years in the Gas Chambers. New York: Stein and Day,   Ã‚  Ã‚  Ã‚  Ã‚  1979. Nyiszli, Dr. Miklos Auschwitz: An Eyewitness Account of Mengle's Infamous Death   Ã‚  Ã‚  Ã‚  Ã‚  Camp. New York: Seaver Books, 1960.

Gideon’s Trumpet Book Report

Gideon’s Trumpet, a well-known book in the field of law was written by Anthony Lewis in 1964 and the book presents us with the true account of a man by the name of Clarence Earl Gideon, a semiliterate transient who is put in prison for breaking and entering and minor stealing. In the book we find a detailed account of the story of a man that managed to become a constitutional landmark. The book is set in the 1960’s in the beautiful state of Florida. The scenery is always in a courtroom or Gideon’s Jail cell. The setting is set in a time period where there civil unrests existed in equality. The book presents to the reader the story of Clarence Earl Gideon who was a petty thief previously. He conserved his documentation by applying for the slotting of a lawyer for him, and he filed an opportune appeal for doing so to the United States Supreme Court. As luck would have it, even though the Florida courts deprived him of legal representation, the judges appointed Abe Fortas, to dispute his grounds. His triumph, ceaselessly setting up the right of the underprivileged to advocate in criminal act cases in America, was one of the milestone cases of the Warren Court. The book, Gideon’s Trumpet has been penned down by the author in order to call to mind the old times behind the Gideon v. Wainwright court case and the ways in which it made such an everlasting impact on the laws of the United States. This exceptional book scrutinizes the case Gideon v. Wainwright, the milestone 1963 Supreme Court case which detained that impoverished criminal defendants are unconstrained to legal advocates at the expense of the government. Gideon’s Trumpet is an articulate and edifying book which provides the reader with at the imperative tale which has never before occurred in the United States legal system. The book is recited with an adequate amount of side comments on the subject of the legal procedure and communal framework and it also proposes an extensive viewpoint of the ordinary people at the legal system. On August 4, 1961, in the Circuit Court of the 14th Judicial Circuit of Florida, Mr. Gideon was tried and convicted by Judge Robert L McCrary, Jr. During this trial, Mr. Gideon didn’t have a counsel and was accused with burglary for breaking into a pool house in Panama City. Evidence, such as wine and loose change was found on Mr. Gideon. During this trial, Gideon actively seeked a counsel and asked the court on numerous occasions to provide him with a counsel. With each request, the court denied him the right to counsel. Thus, the case was extremely bias. Mr. Gideon had to represent himself against a state prosecutor. Gideon failed to understand the proper procedures in a law case and certain attorney techniques such as questioning the jury for bias opinions and asking relevant questions that lead to a point. Mr. Gideon simply asked questions that didn’t contain any lead and was shut down by the prosecutor. With the most unfavorable conditions, Clarence Earl Gideon was convicted and sentenced to five miserable years in prison. After a short time in jail, Gideon used the sources that were closest to him such as the prison library. Gideon checked out multiple books on law and studied his case. He then sent a petition to the Supreme Court of the United States to appeal the case. Mr. Gideon claimed that his 6th and thus 14 amendment rights have been clearly violated. His appeal went through the proper process and became approved. His efforts and his case caught the eye of case reviewers and thus his petition didn’t just go in the regular pile that went nowhere. The main character in the book is Clarence Earl Gideon. Despite the speculations, Gideon was not a black male but rather a white male with white hair. Gideon was born August 30th, 1910 in Hannibal Missouri. With the age of fifty-one, Gideon had a wrinkled and prematurely aged face. Mr. Gideon had a frail body with a voice and hands that trembled. Mr. Gideon survived off gambling and occasional thefts. Mr. Gideon would often find himself on the wrong side of the law. Gideon’s family had little education. Mr. Gideon ran away from his life of misery at the age of fourteen and ran away to California. From there, his life became the living definition of turmoil and Gideon would find himself in and out of jail. He was sentenced in a juvenile court in Ralls County Missouri for stealing clothes from a country store. In the later part of 1934, Mr. Gideon worked in a shoe factory because that was his skill. Within a short time, he was sentenced for stealing government property to wit a armory. While he was in jail, Gideon sent money back home to his folks. In 1937 through 1940, Gideon remained in jail until he escaped. In 1943, Mr. Gideon escaped prison another time. In 1944, Mr. Gideon was arrested again, this time for falsifying records while he was trying to work in a shoe company. In October 1955, he married his current wife named Ruth Ada Babineaux. Clarence accepted Ruth’s children, paying 8 eighty dollars to take custody of Ruth’s children. In 1956 Clarence received his 1st official son and in 1957 came the second son. Clarence understood the necessity of religion and infused religion on his household by sending the children to class fully prepared. There were other characters in the book. Abe Fortas was the defense attorney who represented Mr. Gideon. Fortas had just turned fifty-two years of age when he was assigned to Gideon’s case. Being born on June 19, 1910 to a modest family, Fortas loved living the grand life of being a lawyer graduating from Yale. Mr. Fortas flies around the world giving lectures and workshops. Fortas really had an interest for law on the philosophical aspects of law, such as what is really right. Fortas was a small man but with very powerful voice. His speech was very low and quail but had a great sense of intellectuality behind it. Justice Jackson was not a strong supporter of the judicial review. He wrote a statement in 1954 referring to the real strength of the Court. Justice Jackson wrote â€Å"The real strength of the position of the Court is probably in its indispensability to government under a written Constitution. It is difficult to see how the provisions of a one-hundred-and-fifty-year-old written document can have much vitality if there is not some permanent institution to translate them into current commands. Two other important characters in the book were Justices Black and Frankfurter. Chapter 6 provides an excellent review of methods of judicial, particularly those employed by Justices Black and Frankfurter. Lewis’s objective in this chapter is to provide the reader with some idea of the difficulty that a justice faces each time he is forced to decide a case. Gideon had lodged his complaint as if there wa s no precedent in the area of right to counsel. Gideon had made no reference to Betts, but the Court could certainly not ignore the presence of Betts in making its decision. At the crux of the issue which Lewis raises in this chapter is judicial review. The principle of judicial review has been accepted; however, the method about which method of judicial review should be used is still very much in question. As previously stated, Justice Frankfurter supposedly employed the judicial self-restraintist mode of judicial review. According to this model, the Court is to defer to the legislature and the states in its decision-making. Frankfurter expressed â€Å"apprehensiveness† about the Court interjecting its wisdom over that of the popularly elected legislature. In a stark contrast to Frankfurter, Justice Black’s method of interpretation held the Constitution’s provisions as â€Å"absolute† truths inviolable by the legislature. From this view, Justice Black did not have trouble overturning an act of the legislature that ran afoul of a Constitutional provision. However, as Lewis describes, the differing modes of interpretation employed by Frankfurter and Black are not always logically consistent. Frankfurter did not show deference in striking down the constitutionality of wiretapping and the provision of public funds to parochial schools. Justice Black did not act to strike down such actions as unconstitutional. As Abe Fortas began formulating his argument for the Court, he realized that for a justice like Frankfurter overturning the precedent of Betts would not be a simple task. As a judicial self-restraintist, Frankfurter usually held that the Court’s opinions were to be made under the guise of stare decisis, which means to stand by a decision. However, Frankfurter was not absolute in conforming to precedent. For instance, he voted to overturn the â€Å"separate but equal† doctrine proscribed in Plessy v. Ferguson in the case of Brown v. Board of Education of Topeka. For the reasons previously stated, Fortas felt that he would not face similar difficulties in convincing Justice Black to join his argument. Beyond precedent, the issue of federalism also presented a difficulty in Gideon’s case. Federalism has been an issue of utmost importance for the Court ever since its momentous decisions in McCulloch v. Maryland, in which the Court held that the federal government’s power to create a bank was superior to the states’. Relevant to Gideon’s claim was Frankfurter’s belief that the federal government should not impose upon the states to protect individual liberties. Justice Black had little of the same resistance. At the crux of the considerations Fortas was making in regard to the views of Justices Black and Frankfurter was the issue of incorporation. The biggest problem in the book was simply the fact that there was a great injustice done to Clarence Earl Gideon. During the initial trial, Mr. Gideon didn’t have a counsel and was accused with burglary for breaking into a pool house in Panama City. Evidence, such as wine and loose change was found on Mr. Gideon. During this trial, Gideon actively seeked a counsel and asked the court on numerous occasions to provide him with a counsel. With each request, the court denied him the right to counsel. Thus, the case was extremely bias. Mr. Gideon had to represent himself against a state prosecutor. Gideon failed to understand the proper procedures in a law case and certain attorney techniques such as questioning the jury for bias opinions and asking relevant questions that lead to a point. Mr. Gideon simply asked questions that didn’t contain any lead and was shut down by the prosecutor. With the most unfavorable conditions, Clarence Earl Gideon was convicted and sentenced to five miserable years in prison. Gideon felt that there would have been a better chance of him not being convicted if only he had a proper attorney. Gideon also believes that because he is poor, he should really have the right to be appointed a proper counsel. Therefore, Mr. Gideon sends in the petition in order to solve his conflict by having an appeal and have a retrial. In this retrial, Gideon hopes that justice will be served because he didn’t commit that crime. One of the most important events in the book was the landmark case Betts v. Brady. Betts v. Brady was a landmark United States Supreme Court case that denied counsel to indigent defendants when prosecuted by a state. It was overruled by Gideon v. Wainwright. In its decision in Johnson v. Zerbst, the Supreme Court had held that defendants in federal courts had a right to counsel guaranteed by the Sixth Amendment. In Powell v. Alabama, the Court had held that state defendants in capital cases were entitled to counsel, even when they could not afford it; however, the right to an attorney in trials in the states was not yet obligatory in all cases as it was in federal courts under Johnson v. Zerbst. In Betts v. Brady, Betts was indicted for robbery and upon his request for counsel, the trial judge refused, forcing Betts to represent himself. He was convicted of robbery, a conviction he eventually appealed to the Supreme Court on the basis that he was being held unlawfully because he had been denied counsel. At the end of the book, Clarence Gideon was granted a new trial. This time when he appeared for trial in the Circuit Court of Bay County, Florida, Gideon had a lawyer, and the lawyer made a difference. The jury acquitted Gideon in his retrial showing, in just one person’s case, what we know to be true: The right to counsel has profound meaning in the lives of those who are accused. Gideon’s Trumpet was a great book; it had a lot of factual information that was useful in the class. The book was on the subject of law, which I enjoy dearly so it was interesting. After reading this book I obtained a great deal of knowledge on such a landmark case that helped establish a position on such a on going debate.

Run Batch Files (DOS Commands) From Visual Studio

Microsoft Visual Studio integrated development environment doesnt run DOS commands, but you can change that fact with a batch file. When IBM introduced PCs, batch files and the original BASIC  programming language were among the few ways to write programs. Users became experts at programming DOS commands. About Batch Files Batch files might be called scripts or macros in another context. Theyre just text files filled with DOS commands. For example: ECHO off ECHO Hello About Visual Basic! ECHO on The suppresses the display of the current statement to the console. So, the command ECHO off is not displayed.ECHO off and ECHO on toggles whether statements are displayed. So, after ECHO off, statements are not displayed.ECHO Hello About Visual Basic! displays the text Hello About Visual Basic!ECHO on switches the ECHO function back on so anything following is displayed. All of this was just to ensure that the only thing you actually see in the console window is the message. How to Execute a Batch File in Visual Studio The key to executing a batch file directly in Visual Studio is to Add one using the External Tools selection of the Tools menu. To do this, you: Create a simple batch program that executes other batch programs.Reference that program using the External Tools selection in Visual Studio. To be complete, add a reference to Notepad in the Tools menu. A Batch Program That Executes Other Batch Programs Heres the batch program that will execute other batch programs: cmd /c %1 pause The /c parameter carries out the command specified by string and then terminates. The %1 accepts a string that the cmd.exe program will try to execute. If the pause command wasnt there, the command prompt window would close before you could see the result. The pause command issues the string, press any key to continue. Tip: You can get a fast explanation of any console command—DOS—using this syntax in a command prompt window: /? Save this file using any name with the file type .bat.   You can save it in any location, but the Visual Studio directory in Documents is a good place.   Add an Item to External Tools The final step is to add an item to the External Tools in Visual Studio. --------Click Here to display the illustration-------- If you simply click the Add button, then you get a complete dialog that allows you to specify every detail possible for an external tool in Visual Studio. --------Click Here to display the illustration-------- In this case, enter the complete path, including the name you used when you saved your batch file earlier, in the Command textbox. For example: C:\Users\Milovan\Documents\Visual Studio 2010\RunBat.bat You can enter any name you like in the Title textbox. At this point, your new batch file executing command is ready. Just to be complete, you can also add the RunBat.bat file to the External Tools a different way as shown below: --------Click Here to display the illustration-------- Rather than make this file the default editor in External Tools, which will cause Visual Studio to use RunBat.bat for files that are not batch files,  execute the batch file by selecting Open With... from a context menu. --------Click Here to display the illustration-------- Because a batch file is just a text file that is qualified with the .bat type (.cmd works too), you might think that you can use the Text File template in Visual Studio to add one to your project. You cant. As it turns out, a Visual Studio Text File is not a text file. To demonstrate this, right-click the project and use Add New Item ...  to add a text file to your project. You have to change the extension so it ends in .bat. Enter the simple DOS command, Dir (display a directory contents) and click OK to add it to your project. If you then try to execute this batch command, you get this error: nDir is not recognized as an internal or external command, operable program or batch file. That happens because the default source code editor in Visual Studio adds header information to the front of every file. You need an editor, like Notepad, that doesnt. The solution here is to add Notepad to External Tools. Use Notepad to create a batch file. After you save the batch file, you still have to add it to your project as an existing item.