Sociological Theory Essay Example | Topics and Well Written Essays - 750 words

Sociological Theory - Essay Example In arriving at his conclusions, Durkheim identified few factors relating to the issue and applied theories one at a time to the data until they fitted. He concluded that â€Å"suicide rate varied from group to group† (Gelles and Levine, 1999, p.25). It means to say that there is no exact causal pattern for suicide and the tendency that people may or may not commit suicide depends upon the attributes of the group he belongs. For example, Japanese soldiers were most likely to take their lives than other members of armed forces; â€Å"unmarried people had much higher rates than married people did† (Schaefer, 2001, p. 11). Though Durkheim offered a more scientific explanation of the causes of suicides compared to other findings, his conclusions were still weak. A theory is not a final explanation of events, like human behavior. That is why sociologists continue to determine other factors that will explain why people commit suicide (summarized based from Shaefer, 2001, p.11; website reference containing closely similar facts at http://www.hewett.norfolk.sch.uk/CURRIC/soc/durkheim/durkw2.htm)There are three major sociological perspectives that are useful in explaining the presence of a society. These are the functionalist, conflict, and, symbolic perspectives. Under the functionalist perspective, a society is looked up as an integral part that plays a vital role without which a world can not exist. In the conflict theory, a society is looked up as the causes of struggle, competition, and other conflicts.

Security Management Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Security Management - Annotated Bibliography Example These different ways are meant to ensure the security of these facilities and minimize or entirely prevent disasters that may be brought about by them not being rigid. Some of these ways include: type of construction, access to the site, the height of the building and even location among other ways. According to Hayes, (2003) the traditional methods of loss prevention seem not to be working and especially in multi-million dollar companies hence putting the security of their assets in jeopardy. The senior management in these companies has decided on using technology as a contemporary measure to prevent further loss and protect the assets of the customers. This technology as a contemporary measure requires linkage with other managers in the business for it to be successful. According to the article, managers have always viewed security in terms of guards (physical security) as a form of security management. However, with cases of the guards and other physical security measures starting to be outdated and outmaneuvered by the information security system, the management has started adopting this by increasing the budget they allocate to the security dockets in their companies and this has gone way ahead to yield positive results as loss is prevented more without any injuries being inflicted on security

Ulysses program in price water house coopers

Ulysses program in price water house coopers The Ulysses Program is a leadership development program that is partnering with PricewaterhouseCoopers to enhance leadership potentials. The incorporation of Ulysses to PwC has lead to emergence of a diversified team in the global field (PricewaterhouseCoopers, 2000). There are several competitive challenges that motivated PwC in developing the Ulysses Program: Q1 PricewaterhouseCoopers (PwC) and other partners saw a need to initiate a new design in the leadership training that could help in bringing up executives, who would fit in the global diversity and transnational nature of the operations of the firm in late 90s (Storey 2003). The firm needed to orient people to become leaders who had a wider scoop in the leadership skills that did not only fit a particular situation but rather could handle any arising challenge across the globe. The quench to conform to this situation led to the emergence of the Ulysses Program which was perceived to incorporate most of the best traits that were needed in the partnering PwC, to bring out developmental leadership links to various communities. Ulysses was meant to instill concepts of leadership qualities among personnel in the PwC which would enable it meet its core goals (Sparrow et al., 2004). The program was initiated in the year 2001 where the firm sent a number of people to the developing countries where they were supposed to employ their leadership qualities in environments that posed different challenges. Compared to their home countries, the developing countries experienced political, social and economic challenges that called for a totally different approach in both running and management (Pless Maak 2009 pp.58). PwC therefore had to be multicultural oriented and accustomed to relatively poor technological advancements that the developing countries had. In realizing this, small teams were dispatched to operate in these fields on rotational basis, each constituting eight weeks working with NGOs, intergovernmental agencies and community based organizations. The exercise mainly comprised working to confront Aids epidemic scourge, poverty challenges, conflict and environmental degradation (CS). It was back in the year 2000 that the leadership team of the PwC drew attention to the global ever-changing trends in business running and management. PwC however lacked a global leading capacity to meet with the challenges presented by the intricate worldwide business and was at the verge of being left behind as top performing partners in leadership. Other big companies were taking a lead in the Ulysses Program in efforts to nurture leaders all over the globe through exposing them to varied environmental situations so that their leading skills are enhanced. Within a period of five years, the Ulysses Program had already dispatched 80 partners through its program and with 22 participants in the year 2006 (Marquez 2005 pp.50). In the year 2004, the firm resolved to deploy its staff in countries in Africa that were experiencing varied problems that ranged from health to economic. Most important of the teams that comprised of 18 young partners coming from different PwC boundaries was one sent to combat challenges presented by HIV/AIDS in various African countries especially in Namibia and Uganda. Other included landmine improvement in Eritrea, reintegration of ex-combatants in East Timor and the small project development in Ecuador (Hofstede, 2004) Learning activity in the Ulysses project was program to take several levels for each individual team and in the organization levels where there is cross exchange of the acquired knowledge between clients and the organization. All the members who were sent out for a particular mission were supposed to report back to the firm on their experiences during their leadership responsibilities. These briefing were critical in analyzing what was better to adopt which enabled the PwC to keep on refining the Ulysses model so as to meet the global leadership requirements in a better way (Marquez 2005 pp.51). Q2. Ulysses program has been able to make PwCs business strategy and goals successful. On its launching, the firms were more inclined towards the partners from Europe and USA only. This posed a misbalancing which Ulysses came as a solution by ensuring a multicultural and geographical diversity amongst all the teams. Its wider scoop of approximate 8000 partners from member firms of 768 cities coming from 139 countries made it possible to effectively incorporate different cultures and locations. All the participating candidates in the Ulysses project were required to have been selected from the heads of each company from respective territories. These nominations were based on excellence and thus ensured candidates with the best leadership potential per took the leadership roles (PricewaterhouseCoopers, 2000). The joint PwC and Ulysses for instance applied their global business expertise in Southern Belize which turned out to be very successful. In the program, Brian McCann, a PwC client service that was a partner from Boston and who specialized in merges and acquisition, the rewards- both personal and professional, took part in the Ulysses project, was recruited and surprisingly found himself as the only member originating from the US team. This team (Belize) consisted of other colleagues from Malaysia, Sweden and Germany (Patton, 2004). The team lead in activities of leadership with Ta`axche Conservation trust (YCT) which was an NGO located in Southern Belize. The local government and the private sector were also involved in evaluating the growth and income-generating potential of the eco-tourism market in the region. The priority for the team incorporated building capacity in YCT, to ensure excellent services in meeting the needs of the local Mayan people. Economic conditions in souther n Belize were desolate, with approximately half of the population being no employed and 75% earning less than $200 a month (Patton, 2004). In spite of the tough circumstances and a short time framework, the team was able to deliver an exceptional work product for the clients. Through them, an international microgrant program looking for a local partner in Belize was put in place. They also wrote a proposal for YCT which was to offer micro funding for 100 new and on hand small businesses in the region over the following two years. The Ulysses team also started up a business training workshop for members of a Mayan womens craft center, developed a business plan for YCT and its woodworking training center, put up a computerized accounting systems for the Trust, and evaluated income generating opportunities for the Belize Forestry Department (Patton, 2004). Q3. The effectiveness of the Ulysses program can be determined through weighing on the Success of the outcomes of various projects under which were steered by Ulysses. It is therefore important to evaluate them against the programs goals which were: To recognize and build up future leaders of PwC to take on senior leadership responsibilities at national and international levels within a time span of five to ten years. To put up a global network of PwC leadership talent To enhance PwCs capacity to capitalize on its diversity and transnational nature of its operation To train leaders to guide the leadership in the global world of ambiguity and tension between diverse interests and stake holders groups To encourage the business sector to move towards a more responsible and sustainable business model In reflection towards this, Ulysses was successful in promoting a co-learning environment and openly worked with the participants on their interpersonal improvement tactics concerning to what the desired to learn from NGO partners. Further, the program was able to bring out cultural differences as an enabler as opposed to earlier perception that it was a barrier. The incorporation of diverse cultures was able to enhance on team acceptance, quality and more innovations which became part of the culture of PwC. Building relationships with clients and stakeholders across borders brought more collaboration which resulted to more success (CPID, 2005). Reports coming from PwC show that the program cycle has advanced offering the participants with wider global perspectives which are relevant to any company running its businesses all over the world (CS). Douglas Ready, a director in the International Consortium for Executive Development Research noted that the Ulysses Program has helped candidates to confront challenges that are beyond the strict confines of accounting and consultation skills. In addition, he argues that the program has instilled ideals like the community involvement that are elementary to its business culture (CRME, 2005). Ulysses has also offered a chance to partnering firms to rely on. The program has forced them to take on projects that are not in their proficiency. An example is during 2003 summer where McCann developed a business plan for an ecotourism group in Belize (Hempel Porges, 2004 p.74). This development castigated more innovation in diverse fields. McCanns most vivid memory is a dinner that he had with a Mayan farmer after spending a day discussing on a plan; Though the conditions were not favorable due to lack of electricity (CS). All PwC partners agree that theyve already put into practice their experiences to the charge of administrating people and clients. A Malaysian partner Jennifer Chang once pointed out that her team noticed a shift in her managerial style after the Belize trip. She listened more and became more flexible. According to her, it is after witnessing how other organization took long to effect decisions that one gained the patience for the people that one is working with. Ayub was among those promoted in June 2003 who became a manager of 20 partners. In his view, face-to-face conversations were better over e-mail due to the low-tech approach, building trust. The adoption of this technique made him achieve a significant progressive difference in Namibia.ÂÂ   Ulysses is even prone to be more than a expedition of personal discovery for a handful of partners. It could help build leaders capable of confronting the challenges of an increasingly global business (CS). Q4. Ulysses program presents both advantages and disadvantages in offering leadership development programs to its partners. During the short duration that candidates are enrolled in the program, they develop skills of leadership which arms them with good network as future leaders of PwC taking responsibility for longer periods of five to ten years (Evans et al., 2002). This is a relatively shorter training period as compared to other traditional ways where courses take up three to five years. On the other hand, the longer serving term takes the perspective that the world being highly ambiguous with tensions amid varied interests and stakeholders groups exists. Future PwC leaders are then predestined to forefront and shape a business model that is more accountable and sustainable and allows joint venture between business and civic societies (Dickmann Harris, 2005). The Ulysses program poses another benefit in that the concepts instilled to participants are directly related to building leaders who in return can be able to build businesses. The program thus focuses on unlocking performance and embracing diversity that makes its models well versant with global business environments and the demands related. Its can be argument reasonably that, whenever a brand is made, a sustainable business is also created to complement it (Jain 2004 pp. 13). Further, Ulysses eight-week program project in developing countries that merges NGOs and inter-governmental organizations seeks to bring a cohesive forum that is able to meet most of the challenges that a respective country may be experiencing. As opposed to the traditional ways, this program is more involving: participants are required to deliver developmental project managed by a partner organizations which moulds them to be innovative (Bhaskar-Shrinivas et al., 2005). In East Timor for instance, a UN project attempting to give ex-combatants of the independence struggle new meaning to their jobs and lives in their communities; PwC partners were drawn in to access the efficiency of the project. It was able to deploy its multinational teams and transfer them to the area to apply their capabilities and develop strategies that reflected new skills and behaviors. In additional, Ulysses participants benefit in the program, among other the GP initiative where there is a strong focus on su pport for intra-company network building (Harris et al., 2003). On the other hand, Ulysses is an expensive program that snatches away the original glamour of PwC as the enormous leading firm in training global world leaders thus a disadvantage.

Common Themes of The Client, Dragon, and Beowulf :: comparison compare contrast essays

Common Themes of The Client, Dragon, and Beowulf A woman her late thirties bellowed "My Baby! My Baby!", as her baby carriage rolled towards the bottom of the great hill. Off in a distance, a man of around early thirties heard these desperate calls for help. The man dashed out from his house and immediately followed pursuit of the blue baby carriage. Within one minutes, he safely reclaimed the carriage and the baby girl was safely returned to her mother without harm. This is an example of how the young man is showing traits of heroism, the traits being courage, intelligence, and strength. He was courageous to help return to the young woman the baby carriage, intelligent to act quickly and actually catch up to it, and his strength is shown by his ability to outrun a racing carriage down a deep hill. Different books use different characters to display heroism within their characters. Mark Sway of The Client is a story of a young boy's heroic battle against the Mafia and the FBI. The story of Dirk Pitt of Dragon is a story of how a older man of the nineteen- hundredths can overcome evil. Beowulf of the story Beowulf is an example of how even hundreds of years ago, heroes used the same traits as today. Heroes of every culture of all ages share courage, intelligence and strength. Courage is a prominent feature of all heroes. Within these three books, each character, Mark Sway, Dirk Pitt and Beowulf, display signs of Courage. Mark Sway was a courageous boy at his age of 9 years old. Mark would never quit from continuing with an idea of his if it was for good: "`We can't let them take the body, Reggie. Think about it. If they get away with it, it'll never be found.'"1 What this phrase points out, is that Mark did not want to leave the Mafia men to retrieve the body of the Senator Boyette, for if they got the body, his efforts to keep quiet about the whole situation would seem fruitless. Dirk Pitt used courage in order that he can continue perusing the enemies. Dirk never gives up exposing a plot of death and trickery of another person. Beowulf displays courage by fighting off the Troll, the Troll's mother, and the Dragon. Beowulf would not forfeit a fight with one of those people despite their gruesome

Suicide Bombing

Taylor Maybeck Dr. Christopher English 110-12 3 February 2013 A Martyr or A Murder? Ever since the year 1983, the number of suicide bombing acts has risen significantly. Shockingly, most suicides are performed by people who are not â€Å"conformed to the typical profile of the suicidal personality†¦ none of them [are] uneducated, desperately poor, simple-minded, or depressed,† according to author David Brooks (352). Suicide bombers give their own lives as a way to show loyalty and to be seen as martyrs to their people.Many families urge their children to go through bomber training and recruitment, claiming that they will be happy if their children die while successfully killing â€Å"enemies. † Suicide should not be praised, urged, or seen as an act of martyrdom by families unless it is a disastrous and uncontrollable situation. In Palestinian areas, suicide bombing has become an act of choice, and is a highly spreading enterprise ( Brooks 352). In their society, s uicide bombers go through recruitment and training. Organizations praise their bombers and reward them by using several tactics.Bombers are trained spiritually and told about the rewards they can receive in their afterlife, as well as bribed by being told that their family will be guaranteed a place with god. Families of the bomber are satisfied with the idea that they will go to god, and this also serves as motivation to the bombers themselves. Faith is not a subject of bribery and should never be used in such ways. Everyone has the right to create his or her own beliefs, and by being intensely trained for hours, bomber trainees become brainwashed.This means that trainees no longer have the ability to make their own decisions on whether they need to perform the act of suicide. They see it as an obligation rather than an option. Aside from this, a television show has been created and is growing in its amount of viewers. Children start learning of the option of suicide at very young ages. In â€Å"The Culture of Martyrdom†, David Brooks states, â€Å" Last year the BBC shot a segment about so-called Paradise Camps- summer camps in which children as young as eight are trained in military drills and taught about suicide bombers† (353).Seeing suicide bombing on television, children get the idea that these bombers are comparable to superheroes, and that if they become bombers they too will be on television and popular in their community. Not only do bombers get praised by sacrificing their lives, but their families and friends also pressure them. The strangest aspect of suicide bombing is the fact that after the massacres, the bomber’s family is showcased in a televised interview. While the usual American family would react with sadness and hatred, Israeli and Western families react in a happy and joyful way.Many interviews state that parents agreed if the opportunity was given to them again, they would send another child off to afterlife witho ut hesitation (Brooks 353). Families urge their children to give their lives and do not view it as a disastrous event. Most children live to please their parents, and because of this, they do not make their own choices on becoming a bomber. Similar to how American families pressure their children by telling them their destiny is to attend college, these families tell their children their destiny is to be a suicide bomber and sacrifice their lives for others.The difference between these two situations is that education is life changing, and bombing is life ending. Parents should not urge their children to end their lives for any reason. If a person is mentally stable and healthy, they should live their life as long as they are able, without any pressure to act in suicidal ways. A martyr is a person who suffers a death because of standing up for what he or she believes in. Those who die and become known as martyrs are usually citizens who were placed in horrible situations.For example , the recent shooting in Newtown, Connecticut at the elementary school claims that teacher Victoria Soto is a martyr. This is because when a gunman attacked her classroom, she protected her students and gave her own life in order to save their lives. In no way did Soto choose to be placed in this situation, but when she was she gave her life to save others. Suicide bombers have no need to give their life by bombing enemies when the so -called â€Å"enemies† are not harming them. Bombers are told to walk into small food shops or buildings and wait for their bomb to go off.However, they are sacrificing their lives due to a situation that they have created for themselves. If there is no harm coming their way, there should be no reason to give their lives unless it is during a time of battle. Brooks states that in Israel areas, â€Å" Martyrdom [is] not just a means, but an end†(Brooks 352). Many suicide bombers give their lives, and may only successfully kill two â€Å"e nemies. † Sometimes they kill people who are not enemies; people who are normal citizens aiming to stay out of trouble are often harmed. That is not an act of martyrdom, but an act of murder.Suicide bombing has become such a phenomenon, and the people have become so addicted to rush of vengeance and murder that they are overlooking the true definition of a martyr ( Brooks, 353). Suicide bombers give their lives as an act of loyalty, and a way to show bravery and integrity. However, families and communities should not praise this act or urge others to sacrifice their lives. The loss of a life should not be seen as a celebration. A martyr is not something someone chooses to be; it is something that someone has no choice but to be.Children and young adults should not be raised or brainwashed into becoming suicide bombers. These bombers are healthy, stable people, giving their life to please corrupted people that surround them. It is extremely wrong for families to encourage membe rs to act in a suicidal way, and the community should put an end to the madness of suicide bombing. Works Cited Brooks,David. â€Å"The Culture of Martyrdom. † The Prentice Hall Reader: Tenth Edition. Boston:Pearson, 2012:350-354. Print Miller,George. The Prentice Hall Reader :Tenth Edition. Boston: Pearson,2012. Print

The History of the Non-Commissioned Officer

OverviewThe origin of the non commissioned officer (NCO) developed early in the country’s history, actually before the country was a country.   In the late 1700s the mean worried about their rights of liberty and property at the hands of the English monarchy.  Ã‚   â€Å"These advocates of ‘the citizen-soldier’ called on free,   adult men of property to respond to their sense of duty, to their sense of political obligation, by serving for a period of time in the militia of their community. Thus military service, indeed, compulsory service in militias, was deemed appropriate under what has come to be known as the â€Å"consent† theory of government† (Karsten, 2001).Fisher points to a difficulty in distinguishing between commissioned officers and non commissioned officers.   He claims that it wasn’t until the early 1700s that a distinction could be made. He argues that by the Revolutionary War period, great confidence was place on the po sition of the non-commissioned officer, including the promise of some financial rewards (as high as $80) to those who made it through each designated segment of service.   However, there was still an undertone of lower status of the NCO at this particular time in American history (Fisher, 2001).Unfortunately, not everyone felt the need to serve his country in the face of all enemies.   Many founding essayists felt as if abandoning work to join in the military was an irresponsible action for husbands and sons alike.  Ã‚   Even though the American Army had the money to pay 75,000 men in 1776, it never got more than 37,500 to sign up at any one time (Karsten, 2001). Thus, the picture of the non-commissioned officer was less of a concerned and responsible citizen solder and more of a lazy, unfocused, displaced laborer.Between 1820 and 1850 the organization and training of these men was loose and unorganized.   The enrolled men met only once or twice a year for â€Å"militia mus ter and drill† as the law dictated.   â€Å"If one had ‘the common defense of the nation’ in mind when he came to view such musters, it was quickly dispelled as the day turned from muster to picnic to drunken brawl in rather too rapid succession† (Karsten, 2001).In addition to these men, the army also had a fair number of women.   Like most armies, the Continental Army included women and even their children who â€Å"followed the troops throughout the war, performing tasks that contributed to the soldiers’ welfare† (Rees, 1995).   Ã‚  Ã‚  Ã‚  Ã‚  In 1777, Valley Forge had 400 women enlisted in its army.   The number continued to rise and some units from areas closer to the coast had far more than average numbers of women (Rees, 1995).Training and DisciplineBlack describes training as â€Å"learning war through war†   Ã‚  (Black, 2002).   Training was generally poor or non-existent because it was very difficult to amass large numbers of people in one spot, and if they were amassed, they were nearly impossible to outfit with supplies and weapons due to the tack of transportation and supporting infrastructure. The lack of training reduced the confidence of the men to fight in certain situations, especially in the open, so they often broke ranks and ran (Black, 2002)Others disagree; Sheps and Pitcavage (1995) argue that the organization was as good as it could have possible been at that time in American history.   These state organizations had extensive codes which regulated personnel selection, training, etc.   These state organizations were hierarchical and geographical, sometimes electing officers and other times appointing them.   Further subdivisions included brigades, regiments and companies. In some states officers were elected; in others, they were appointed by the state. The entire state was usually organized into geographical divisions which then corresponded with a military division (Sheps and Pitcavage, 1995).In 1792, Anthony Wayne was one of the first great training generals for combat.   Training and discipline gradually improved through the early 1800s.   Large regiments increased confidence and better training led to more disciplined ranks. However, this training fell off in the years preceding the Civil War,   and the problems recurred for both the North and the South during the war (Black, 2002).Drills and operations slowly revived.   At the beginning of the Civil War two manuals describing the duties of the NCO had been published.   They were called Infantry Tactics by General Winfield Scott and Rifle and Light Infantry Tactics by Colonel William J. Hardee.   According to these manuals, the NCO was to keep military cadence and direction, act as general guides and to instruct new recruits.   In addition, they were to learn to give commands (Fisher, 2001)Even extremely specific instructions began to be printed.   IN addition to his two part expl ications on the care and cleaning of the musket, Alan Bowling wrote the following in his report on military drills around the time of the Civil War:â€Å"This is not meant as a criticism of anyone but as a way of standardizing our drill practices and helping the 5th look sharp at drill as from accounts I have read the original members of the Missouri Brigade were known for their sharp drill. At our recent Spring Drill I noticed there was some confusion on conducting the inspection of arms, particularly the proper way for a soldier to give and take his musket to and from the inspecting officer or NCO.† (2006).  Indeed other duties of the NCO were to make sure that all supplies, including helmets and weapons, were kept clean (Fisher, 2001).WeaponsEarly skirmishes saw the use of virtually anything as a weapon.   One example is the use of the pitchfork during Shay’s Rebellion in 1787. However, as more organized fighting progressed, aim and use of cover were more import ant than the weapons used.   The musket had only one real advantage over the bow and arrow, that being that the bow and arrow was more likely to be deflected by vegetation.   The musket was hard to repair due to a lack of equipment,   skill and experience,   and nearly all of the ammunition had to be brought from Europe (Black, 2002).The introduction of the mass produced percussion cap of the early 1800s made the rifle a little more dependable because of the reduction of misfires.   James H. Burton made an important improvement to the bullets used by theses NCOs by giving it a hollow base.   This bullet was less expensive, could be locally produced and was far more accurate than earlier bullets (Black, 2002).Developments in guns included the Union Repeating Rifle which eliminated the need to reload as often as they had to with the musket and early rifles.   The Gatling gun was one of the first machine guns, but it wasn’t utilized much prior to the Civil War beca use it ate up too much ammunition and was difficult to transport across the terrain (Black, 2002).FormationsThe early NCOs were to maintain formations that seemed more like Napoleonic warfare.   The leaders were more interested in establishing positions and destruction of the opposing army no matter where they were located.  Ã‚  Ã‚   They would often hesitate to use the bayonets and choose instead to fall back and fire from their muskets, which, as previously noted, were not at all accurate and forced the men to shoot, stop and reload over and over again. Even after the Repeating Rifle (AKA the Ager gun) appeared, the generals were reluctant to change their conservative ways and use them (Black, 2002).ConclusionThe NCO is considered the backbone of the US ARMY with two responsibilities: accomplishment of the mission and the welfare of the soldiers (NCO CREED). From its history in voluntary service in the revolutionary war to its intermediary services now, the NCO has always had a vital role in American historyReferencesBowling, Allen. (2006). Company Drill. Reprinted in 5th Missouri Infantry   Newsletter ArticlesAvailable from: http://fifthmo.tripod.com/id7.htmlBlack, Jeremy, (2002). America as a Military Power, 1775-1865.   Connecticut;   Praeger.Fisher, Ernest. (2001). Guardians of the Republic:   A History of the Non-Commissioned OfficerCorps. of the US Army. Pennsylvania:   Stackpole Publishing.Karsten, Peter.   (2001). The US Citizen-Soldier's Past, Present, and Likely Future. Parameters,Summer 2001, pp. 61-73.NCO Creed. (2006). Available from: https://www.army.mil/leaders/leaders/sma/ncocreed.htmlRees, John U.   (1995). â€Å"The proportion of Women which ought to be allowed†¦Ã¢â‚¬  An Overview ofContinental Army Female Camp Followers. The Continental Soldier (Journal of theContinental Line) VIII (3), Spring, pp. 51-58.Sheps and Pitcavage. (1995). The History of Militia in America.   Available from:http://archive.adl.org/mwd/fa q3.asp