Impact on Acedemic Performance free essay sample

It’s eight o’clock on a Tuesday night. Dance is just ending. I think about checking my phone to see if I have a message from Mitchell, the guy I really like. The instructor dismisses us and the text from him is angry. Great we’re in a fight. Normal sophomore drama. Walking out to the car, my mom asks if anything is bothering me. â€Å"No. Everything’s fine. Can we get Arby’s?† I say, trying not to cry. As I un-wrap my Beef ‘n Cheddar, my phone goes off. Please don’t let it be him yelling at me. I’m shocked to see it’s a text from my friend. â€Å"Is Mrs. Fischer alright? Elise has a Facebook status saying she loves her?† I ask my mom about it. They have been really close for years. And my mom says, â€Å"Yeah she’s fine. I just talked to her yesterday. We will write a custom essay sample on Impact on Acedemic Performance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I should give her a call when we get home.† I walk through the door, give my dad his food, and my mom goes on the computer. The phone rings. At that moment I knew things aren’t okay with Mrs. Fischer. My mom walks into the kitchen she picks up the phone. She screams and drops the papers she was carrying. As she was crying, I hear her say into the phone, â€Å"No. That can’t be true! I just talked to her yesterday. No.† By then I knew what happened. My mom, still on the phone, says the words that shook me. â€Å"She killed herself.† Emotions run through my head; sadness, anger, frightened. At this point, the fight I am having with Mitchell no longer matters. I start dialing the number of Mrs. Fischer’s youngest daughter. Voicemail. I have been close with her since kindergarten. Crying I leave her a message, â€Å"I’m so sorry. I can’t believe this. I love you so much and please call me right away.† Within five minutes, my parents are on their way to the Fischer’s house. I go up stairs and crawl into bed. Why did she do it? The woman who has been a second mom to me is now gone. Tears stream down my face. Hours pass and the clock now says three in the morning. Have I really been crying for this long!? How will I function in school tomorrow!? I eventually wake up to my alarm. Please say that was a bad dream. But that really happened. Focusing in school was nearly impossible, as was staying awake. That dragged on for months. Every day that passes, a memory of Mrs. Fischer goes through my head. I keep asking myself the same question: Why? Everyone else does too. Her family is still in mourning. But spending more time with them helps with the pain. And speaking with one teacher that knows how the loss has affected me makes things easier. Happy memories make the tears go away, but also come back. I’ve began accepting her loss and this makes my day easier. I no longer fall asleep in class and my grades are stronger. *** It’s another Tuesday night at eight o’clock and dance is almost over. The text that might be waiting for me doesn’t matter. A guy that I really like is mad, but that isn’t important, either. The last breath and finishing my routine is my focus. Looking back in the mirror, the song finishes. Why the sudden change? My mind still wanders back to the Tuesday night two years ago. Mrs. Fischer leaving us made me realize living for today and enjoying every bit of life is the most important thing. A tear runs down my cheek and a smile forms. That amazing woman made me a stronger person. Impact on Acedemic Performance free essay sample My sophomore year started out great. I was on the girls’ gymnastics team and had recently received my driver’s license. But as second semester got underway, things changed. It was the home gymnastics meet. I was ready to perform, when something started feeling wrong. Thinking it was just my nerves, my coach and I decided I should sit out to relax and pull myself together. Although the setback, I performed my routine successfully. However, the uncomfortable feeling in my stomach was still there, and it seemed to be getting worse. As the weekend went on, I seemed to be feeling better. Monday came, and while sitting in my third hour class, the dreaded feeling returned. This time it was much more intense. I tried to stay focused on the lesson, but this was not easy; I knew something wasn’t right. Two weeks later, it hadn’t improved. In fact, it had gotten worse. We will write a custom essay sample on Impact on Acedemic Performance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Twenty to thirty trips to the bathroom every day had been added to the list of symptoms. I was missing school and gymnastics practice almost every day, and a trip to the doctor resulted in an initial diagnosis of a stomach virus. Eating had become a chore, as was simply getting out of bed. I was losing weight—about ten pounds already—and energy, and my family and I doubted that this was just a stomach virus. After three weeks, I had only left the house once for a doctor visit. This appointment led to many tests, all of which came back negative. Nobody knew what was wrong with me. I was consumed with feelings of frustration, sadness and loneliness, as my days and nights were filled with tears and unanswered questions. My mom made several telephone calls to try to find a specialist that would see me; all said they would not see me until I’ve had symptoms for six to eight weeks. It had now been four. My days consisted of sleeping, going to the bathroom, and crying out of frustration and pain. I could no longer lie down in bed because of the increased pain, which left me trying to sleep in a sitting position. Persistent, my mom found a specialist who said I would need a colonoscopy/endoscopy. I would wait another week for this procedure, during which time I was given some medications to make me more comfortable. But things worsened. Dehydration and additional weight loss caused fainting episodes, ultimately resulting in multiple trips to the Emergency Room. After the procedures, my doctor said, â€Å"You have Ulcerative Colitis†. I didn’t know what to think. I felt relief knowing what was wrong, but I was also scared. The doctor proceeded to tell me that I would be put on medications that would control the disease; however, one of them (Prednisone, a steroid) would potentially come with some harsh side effects. At the time, the side effects seemed very insignificant. I would have done anything to feel better. I wasn’t worried. Over the next week, things seemed to improve. However, a week later, I hit another bump in the road. I had horrible reactions to one of the medications, including vomiting and joint pain. My doctor ordered a change to my medication, and the disease was somewhat controlled through the rest of the school year and summer. The steroids packed an emotional punch, but the disease symptoms were definitely better and more tolerable. I tried my hardest to stay focused on things I could control and think less about the things I couldn’t. The known side effects of Prednisone were now weighing heavily on my mind. I did not realize how emotionally difficult it would be to ignore the weight gain, extreme fluid retention, and mood swings. It caused me to ask myself which one was worse – the symptoms of the disease or the affects of the medications. My junior year brought a fresh start, a new year, and hopefully a new me. But in November, my medication stopped effectively controlling the disease. The symptoms of Ulcerative Colitis returned, and so did the desperation, sadness, loneliness, worry, and anger. I then started a different medication, Remicade, which required a visit to the hospital every four weeks, to receive an IV treatment. After completing the first series of treatments, I saw no improvements and it seemed like I was sicker than I had ever been before. It was the day I stepped on the scale and saw 92 pounds that my mom knew I had to be taken to the hospital. I stayed for two weeks, during which time I received IV treatments of steroids and pain medication. As one final non-surgical option, my doctor suggested we combine the last two medications in hopes that, together, they would do the job. I finally felt better and I was sent home to continue the new medication plan and receive daily nutrition via an IV. A couple of weeks went by and I was feeling better. I was going back to school, after being gone for months. Things, once again, seemed to be improving. My school schedule was modified, as my energy level was very low. As I was finally getting used to my new schedule and being back to school, things got bad again. We needed to consider surgery. As a surgeon explained to us, there would be two separate surgeries with eight weeks in between. The first surgery would involve removing my colon and creating a â€Å"new† colon, using my small intestine. The second surgery was to get everything reconnected. I was terrified, but I knew it was the only answer and my only option to get back to normal. The surgery was scheduled for the following Monday. After the surgery, I stayed in the hospital, recovering, for five days, and was then sent home to heal. Eight weeks of healing was filled with tears, anxiety, frustration, fear, and anger, but I had to stay focused on healing so surgery number two could be completed. When I was sick, it was impossible to go to school; recovering from surgery was different. It was decided that the best solution would be an online class, and some homebound schooling to get me back on track. My teachers were willing to give so much of themselves in an effort to make sure I was able to successfully complete my junior year. This made me realize how important it is to recognize when I need help and then to actually get help however I can. When this recovery time was finally over, I found myself back in Madison at the hospital ready for the next phase of the journey. Surgery number two was much easier, only taking one hour instead of five. Having Ulcerative Colitis has taught me so much. I am a much stronger person than I ever thought I could be. Throughout my experiences, I have found both physical and emotional strength. I pushed myself, with the help of the people who love me, through situations I never thought possible. I am determined and I now know I can do anything I set my mind to. I have learned to pay attention to the important things in life. My family and being healthy are, by far, the most important things to me. Bringing a positive outlook to every situation I am faced with is important to me, as well as going at them with a â€Å"never say never† attitude. Ulcerative Colitis, and all that I have experienced because of it, has shaped me into a stronger, more optimistic, and more confident person. Although I have had to adapt to changes along the way, I feel resilient and I now choose to face challenges head on, knowing they are all just part of my life.

3 Ways to Become a Better Writer... No its not hopeless!

3 Ways to Become a Better Writer... No its not hopeless! The Dershowitz Dilemma An article in the July/Aug 2012 Yale Alumni Magazine listed some famous Yale graduates’ favorite classes and the stories behind them. In one vignette, Alan Dershowitz, Yale ‘62LLB, Attorney, Harvard law professor and best-selling author, told a surprising (and very well-written) tale (The Class Ill Never Forget): In his first-year Torts class, Dershowitz received a dreaded D on his first written assignment. His Professor, Guido Calabresi, wrote a comment implying that Mr. Dershowitz, though a sound thinker, might not be suited to the practice of law due to his sub-par writing ability. The problem, as Calabresi stated it, was that Dershowitz wrote as if he were â€Å"having a conversation with [his] friends in Brooklyn.† The professor worked all semester to step Dershowitz’s writing up to an acceptable level. Apparently it worked. Will you ever learn? Dershowitz is not the only writer capable of being trained. For many years, for instance, I have been editing my mother’s New Year’s letter. It used to take a lot of work and a lot of verbal wrestling with Mom. Nowadays, I breeze through in a few minutes with very little to suggest. Mom learned too! She is now one of my sharpest editors. Master Editor Sol Stein, in his book Stein On Writing: A Master Editor of Some of the Most Successful Writers of Our Century Shares His Craft Techniques and Strategies, shares about a time when he sat on a panel with four other editors. A question was posed about how to control the â€Å"pace† of a book. Stein’s colleagues agreed that â€Å"pace was a matter of ear or instinct, and [was] hence unteachable† (p. 193). Stein disagreed. He went on to explain to an eager audience how to change the pace of a novel. Stein proves in his book that pace is just one of many teachable writing skills. If you find yourself lamenting that you are â€Å"just not a good writer,† consider whether you have the time and motivation to learn to be a better one. Things like descriptive writing can be taught. Title writing can be taught. Grammar can be taught. Keeping a reader’s interest can be taught. 3 Ways to Become a Better Writer (by no means an exhaustive list) 1. Read More I remember hearing that the best way to learn to write well was to read good writing. I am fortunate that as a child I was an insatiable bookworm; I’m sure I learned much of my writing technique through osmosis. The good news is: It’s never too late to start reading. Do you want to raise the level of your writing? If you have a commute that involves public transit, or if you have a lazy Sunday afternoon at your disposal, why not pick up one of the classics†¦ or maybe an Alan Dershowitz novel will be all you need. 2. Read Aloud Reading your writing aloud can also enhance your writing prowess. Sometimes something as simple as listening to yourself will ensure that your writing works. If you trip over a sentence or a word when reading out loud, or if you start to bore yourself, it’s time to edit until you like what you hear. Remember, the books we love the most are just as powerful as Books on Tape as they are in print. 3. Find a great editor A third option, and perhaps the most reliable if you need good writing now, is to submit your writing over, and over, and over again to a good editor (I humbly suggest The Essay Expert for this option). You will get an immediately improved product; and, if you are like many of my clients, you will likely find that your writing improves naturally as you study and accept edits and coaching. My mother, when I told her she would be featured in this article, joked, â€Å"Sure, Brenda I get it If your mother can do it, anyone can.† Are you looking for a great editor? Not ready to put in the time and energy to improve your writing yourself? Contact The Essay Expert. I look forward to making you look great!

The Native Americans in the 18th and 19th Centuries Essay - 1

The Native Americans in the 18th and 19th Centuries - Essay Example This paper illustrates that although there is a common belief that the Native Americans came from Asia, few if any came from India. Mistakenly believing that he had landed in the Indies, Christopher Columbus gave them the name ‘Indian’. Other names accorded to them include Indigenous Peoples of America, Aboriginal Americans, American Indians, Amerindians, and First Peoples First Nations among others. For many years, these people had peacefully lived in America until the invasion of the European colonialists and explorers who brought endless problems to them. Since the European colonists landed in America in the 16th and 17th century, the Native Americans welcomed them enthusiastically. They admired their â€Å"outlandish clothes, ships as well as their superb technology including brass and copper kettles, mirrors, earrings, the fire-belching cannon and arquebus, hawk bells, steel swords and knives† among others. However, there eventually arose conflicts as the Nat ive Americans discovered their materialistic view of the land coupled with their â€Å"cultural arrogance†. In the 18th and 19th centuries, the European colonists invaded the state and colonies frontiers inexorably displacing Native Americans from the most favorable land. Largely displaced were the Native Americans in the central and eastern North Carolina portions. Often times, â€Å"the Natives resisted this process violently†. Armed conflicts such as the Tuscarora (1711–1715) and Yemassee (1715–1717) wars involved â€Å"forcefully† removing native populations onto a small number of small reservations.

Godzilla Essay Example | Topics and Well Written Essays - 1000 words

Godzilla - Essay Example Its signature weapon is its atomic breath that spews a stream of radioactive fire from his jaws whose color resembles the color of his dorsal fins. Godzilla can also emit short-range pulse atomic energy from his body called the pulse. The original Godzilla also has magnetic capability, which it uses against its metallic enemies. In addition to atomic-based powers, the original Godzilla is immune to injury and can heal itself fast. Its skin is impervious to any military arsenal weaponry making the monster virtually indestructible or invincible. It is also amphibious which can go to the deep of the oceans as well as roam the lands to wreak havoc. Of course, part of the story of the film is how to destroy Godzilla. Godzilla’s vulnerability, however, is hard to confirm and the origin of its alleged weaknesses are not thoroughly explained in its earlier films. There were instances where Godzilla manifested weakness against high voltage of electricity but in the same vein, it also q uite ironic that the monster is strengthened when struck by a lightning. Inversely, Godzilla showed that it freezes in chilling conditions but it can only suspend the movement of the monster. In one early film The Return of Godzilla, the monster showed vulnerability to cadmium but still not enough to kill the monster. In some earlier versions of Godzilla, such as â€Å"Godzilla vs. Space Godzilla, the directors hint that Godzilla does have a vulnerable spot under his armpit, that makes him susceptible to attack. The metaphor is that it is similar to an â€Å"Achilles Heel. This however, did not progress beyond this hint because it was not validated in the film that Godzilla died by a strike under its armpit. The new movie has not indicated if Godzilla has a new weakness or vulnerability. Instead, news had it that there will be three monsters in the film and one of them is Godzilla. The new movie of Godzilla will have three times the level of difficulty to kill because there are no w three monsters. As usual, the monsters will be wreaking havoc in cities and attacking the government with all its armaments. The original movie also used live models that measured 50 to 100 meters. Recently, there is confirmed news of a new installment of Godzilla. The first production shot will be on March of 2013 and the film will be shown on May 16, 2014. The film is not yet show but there are already records of what new Godzilla will be. According to the producers and creators of the new Godzilla, a fan will create the image of Godzilla. Its original producer Toho Co., Ltd. will not also produce it, rather by Legendary Pictures (Picard a). The new version will be in 3D compared to the two dimensional rendition of the original film. The original Godzilla used live models and the new Godzilla will instead use CGI (Computer Generated Image) to render the physical presence the monster and its effects. The setting will be in Vancouver, Canada and not in Tokyo like the original Godz illa version (Picard b). In addition, the new writer of the film is Frank Darabont who can clean up the original script written by Max Borenstein. With regard to casting, there is word that in Godzilla 2014 will cast Bryan Cranston (Argo, Total Recall, Get a Job) and

Reorganization Memo Coursework Example | Topics and Well Written Essays - 500 words

Reorganization Memo - Coursework Example The first change involves the Accounting Department functions. Its’ duties will be divided between the Procurement Department which will be headed by Sir John Stowe and the Sales Department to be headed by Sir Henry Mazzel. The former eight employees of the Accounting Department will be divided equally to the other two Departments (Nikitin 2009). The next change involves the promotion and the re-assignment of the former Accounting Department head Sir Harry Plume to the Staff Advisory Department. The new head of the Operations Department on the other hand will be Miles Johnson. This department will retain its previous employees (Glen 2008). We care for all our employees. These restructuring does not mean that some of the employees will loose their jobs or interactions with their former working teams. Neither does it mean that some of you were not performing their duties to the expectation. The changes are for the betterment of our organization. Therefore all of us are urged to accept them in peace. Plans have been put in place to enable all the employees to avail information, input and also to interact freely throughout the whole process (Manfred 2003). The duties of this Department have been split between the Procurement Department and the Sales Department. Its former head has been promoted to another area. New heads have been appointed for the two Departments under it. The sales Departments duty will be to ensure no delays in the business operation of the organization while the Procurement Department on the other hand will ensure that all employees are paid accordingly including all the benefits among others (Nikitin 2009). For more effective guidance of the organization, a new head has been appointed to head the council. Sir Harry Plume has been appointed to assist the other members to foster new unique skill and knowledge for the prosperity of the organization (Glen

Activity Cycle Diagram And The Condition Specification Computer Science Essay

Activity Cycle Diagram And The Condition Specification Computer Science Essay Many descriptive and symbolic techniques for representation of the simulation of a model are present in literature. Some of these techniques are better with one model while not better with the representation of the other one. Two most important techniques for representation of model simulation are known as Activity Cycle Diagram and the Condition specification. The activity cycle diagram (ACD) has been used an ideal technique to represent a model. The technique is based on Tochers idea of stochastic gearwheels (quoted in Paul et al 1993. The ACD represents the activities of a model with its entities by composing their life cycles. The entity could be a passive state as Queue or an active state as activity. The Queue and activity are represented in ACD with specific symbols. Part A Specification of the model domain A part enters a cell where it is first loaded onto machine 1. After this operation the part is either loaded immediately on to machine 2, or if that machine is busy, it is moved to a buffer area. After the operation on machine 2, the part leaves the system. All movements are carried out by a robot. The entities in the system and their possible states. A part Enters into cell Loaded into machine Move to buffer if machine is busy Leaves the machine after operation by machine 2 Machine 1 One in number First in activity No waiting for part to enter in machine 1 Machine 2 One in number Second or Third in activity No waiting or waiting for part to enter in machine 2 A Robot Moves a part from position zero to machine 1 Moves a part from machine 1 to machine 2 or to buffer zone if machine 2 is busy Moves a part from buffer zone to machine 2 when machine 2 is ready. A buffer area Stores a part when machine 2 is busy Dont store a part if machine 2 is ready Move a part from buffer area to machine 2 when machine 2 is ready Classes of Entities Permanent entities stay in system ; Machine 1 Machine 2, Robot Temporary entities that move through the system à ¢Ã¢â€š ¬Ã‚ ¦Part, Buffer zone 1.2 The Activity Cycle Diagram for each of the entities. Part Part Leave Machine 2 Machine 2 Machine 1 Enter into Machine 1 If machine 2 is busy Buffer zone When Machine 2 is ready Figure 1 The Part Part Machine 2 Machine 1 Accepts part Move part to machine 2 If machine 2 is ready Move part to buffer zone if machine 2 is busy Buffer zone Figure 2 Machine 1 Buffer zone Machine 2 Machine 1 Accepts a part from machine 1 Send Part out of When Machine 2 is ready machine 2 Part Final Position If machine 2 is busy Accepts a part from buffer When Machine 2 become ready Figure 3 Machine 2 Machine 2 Part Position zero Machine 1 Moves part Moves part from machine 1 Moves part out of machine 2 From position to machine 2 Part Final Position Zero to machine 1 If machine 2 is busy Moves part from machine 1 to buffer zone When Machine 2 is ready Moves part from buffer zone to machine 2 Buffer zone Figure 4 A Robot Machine 1 Machine 2 Receives part from machine 1 to buffer zone If machine 2 is busy Send part to machine 2 when Machine 2 is ready Buffer zone Figure 5 A buffer area 1.3 The combined Activity Cycle diagram for the whole system and necessary conventions. Robot 1 Robot 2 Part At final position A Part At Position Zero Machine 2 Machine 1 Robot moves a part from Robot moves a part from machine 1 Robot moves a part out from machine 2 Position zero to machine 1 to machine 2 if machine 2 is ready at final position Robot moves a part from machine 1 Robot moves a part from buffer zone To buffer zone if machine 2 is busy to machine 2 when machine 2 become available Buffer zone Figure 6 Part B The elements of the Activity Cycle Diagram that introduce the parts in the cell. Robots are the elements of ACD that introduce parts into machines. It is assumed that there are two Robots. Robot 1 introduce part into machine one and then it has two choices. It moves part from machine 1 to machine 2 if machine 2 is ready to uptake the part. In case the machine 2 is busy, the Robot 1 moves part from machine 1 to buffer zone which is a waiting area. The Robot two is assumed to work with machine 2. It moves part from buffer area into machine 2 when machine 2 becomes available. After processing in machine 2, the Robot 2 moves part from machine 2 to its final position. It should be noted that some assumptions have been made for the responsibilities of two elements (Robots) provided exact tasks have been provided. Four bullet points of the key aspects of proposed diagram. The conditions on which the particular activities in your diagram will be executed. Each activity in ACD is bound with some condition or conditions. For example, in the activity of moving part from machine 1 to machine 2, the attached condition is availability of the machine 2. The Robot 1 will move part from machine 1 to machine 2 provided machines 2 is available to uptake the part. If the condition changes and machine 2 is busy, then Robot 1 will move part to buffer zone. The other significant activity of ACD is related to moving part from buffer zone to machine 2. It is assumed to be done by Robot 2. The Robot 2 has two choices or it will be dealing with two conditions. In condition one when machine 2 is busy, The Robot 2 will not move part from buffer area to machine 2. In condition 2 when machine 2 has become available, then the Robot 2 will move part from buffer zone to machine 2. In the third significant activity, the Robot 2 will move part from machine 2 to its final stage conditional that machine 2 has finished its job on the part. In short, each activity in an ACD is related to one or more conditions. The main attributes of your entities The ACD represents the activities of a model with its entities by composing their life cycles (Abdul et al 1994). The entity could be a passive state as Queue or an active state as activity (Sawhney et al 1995). The Queue and activity are represented in ACD with specific symbols (Shi et al 1997). In the current example, there are also two entities. One is the actual activity or the active state like moving Part from machine one to machine 2 and other entity is the passive entity like buffer zone which can be said as the queue. Similarly we can look at the total entities in ACD. In current example, entities are machine 1, machine 2, Part, buffer area, robot. The physical realization of the queues in the system The physical activity diagram presents an obvious picture to observe the queues in the system (Zeigler 1987). The physical realisation of the queues in the current example comes from the buffer zone which is used as a queue in the example. The part has to wait in buffer area when machine 2 is not free. Therefore the buffer are presents a realisation of the physical queue. The outcome parameters to be studied by the model built upon activity cycle diagram. Each model is designed to study certain parameters in the model (Halpin 1977). The simulation even not used primarily for the optimization of parameters is helpful in optimizing the model in joint effort with design analysis and mathematical evaluation. In the current study, the potential parameters which can be a focus of the study may be studying of queues at buffer zone level, Rate of feed at machine 1, rate of part flow from machine 1 to machine 2 and the removal rate of part from machine 2. All these parameters are of quite significance. For example any significant delay at queue (at buffer zone), decrease at the feed rate at machine 1 or delay at removal rate of part at machine 2 can disrupt the Cell function or decrease its efficiency. The kind of simulation experiments that would be performed with the model. In the real world experimentation can be expensive and in manufacturing and production system, many resources may be used in experimentation (McCahill et al 1993). The alternative to expensive experimentation is simulation methods and other analytical methods (Nance et al 1988). Especially computer model simulations may be economical and provide a chance of actual system observation without incurring unacceptable and expensive options (Murata 1989). On the other hand, physical models may not provide a real picture especially where a layout of resources requires examination such as productivity flow (Vanegas et al 1993). In complex and multistage problems, it may become complex to conduct real and physical experimentation (Paulson 1978). Some actions and activities are not even possible in real world such as a process like flow line optimisation where blocking of a system is required but practically very hard to follow (Paulson et al 1987). However, simulation is not an optimisation p rocedure and must be supported with other procedures like design analysis and optimisation. Therefore we can use experiments like optimisation, design analysis, computerisation simulation, manual simulation, and mathematical model analysis. In current example, objective of model will be kept in mind. First of all small models will be built for each entity. Model will be built in phases and each phase will be checked if it is working properly. The model will be made in phases as it is shown in individual ACD examples. The final ACD will be built once the individual ACD for each entity are checked. Each ACD if planned on computer model or manually will be debugged and corrected. Conclusion ACD are actually the significant evaluation of the flow chart design but with additional features of being used in production and manufacturing field by simulation process. Software is used in designing, analysis and simulation process. Each ACD has entities, attributes attached with entities and conditions associated with each activity. ACD is developed by designing individual ACD for each activity separately and then analysis them for correction. The whole model ACD is developed by merging individual ACD. The current assignment has provided a chance to understand the process of ACD development and analysis by working from individual ACD to the ACD of whole model. References Abdul Riaz, S., Shi, j. 1994. Automated construction simulation optimization. J Construction Eng and Management. ASCE. 120(2), 374-385. Halpin, D.W.1977. Cyclone. A method for modeling job site processes. J Construction Eng and Management. ASCE. 103(3), 489-499 McCahill, D.F., L.E.Bernold.1993. Resource oriented modeling and simulation in Construction. J Construction Eng and Management. ASCE.119 (3), 590-606. Murata, T.1989. Petri nets. Properties, Analysis and implications. Proceeding of IEEE. 77(4).541-580. Nance, r.e, Overstreet .C.M. 1988. Diagnostic assistance using digraph representations of discrete event simulation model specifications. Transactions of the society for computer simulation. 4(1).33-57. Paulson, B.C.1978. Interactive graphics for simulating construction operations. J. Construction. Div. ASCE. 104(1), 69-76. Paulson, B.C., Chan, W.T., Koo, C.C.1987. Construction Operations simulation by microcomputer. J Construction Eng and Management. ASCE.113 (2), 302-314. Sawhney, A., S.M. AbouRiaz.1995. Simulation based planning method for construction project. J Construction Eng and Management. ASCE. 121(3). 297-303. Shi, J., S.AbouRizk.1997. Resource based modeling for construction simulation. J Construction Eng and Management. Vanegas, J.A., E.B.Bravo., D.W.Halpin.1993. Simulation Technologies for planning heavy construction processes. J Construction Eng and Management. ASCE.119 (2).336-354. Zeigler .B.P. 1987. Hierarchical modular discrete event modeling in an object oriented environment. Simulation. 49(5).219-230.

Julias Caesar :: essays research papers

cripay dividends for the remainder of his career, Cromwell demanded that both officers and men meet the highest standards of moral character and honesty. He expected instant responsiveness to commands and forbade looting, swearing, or an Despite his age, Cromwell, at forty-three, raised a cavalry troop, his first military command. Following criteria that would pay dividends for the remainder of his career, Cromwell demanded that both officers and men meD or was born in the year 100 BC into a patrian family who claimed decendancy from the kings of Alba Langa and through them, Aeneas of Troy whose mother was the goddess Venus. Caesar's name Julius comes from Iulius, the family name. This comes from Iulus, the name of Venus' son. At the time of his birth, Rome was still a republic and the empire was only really beginning. The senators ruled, motivated by the greed of power in the hope of becoming either a consul or a praetor, the two senior posts which carried imperium, the legal right to command an army. From these posts it was possible to, with the help of the army at your command, conquer new territories and so gain a triumph and the pleasure of knowing that your name would be remembered forever in statues and inscribed monuments, paid for by the spoils of the war. et the The most used method of transport the romans used was the horse and the chariot. Simply because they did not have much other ways to travel. When people traveled they also could have walked but it is tiring and that would of affected the way they would of fought performance wise. When they wanted to travel they used a sailing ship or a row boat. This was also used by the Roman Army because it was powerful and affective. ghest standards of moral character and honesty. He expected instant responsiveness to comma From early times right down to the 3rd century A.D, the Roman army was based on its legions. A legion varied in strength from 4,000 to 6,000 men, and was subdivided onto ten cohorts. Its leader used the title of legatus. His staff officers were called tribuni. Senior non-commissioned officers were called centurions, who varied greatly in rank. The soldiers of the legion were specifically picked men. They were all Roman citizens and received a higher pay than the auxillary troop s - that is, foreigners who serve with the Roman army.

Blue Velvet

Over history, literature has impacted the approach and understanding of multimedia, pop entertainment. Furthermore, it has shaped our social ideologies, contesting current norms, and furthering our own examination of societal approaches and schools of thought. Much of the narrative and film techniques have incorporated a psychological and psychoanalytic examination of human nature and how it impacts everyday life. David Lynch's film, Blue Velvet is one of the most influential films, pushing the world of entertainment into new perspectives, reshaping much of the technique producers undertake. Blue Velvet served as a major catalyst for independent filmmaking, which largely reshaped multimedia entertainment. Throughout this film, Lynch heavily relies on Freudian theories, specifically revolving about the Oedipal complex/conflict, sadism, masochism, and fetishism as a connecting point between the characters. Throughout this paper, I apply these Freudian techniques on the psychoanalytic level by examining and analyzing various characters. This will further illustrate how Blue Velvet as well as other works that are heavily based on psychology, impact our society. Lynch's film was particularly influential because of his incorporation of darker topics, as well as the connection between his film and Franz Kafka's work in terms of grotesque themes. Lynch helped to shape literature as well, during the tone of this period of darker themes in creative works, because authors began to incorporate darker themes in their own work. The Gothic is a particular genre that Blue Velvet helped to shape. Not only did the film address psychological levels and theories that had yet to be fully represented in pop-media film, but it also utilized a popular Freudian theory called the uncanny. Lynch achieves this because, throughout the film, people are often unable to describe what they've seen. Lynch focuses on the opening setting of Blue Velvet in a small town, encapsulating an idealistic All-American image. The audience is given a picture-perfect neighborhood where children cross the street with the help of a crossing guard in uniform, surrounded by a scene of blue skies, white picket fences, and colorful tulips in blossom. These images force viewers to think about how we collectively define the American Dream, as well as what the â€Å"perfect life† is. By doing so, Lynch is able to tap into our psyche; this storybook beginning allows him to go deeper, behind the fences and smiling children, into a world of anything but perfection. Lynch's influence on society's perception of the â€Å"American Dream,† adds to the importance of his film. Irena Makarushka's article, â€Å"Subverting Eden: Ambiguity of Evil and the American Dream in Blue Velvet.† Religion and American Culture: A Journal of Interpretation, enhanced the reshaping of our psychological perception of the American Dream, through her examination of life and society. She utilized Blue Velvet to further her notions through varying ideas and contexts. Furthermore, she examined Lynch's film, because it encapsulated the concept that life is not as it always seems; the â€Å"American Dream† often serves as a faà §ade, blinding society to the darker, perhaps more realistic, side of life. When the film begins to shift into scenes of hungry black insects, the tone and ideas within viewers' minds begin to shift. The contrast between the insects and the happy children at play reveals a struggle between what Freud referred to as the Id and the Superego: â€Å"Professor Freud came to the very significant conclusion that the neurosis represents a conflict between the ego and the id (the instinctive needs); the psychosis between the ego and the outer world; and the narcissistic neurosis a struggle between the ego and super-ego. The differentiation of the mental apparatus into an id, ego, and super-ego thus resulted in a clearer understanding of the dynamic relations within the mind† (Alexander 176). This quote allows us to understand that the children at play are representative of the Id because of our instinctive needs, such as protection, which in this case was provided by the crossing guard; the black insects are representative of our Superego because they focus on â€Å"the part of a person's mind that acts as a self-critical conscience, reflecting social standards learned from parents and teachers,† which correlates to the darker side of society. Lynch's psychologically metaphorical tactic essentially forces viewers to understand that life is not as perfect as it may appear to be, and evil often occurs behind the closed doors of the â€Å"cookie cutter† house. His use of aesthetically pleasing scenery in the beginning, however, is important to remember:It is only rarely that a psychoanalyst feels impelled to in-vestigate the subject of aesthetics even when aesthetics is understood to mean not merely the theory of beauty, but the theory of the qualities of feeling. He works in other planes of mental life and has little to do with those sub-dued emotional activities which, inhibited in their aims and dependent upon a multitude of concurrent factors, usually furnish the material for the study of aesthetics. But it does occasionally happen that he has to interest himself in some particular province of that subject, and then it usu-ally proves to be a rather remote region of it and one that has been neglected in standard works. (Freud 1) Freud is essentially saying that aesthetics often impact the feelings one feels. This being said, Lynch needed to provoke a feeling of peace and happiness at the beginning of Blue Velvet in order to emphasize the shift of these emotions, into those of fear, terror, and confusion. This tactic allowed Lynch to augment the correlation between emotions towards perceived cultural images, and feelings when people recognize that life is not always as perfect as it seems in the â€Å"American Dream.† This point will be examined at length throughout this paper. Blue Velvet serves as a pivotal film because of the psychoanalytic components, particularly in terms of the characters. Each character is symbolic of varying psychological theories. Furthermore, the way Lynch introduces characters contains several Freudian theories. The first character viewers were introduced to was Jeffrey Beaumont. Beaumont came upon an ear while walking near his home. Psychologically speaking, the Freudian theory has noted that when someone dreams about dethatched body parts, it is symbolizing male castration. This is important to note when analyzing Blue Velvet. Before applying this theory to Blue Velvet, the concept of dreams is important to understand in terms of its applicability to the film. Dreams are heavily influenced by the image of our culture, and how we construct it. Lynch undertook this influence, applying it to Blue Velvet, by reconstructing our understanding of the American Dream through tropes of mystery revealed when viewers are introduced to the darker truth behind the beginning of the film's portrayal of the American Dream. The dreamlike imagery he used, relating back to the uncanny, begins with the main character, Jeffrey's discovery of the severed ear. The uncanny focuses on the human mind and mindperecpeiotion in correlation to creative works such as Blue Velvet. Just as Freud noted that detached body parts were subconscious thoughts of male castration, Jeffrey's finding was representative of the general unconscious of society. When Beaumont brought the severed ear to the police department, the detective, Detective Williams, urged Jeff to let the incident go, because there were darker problems occurring in town. As expected, Jeff ignored Williams' comment, deciding to pursue the matter himself, receiving help from his girlfriend, Detective Williams' daughter. Relating back to the detached ear, it largely foreshadowed the upcoming events. As noted above, a severed body part often resembles male castration on the psychoanalytic level. When Jeff began to investigate the case, he soon found himself encountering a nightclub singer and her sadistic male abuser. This singer, Dorothy, and her abuser, Frank encapsulate the Freudian definition of sadism and masochism. Due to the looming issue of male castration, one could assume that Frank was possibly interested in sexual dominance, power, and pain in order to compensate his own sexual insecurities. Freud heavily believed that sadism and masochism, which is a form of sexual pleasure derived from inflicting pain upon others or receiving sexual pleasure from receiving pain, was associated with innate male sexuality (Freud 1). Viewers watch as Frank belittles, insults, and beats Dorothy, but soon discover that she gains pleasure and arousal from the abuse. Here, Lynch is exposing society to the darker side of sexuality, utilizing psychological theories, and forcing viewers to think about their own sexuality. Furthermore, he is allowing several people to act on their own fantasies as an outsider in a fantastical world. This greatly relates to the purpose of the Gothic genre, which is to expose and allow people to process and cope with difficult issues without actually having to endure the pain in reality. When examining Dorothy and Frank on the psychoanalytic level, the Oedipal complex is also seen. Freud believed that the Oedipal complex was a child's internal desire to have sexual relations with their parent of the opposite sex (Klein 12). Applying this theory to the characters, Frank largely represents the child, while Dorothy represents the mother, in a dysfunctional mother-son relationship. Interestingly, despite Frank's aggression, he referred to himself as a baby, illustrating his oedipal fantasy. It Is heavily illustrated, here that Lynch wanted to confront the less than comfortable theories and fantasies that many people truly have. Essentially, Lynch is supporting the notion of â€Å"forbidden emotions in powerful but carefully distinguished forms† (Johnson 522). By this, he means that often times repressed, and or, unconscious emotions that are ignored due to stigma, are expressed in other ways. Lynch was able to depict this through the characters throughout Blue Velvet and their sexual tendencies and personas. Jeffrey represents the Oedipal complex even more. When Jeffrey's father was stung by a bee in his garden, he is brought to the hospital. During this time, Jeffrey stayed home, tending to domestic duties and obligations. His father's incapacity and helplessness forces Jeffrey to go to his father's home and hardware store. Fittingly, it was around this time that Jeffrey found the ear. This discovery could be representative and symbolic of his own feelings of castration because of the domestic duties he began to take on. Generally speaking, the ear is representative of male's anxiety and shame towards their Oedipal fantasies. Lynch was able to depict this anxiety-provoking journey through Jeffrey's own investigation of the severed ear. Jeffrey's anxiety and tension were, not surprisingly, further exasperated by Dorothy. His sexual attraction and longing for a desirable, yet perverse female, relates back to the Oedipal complex. It is more important to focus on Dorothy, because of her perverse sexual nature, and how it impacts the men around her. Moreover, the psychological reasoning behind these fetishes and tendencies forces readers and viewers to think about themselves, and possible pervasions, allowing them to gain a deeper understanding of themselves and society. It particularly addresses inner conflict and tensions. Some of these inner tensions can be seen in Dorothy though her fetishes. In terms of fetishism, Freud also heavily studied this psychological phenomenon. Fetishism relates to sexuality, especially in terms of children's sexual fantasies towards their parents. The author's claim that we must question of our own perception of reality, as well as the issue of good versus evil, was precisely what Lynch forced his viewers to do throughout Blue Velvet. Makarushka tended to use the term â€Å"illusion† quite often, which was interesting, because Lynch's film had a strong illusionary tone to it, tracing back to the uncanny, and the dreamlike imagery and emotions throughout his film. Her article was complementary to Blue Velvet because she was able to pose the mysterious and often unsettling aspect of reality versus illusionary life in the supernatural sense throughout the film. Furthermore, it did force readers to question how realistic the perfect, â€Å"cookie cutter,† image of the American Dream is, ultimately redefining its meaning. When thinking about the â€Å"American Dream,† society has always seen it as the ultimate standard of successful, happy living. This very point was denounced by Lynch through Blue Velvet. Just as Makarushka brings into play the idea that this concept is too good to be true, â€Å"However, closer scrutiny reveals that things are not what they seem. The slick, picture-perfect surface of the American Dream lacks substance and depth,† Lynch applies this idea to Blue Velvet (Makarushka 33). The idea that things are not as always as they seem pushes readers of Makarushka's article, and viewers of Lynch's film, to think about their lives and purpose beyond materialistic, professional, and superficial levels. This essential argument, encapsulating her entire article, reiterating that there is more than meets the eye, is emphasized through Lynch's character depictions throughout the movie. Jeffrey and his girlfriend seem to have the looks, charisma, and typical life that anyone would strive for, but as the movie progresses, characters such as Dorothy illustrate the darker side of life, involving heavy issues such as drugs, which subsequently make viewers think about life on a deeper level. Difficult topics such as drugs and abuse are not often talked about, or even thought about, in families living the American Dream, which says a lot. Psychologically speaking, the avoidance and ignorance of realizations and discourses about topics such as these can heavily influence people's psychological state. By forcing viewers to reflect on our own lives, past the jobs, kids, home, etcetera, Blue Velvet makes us begin to think about ourselves and identity on authentic levels. This makes Lynch's work particularly influential on the psychoanalytic level, because by Makrushka arguing that we as individuals, must view life through multilateral lenses, as opposed to the unilateral lens we lean towards, in this case, the unilateral lens being the American Dream, people can begin to address their unconscious and subconscious mind, resulting in a fuller understanding of themselves and others. Essentially, both Makarushka and Lynch show us that we must look past the American Dream, into the painful reality of life occurring outside of the protected bubble we place ourselves in. As a result, we become more aware and self-understanding, making us more organic and insightful individuals of society. Another philosopher that attests to Lynch's psychological notions within Blue Velvet is Louis Althusser. His observations of ideology, throughout Ideological State Apparatuses, are particularly seen in terms of his repressive and ideological state. Lynch's depiction of the crossing guards, fireman, and detectives relates back to the repressive state because it is one in which cooperation from the public is achieved through physical coercion by means such as the police. Blue Velvet illustrates what happens when these authoritative figures dissipate, â€Å"The loss of an authoritative interpretative frame of reference results in a cultural disequilibrium. For Lynch, this decenteredness is affirmed in the experience of the ambiguity of evil which ultimately subverts the unambiguous claim of the American Dream† (Makarushka 32). Althusser's ideological state resembles more of a soft power that is sustained by cultural institutions such as church, family, and culture. It also values a sense of choice of what reality is imposed. This state specifically correlates to the reshaping of the American Dream throughout Blue Velvet because it questions what life is like beyond the perfect image, and what reality really is. By seeing what happens when the repressive state fails, we can see how softer figures can reshape people's understanding of life, reality, and deeper meaning. The American Dream must be redefined, and the psychological impact of the human mind must be addressed, according to Lynch. His film, Blue Velvet essentially allows us to understand that the true American Dream is one in which we are self-understanding, multilateral, and questioning of who we are beyond the image we portray, through its psychologically dynamic characters. Through his focus on Freudian theory, human understanding is better emphasized, increasing our own understanding of the self and others.

Maxwell essays

Maxwell essays Maxwell was born and raised in Brooklyn, New York, on May 23 1973. His mother is of Puerto Rican descent and his father was West Indian. Sadly, his father died in a plane crash when Maxwell was just 3 years old. He adopted his middle name as his stage moniker, (Maxwell) keeping his real identity a closely guarded secret out of concern for his family's privacy. Growing up Maxwell spent much of his youth alone, since he found it difficult mixing with children in his own neighborhood. His fellow classmates nicknamed him 'Maxwell House Coffee' and often referred to him as "the quiet nerd who sat at the back of the classroom". It was not until music entered Maxwell's life that he began to feel more comfortable with himself, and who he was. A friend of his gave him a keyboard to borrow at the age of 16, and he applied his own tutelage by locking himself in his bedroom where he'd practice for hours at a time. In order to support himself through studies and extend his collection of musical instruments, Maxwell held down 2 jobs - one in a movie theatre and the other working as a waiter. It was whilst working as a waiter that Maxwell learnt to develop his social skills, improving significantly in the essence of 'people communication' and interacting with others on a more personal level. Having slowly developed a 4-track studio, Maxwell purchased numerous other instruments and went on to become a self-taught musician. He was primarily a musician to begin with, but became a singer later, since he didn't know anyone else who could sing. At the age of 19, Maxwell had recorded several demos' that had gained a lot of interest from the press and public alike. Initially influenced by early-'80s urban R ...

Ghost Dance, Amerindian Rebellion and Religious Ritual

Ghost Dance, Amerindian Rebellion and Religious Ritual The ghost dance was a religious movement that swept across Native American populations in the West in the late 19th century. What started as a mystical ritual soon became something of a political movement and a symbol of Native American resistance to a way of life imposed by the U.S. government. A Dark Moment in History As the ghost dance spread through western Native American reservations, the federal government moved aggressively to stop the activity. The dancing and the religious teachings associated with it became issues of public concern widely reported in newspapers. As the 1890s began, the emergence of the ghost dance movement was viewed by white Americans as a credible threat. The American public was, by that time, used to the idea that Native Americans had been pacified, moved onto reservations, and essentially converted to living in the style of white farmers or settlers. The efforts to eliminate the practice of ghost dancing on reservations led to heightened tensions which had profound effects. The legendary Sitting Bull was murdered in a violent altercation sparked by the crackdown on ghost dancing. Two weeks later, the confrontations prompted by the ghost dance crackdown led to the infamous Wounded Knee Massacre. The horrific bloodshed at Wounded Knee marked the end of the Plains Indian Wars. The ghost dance movement was effectively ended, though it continued as a religious ritual in some places well into the 20th century. The ghost dance took a place at the end of a long chapter in American history, as it seemed to mark the end of Native American resistance to white rule. Origins of the Ghost Dance The story of the ghost dance began with Wovoka, a member of the Paiute tribe in Nevada. Wovoka, who was born about 1856, was the son of a medicine man. Growing up, Wovoka lived for a time with a family of white Presbyterian farmers, from whom he picked up the habit of reading the Bible every day. Wovoka developed a wide-ranging interest in religions. He was said to be familiar with Mormonism and various religious traditions of native tribes in Nevada and California. In late 1888, he became quite ill with scarlet fever and may have gone into a coma. During his illness, he claimed to have religious visions. The depth of his illness coincided with a solar eclipse on January 1, 1889, which was seen as a special sign. When Wovoka regained his health, he began to preach of knowledge which God had imparted to him. According to Wovoka, a new age would dawn in 1891. The dead of his people would be restored to life. Game which had been hunted nearly to extinction would return. And the white people would vanish and stop afflicting the indigenous peoples. Wovoka also said a ritual dance which had been taught to him in his visions must be practiced by native populations. This ghost  dance, which was similar to traditional round dances, was taught to his followers. Decades earlier, in the late 1860s, during a time of privation among western tribes, there had been a version of the ghost dance which spread through the West. That dance also prophesied positive changes to come to the lives of Native Americans. The earlier ghost dance spread through Nevada and California, but when the prophecies did not come true, the beliefs and accompanying dance rituals were abandoned. However, Wovokas teachings based on his visions took hold throughout  early 1889. His idea quickly spread along travel routes, and became widely known among the western tribes. At the time, the Native American population was demoralized. The nomadic way of life had been curtailed by the U.S. government, forcing the tribes onto reservations.  Wovokas preaching seemed to offer some hope. Representatives of various western tribes began to visit Wovoka to learn about his visions, and especially about what was becoming widely known as the ghost dance. Before long, the ritual was being performed across Native American communities, which were generally located on reservations administered by the federal government. Fear of the Ghost Dance In 1890, the ghost dance had become widespread among the western tribes. The dances became well-attended rituals, generally taking place over a span of four nights and the morning of the fifth day. Among the Sioux, who were led by the legendary Sitting Bull, the dance became extremely popular. The belief took hold that someone wearing a shirt that was worn during the ghost dance would become invulnerable to any injury. Rumors of the ghost dance began to instill fear among white settlers in South Dakota, in the region of the Indian reservation at Pine Ridge. Word began to spread that the Lakota Sioux were finding a fairly dangerous message in Wovokas visions. His talk of a new age without whites began to be seen as a call to eliminate the white settlers from the region. And part of Wovokas vision was that the various tribes would all unite. So the ghost dancers began to be seen as a dangerous movement that could lead to widespread attacks on white settlers across the entire West. The spreading fear of the ghost dance movement was picked up by newspapers, in an era when publishers such as Joseph Pulitzer and William Randolph Hearst were beginning to champion sensational news. In November 1890, a number of newspaper headlines across America linked the ghost dance to alleged plots against white settlers and U.S. Army troops. An example of how white society viewed the ghost dance appeared in the form of a lengthy story in the New York Times with the subheadline, How the Indians Work Themselves Up to a Fighting Pitch. The article explains how a reporter, led by friendly Indian guides, trekked overland to a Sioux camp. The trip was extremely hazardous, owing to the frenzy of the hostiles. The article described the dance, which the reporter claimed to have observed from a hill overlooking the camp. 182 bucks and squaws participated in the dance, which took place in a large circle around a tree. The reporter described the scene: The dancers held on anothers hands and moved slowly around the tree. They did not raise their feet as high as they do in the sun dance, most of the time it looked as though their ragged moccasins did not leave the ground, and the only idea of dancing the spectators could gain from the motion of the fanatics was the weary bending of the knees. Round and round the dancers went, with their eyes closed and their heads bent toward the ground. The chant was incessant and monotonous. I see my father, I see my mother, I see my brother, I see my sister, was Half Eyes translation of the chant, as the squaw and warrior moved laboriously about the tree.The spectacle was as ghastly as it could be: it showed the Sioux to be insanely religious. The white figures bobbing between pained and naked warriors and the shrill yelping noise of the squaws as they tottered in grim endeavor to outdo the bucks, made a picture in the early morning which has not yet been painted or accurately described. Half Eyes says the dance which the spectators were then witnessing had been going on all night. On the following day the other side of the country, the front-page story A Devilish Plot claimed that Indians on the Pine Ridge reservation planned to hold a ghost dance in a narrow valley. The plotters, the newspaper claimed, would  then lure soldiers into the valley to stop the ghost dance, at which point they would be massacred. In It Looks More Like War, the New York Times claimed that Little Wound, one of the leaders at the Pine Ridge reservation, the great camp of the ghost dancers, asserted that the Indians would defy orders to cease the dancing rituals. The article said the Sioux were choosing their fighting ground, and preparing for a major conflict with the U.S. Army. Role of Sitting Bull Most Americans in the late 1800s were familiar with Sitting Bull, a medicine man of the Hunkpapa Sioux who was closely associated with the Plains Wars of the 1870s. Sitting Bull did not directly participate in the massacre of Custer in 1876, though he was in the vicinity, and his followers attacked Custer and his men. Following the demise of Custer, Sitting Bull led his people into safety in Canada. After being offered amnesty, he eventually returned to the United States in 1881. In the mid-1880s, he toured with Buffalo Bills Wild West Show, alongside performers like Annie Oakley. By 1890, Sitting Bull was back in South Dakota. He became sympathetic to the movement, encouraged young Native Americans to embrace the spirituality espoused by Wovoka, and apparently urged them to take part in the ghost dance rituals. The endorsement of the movement by Sitting Bull did not go unnoticed. As the fear of the ghost dance spread, what appeared to be his involvement only heightened tensions. The federal authorities decided to arrest Sitting Bull, as it was suspected he was about to lead a major uprising among the Sioux. On December 15, 1890, a detachment of U.S. Army troops, along with Native Americans who worked as police officers on a reservation, rode out to where Sitting Bull, his family, and some followers were camped. The soldiers stayed at a distance while the police sought to arrest Sitting Bull. According to news accounts at the time, Sitting Bull was cooperative and agreed to leave with the reservation police, but young Native Americans attacked the police. A shoot-out occurred, and in the gun battle, Sitting Bull was shot and killed. The death of Sitting Bull was major news in the East. The New York Times published a story about the circumstances of his death on its front page, with subheadlines described him as an old medicine man and a wily old plotter. Wounded Knee The ghost dance movement came to a bloody end at the massacre at Wounded Knee on the morning of December 29, 1890. A detachment of the 7th Cavalry approached an encampment of natives led by a chief named Big Foot and demanded that everyone surrender their weapons. Gunfire broke out, and within an hour approximately 300 Native men, women, and children were killed. The treatment of the native peoples and the massacre at Wounded Knee signify a dark episode in American history. After the massacre at Wounded Knee, the ghost dance movement was essentially broken. While some scattered resistance to white rule arose in the following decades, the battles between Native Americans and whites in the West had ended. Resources and Further Reading â€Å"The Death of Sitting Bull.† New York Times, 17 Dec. 1890.â€Å"It Looks More Like War.† New York Times, 23 Nov. 1890.â€Å"The Ghost Dance.† New York Times, 22 Nov. 1890.â€Å"A Devilish Plot.† Los Angeles Herald, 23 Nov. 1890.

Cultural Diversity in the Workplace Essay Example | Topics and Well Written Essays - 2250 words

Cultural Diversity in the Workplace - Essay Example Managing cultural diversity in workplace is one of the key objectives of the organization among other concern areas of sustaining productivity as well as quality, total quality management and customer satisfaction. The diversity in the workforce is mainly due to presence of people coming from varying set of backgrounds. They differ in their value systems, culture, beliefs, attitude and behaviour, habits and customs (Henderson, 1994). Thus to bring the entire workforce together on the same platform is extremely significant in terms of bringing them to a common tune of work. The integration of a workforce which is culturally diversified lies at the beneath of the long term success of the organization. The issues to be considered for managing people from an environment of cross-culture are training and development of the employees, organizational dynamics aimed at optimizing the performance of the global managers. The building of confidence to bring out the professionalism of manager ar riving from an international scenario is important. The adaptability to the home environment is required to work in harmony with the organization policies which could be achieved through managing the cultural diversity of the workforce. ... The strategies adopted by organizations are solely based on the data collected by the organizations on the personal trends, labour segments and customer segments. The analysis of the collected data helps the management to understand about the thought process of the diversified set of employees on the developments and progress of the organization. The attitude of the workforce towards their business opportunities and growth could be analyzed from the information collected by the organizations. For international operations, a diversified set of employees in the workforce could prove to be advantageous. The alignment to the different set of cultures, understanding the needs of customers from varying cultural backgrounds and addressing those needs with the help of employees from specific cultural backgrounds help the organizations to attain expansion in the world markets and also to get a competitive advantage. The strategies for managing cultural diversity of the workforce in an organiz ation vary with respect to the ethno-centric, region centric as well as geocentric approaches (Walton, 1994). The ethnocentric approach considers people from different ethnic backgrounds. The region-centric approach considers the members of the workforce from different regional backgrounds. The geocentric approach takes the people from all over the world into consideration for managing the diversity of people from cross-cultural backgrounds. In the present scenario of business expansions, the integration of the host with the international markets and culture is extremely important for the good interest of the organization. The attainment of cultural diversity in business operations is obvious under such situations. Thus the management of cultural diversity is also

THE ROLE OF THE NURSE PRACTITIONER Research Paper

THE ROLE OF THE NURSE PRACTITIONER - Research Paper Example The FNP works and functions in a similar manner like a physician even though she lacks the same knowledge and qualifications of a doctor. In family settings, the family nurse practitioner makes routine check-ups on the physical condition of the family as well as diagnoses any form of illness and other minor injuries (Aries & Middough, 2010). Roles of a Family Nurse Practitioner in Hospital Environment A major responsibility of a nurse practitioner is preparation and maintenance of medical documentation of a certain family. She is responsible of updating the charts of her findings on the condition of a patient after the completion of diagnostic tests. A family nurse practitioner adds the new information into the patients chart. All these forms of medical communication between the nurse practitioner and the patient and between the patient and the physician in addition to any other healthcare worker involved have to be stored by the nurse practitioner in the personal file of the patient . This medical information is added to the medical history of the patient such that it can be used in future by other physicians who may be attending the patient (Hamric, 2008). Since a nurse practitioner acts under the surveillance of the attending physician, she should possess perfect communication skills and sufficiently work as expected with other attending physicians who are treating a certain specific member of a family. During the process of treating a patient, the family nurse practitioner has to be involved in the process as a she acts as a part of the medical team. It is a requirement that she shares her medical knowledge of the patient with other medical professionals as well discussing the condition of the patient in an effort to gain some knowledge about the patient which may be important at a latter date (Coffman & Edward, 1998). It is the responsibility of the family medical practitioner to discuss the condition of the patient with the doctor or any other visiting phy sician so as to receive an input approval from the doctor or the physician. In addition with collaborating with the doctor, the family nurse practitioner has to work hand-in-hand with other nurses and therapists for the betterment of their patient as they will provide important advice which will be very useful during the process of caring and treating the patient. Provision of proper medication and elderly care is also a part of their duty. After people get aged, they develop many complications where in some worse cases they get mentally retarded thus it is also a duty of the family nurse practitioner to oversee that they get the right medication as well as care (Aries & Middough, 2010). This nurse further observes the complaints of the patient and conducts a diagnosis on the patient’s health and determines the course of medication to be observed in accordance with the medical history of the patient. The family nurse practitioner has the mandate to demand lab tests or X-rays of a patient by lab physicians with reference to the condition of the patient so as to make recommendations on the type of treatment the patient is supposed to receive. For instance, a middle aged female may approach a female nurse practitioner with complaints of fatigue and based on her examination of the condition of the patient, the nurse practitioner has the liberty to order for lab tests to be conducted on such a patient so as to diagnose the scope of the