Thursday, December 26, 2019

Rome Engineering an Empire Review

Rome: Engineering an Empire tells the story of the expansion of the Roman Empire by means of amazing engineering feats. One of the more impressive anecdotes of this History Channel production is that the Roman aqueducts procured more water for the city of Rome during the Empire than New York City could supply its inhabitants in 1985. The production is sleek, seamlessly flowing from historical period to engineering accomplishment to imperial biography, using on-site photography, drawings, and actors to recreate interpersonal relations. Roman Accomplishments in Construction Chronologically, the first engineering accomplishment featured in Rome: Engineering an Empire  is the creation of a great sewer system, the cloaca maxima, which allowed the hilltop villages to consolidate, but the story presented by Rome: Engineering an Empire begins with the end of the Republic and Julius Caesar, whose engineering marvel was the building of a 1000-foot wooden bridge over the Rhine River in 10 days for Caesars legions to cross. Military needs also dictated the construction of the famous roads of the Roman Empire. These roads werent straight just for the sake of speed, but because the Romans lacked surveying tools that would allow them to make curves. Roman aqueducts, based on simple physical principles, were also straight line constructions, tunnels through mountains, and bridges over valleys, with the famous Roman arch construction, used to limit the amount of material needed. Emperors and an Empire Although Claudius wasnt the only emperor to work on aqueducts, the program credits the emperor with the Anio aqueduct, while describing both his reign and his relationship with his wife Agrippina. This ties one engineering feat with the next, the pleasure palace of the Golden Palace (Domus Aurea), constructed by Agrippinas son, Emperor Nero. Neros murder of his mother ties in with a later segment on Emperor Caracalla who killed his brother before the eyes of his mother. Between these two emperors, Rome: Engineering an Empire covers the building feats and careers of the good emperors, Vespasian, Trajan, and Hadrian, builders of the Colosseum or Flavian Amphitheater; builder of a column celebrating his conquests and an early shopping mall with 150 storefronts, and rebuilder of the forum; and the wall up to 30 feet high in places that crossed the entire width of Britain. Rome: Engineering an Empire is available on DVD  from Amazon.

Wednesday, December 18, 2019

The Interesting Narrative of the Life of Olaudah Equiano...

Born in 1745, Equiano was born a member of the Igbo tribe in a village called Essaka in the kingdom of Benin. He describes Essaka as a remote and fertile village where slavery is a part of life. Born into a family of seven, Equiano is the youngest of six sons and the greatest favourite of his mother. One day, when he and his sister were left to mind their house while their people were gone to their work, they were both kidnapped and enslaved, violating the unwritten rules that slaves should only be acquired as prisoners of war or criminals. This day would change Equianos life forever and begin his experiences in slavery. After being kidnapped, separated from his sister, reunited, and then separated once again from his sister,†¦show more content†¦In England, Equiano had a very kind master who was also his friend. With Pascal, he journeyed to many European ports and fought for Britain on the naval ship in the Seven Years War. In Britain, he was hired to serve numerous different families and acquired many useful friends during this time. Equiano recalls a pleasant and safe time there, with a growing desire to act as the British. I could now speak English tolerably well, and I perfectly understood everything that was said. I not only felt myself quite easy with these new countrymen, but relished their society and manners. I no longer look upon them as spirits, but as men superior to us; and therefore I had the stronger desire to resemble them, to imbibe their spirit, and imitate their manners. During this period, he served a woman named Miss Guerins, who sent him to school where he gratefully learned to read and write. She was also the one who convinced Pascal to allow Equiano to be baptized and became his Godmother. With his recent education and much talk of freedom, or being delivered, Equiano was devastated when he was sent off once again. With Captain James Doran, he sailed to the West Indies and upon arriving at Montserrat, Equiano was sold to a Quaker merchant from Philadelphia named Robert King. Although King was another kind master, upon his merchant ships, which delivered cattle and food to the West Indies in exchange for carrying newly arrived African slavesShow MoreRelatedOlaudah Equianos the Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself1119 Words   |  5 PagesOlaudah Equiano s The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself, is the story of the eponymous real-life character, Olaudah Equiano, his life, trials, tribulations and journey from slavery at an early age to freedom. For Equiano, it seems that slavery is almost a metaphysical phenomenon. His entire life is essentially characterized by the different experiences relating slavery, from Africa to the Middle Passage to plantation life inRead MoreSummary : Free Slave Voice 1397 Words   |  6 Pagesunderstood for we are many and evil is few. (OE) after reading the excerpt of â€Å"The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African,† it was then necessary to read the complete text. Upon completion of the reading, I found that it was somewhat troublesome because there is not a sense of urgency in the tone of his writing to help his fellow Negros out of their enslavement. The narrative does not provoke the reader to become alarmed at the plight of Negro slave but insteadRead MoreAmitav Ghosh the Hungry Tide and the Interesting Narrative of Olaudah Equiano5089 Words   |  21 PagesBoth The Hungry Tide and The Interesting Narrative Of Olaudah Equiano are tales of sociological hardships combined with a life bound to the sea. The ocean plays a significant role in the text offering disempowerment to some whilst empowering others. In The Interesting Narrative the slave trade was in full swing and a capitalist attitude heavily dominates the text, whilst in The Hungry Tide capitali sm plays a smaller role and the humanitarian backdrop of the story is a more central theme. In thisRead MoreThe Complex Nature Of Equiano s Identity Crisis1411 Words   |  6 Pagescrisis Equiano presents himself as an African, who is embattled with a myriad of issues enroute to a foreign land. He starts off as a normal African boy that takes pride in the family unit. His life changes as he is exposed to a life of slavery that makes him wonder just how far he would go to regain his freedom. Equaino is celebrated due to his anti-slave trade achievements, but rather criticized for a lack of authenticity in his plight to free the world of slavery. He begins his narrative with aRead More Jessica Rodriguez Essay1364 Words   |  6 PagesAccuracy in Equiano’s Novel Olaudah Equiano’s autobiography, The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself, has become a very important piece of literature. Equiano established a new type of literature with this novel. It was the first autobiography/slave narrative ever written. Many other slaves, such as Fredrick Douglass, followed his example in writing autobiographies or slave narratives. Equiano not only gives detailed descriptionsRead More Olaudah Equiano or Gustavus Vassa Essay1022 Words   |  5 PagesOlaudah Equiano or Gustavus Vassa It was in 1758 when Olaudah Equiano was kidnapped from his home in Southeastern Nigeria and sold into slavery. Equiano was just eleven years old at the time and was forced to leave his Ibo religion, his family, and all else familiar. His account of being introduced to the Europeans which forced him into slavery is especially powerful, for Equiano had never laid sight on a white man before. ...I was carried on board. I was immediately handled and tossed upRead More Olaudah Equiano Essay1230 Words   |  5 Pagesamateur scientist, and even a hairdresser. These are all jobs that Olaudah Equiano held during his lifetime. He has been called the quot;most influential African writer in both Africa, America and Britain before the Civil Warquot;, and was born in Essaka, Nigeria sometime during 1745 (ONeale, 153). His family was part of the Ibo tribe, which was located in the North Ika Ibo region of Essaka. In his earliest years, Olaudah Equiano was trained in the art of war. His daily exercises included shootingRead MoreA Journey Of Freedom By Olaudah Equiano Essay1865 Words   |  8 PagesA Journey to Freedom Olaudah Equiano, The Interesting Narrative depicts one man’s journey of being enslaved to finally obtaining his freedom. The autobiography begins with narrator transporting the reader back to his early youth. Equiano provides a very detailed description of his village life in Eboe, Africa. However, Equiano life and freedom is quickly taken from him, as he is snatched and thrust into the chains of slavery. Along Equiano enslavement he experiences religion, theories of the enlightenmentRead MoreOlaudah Equiano s Journey Of Being Enslaved Essay1875 Words   |  8 PagesOlaudah Equiano, The Interesting Narrative depicts one man’s journey of being enslaved to finally obtaining his freedom. The autobiography begins with the narrator transporting the reader back to his early youth. Equiano provides a very detailed description of his village life in Eboe, Africa. However, Equiano life and freedom is quickly taken from him, as he is snatched and thrust into the chains of slaver y. Along Equiano enslavement he experiences religion, theories of the enlightenment and theRead MoreOlaudah Equiano And The African724 Words   |  3 PagesKristy Derrett History 1310 TR 9:30 Olaudah Equiano, The Interesting Narrative of the Life Olaudah Equiano or Gustavus Vassa, The African. Written by Himself. (London: The Project Gutenberg eBook, 2005) In his book, The Interesting Narrative of the Life Olaudah Equiano or Gustavus Vassa, The African. Written by Himself, Olaudah Equiano describes his life from the time he was captured and enslaved at a young age to his journey to freedom. Throughout his book he recalls his culture back in Africa

Monday, December 9, 2019

Financial Statements Of Kathmandu Holdings †MyAssignmenthelp.com

Questions: 1. Provide a brief of the company (Name, year of establishment, history, background, the product/service they deal in) and also what year is under review? Try selecting the latest year? 2. Looking at the contents page and flicking through the report, which sections dominate the report? 3. Who are the directors? List three or four main directors along with a brief summary of directors report? 4. Who are the auditors? What is the auditors opinion? Provide a brief summary of auditors report? 5. Have sales increased or decreased (compare the year you have selected with that of the previous/preceding one)? Comment on the reasons for the change in the sales. 6. What is the net cash inflow (outflow) from operating activities? (See the companys cash flow statement). How has the companys net cash inflow changed from the previous year in terms of money and in terms of percentage? 7. What was the retained profit for the year? Has the company any borrowings, i.e. loans, debentures, etc.? 8. Based on the income statement, Balance sheet cash flow statement, calculate the following ratios and comment on the financial health of the company? Answers: 1. Brief introduction of Kathmandu Holdings Limited Kathmandu Holding Limited is the professional outdoor wholesaler. It was established in 1987.The company is hooked in designing, marketing, wholesaling of clothes and material for travel and adventure. The companys sector consists of the countrys like New Zealand, Australia, and the United Kingdom. It offers a range of garments like fleece jacket, waterproof jacket, shirt pants and footwear and socks. It also provides equipment consist of bags, sleeping bag, tents, camping accessories and travel accessories. The company works approximately 110 stores in Australia, over 46 stores in New Zealand and approximately 4 in the United Kingdom. The companys subdivision includes Kathmandu (U.K) Limited, Kathmandu Ply Limited, Kathmandu Limited, and Milford Group Holding Limited (www.kathmanduholdings.com, 2017). 2. Identifying the key aspect of the annual report Annual report of any company includes all the relevant and compulsory information for the users (both internal and external) of the report. The annual report specifically includes, directors report, interim report, media announcement, strategic performance report, etc. However, the interim report is the most dominating section of the annual report, followed by the directors report and media announcement (Zadek et al. 2013). Similarly, interim report is the most dominating section of the annual report of Kathmandu Holdings Limited. Financial statement and Auditor's report are the most significant part of it, since it brings material and required information for the users of the report. Here it has been found that the PWC has audited the financial statement of the company, stating that the company has followed the guidelines of AASB and the statement is showing true and fair view (de Villiers et al. 2014). The report has made individually to the companys shareholder. The audit work has been tackled so that it might shape to the companys shareholders the matter which are required to state to the shareholders for the review report and for no other desire. To the fullest extension allowed by the law, the company do not accept or guess the duty anyone other than the shareholder. 3. Identifying the key directors and analyzing the directors report The director is the prime of the organization, they are either appointed or elected, who mostly has the power and duties link to administration and management (Cassim, 2016). The three-significant director of this company are David Kirk, Xavier Simonet and John Harvey. The directors report analysis that majority of Kathmandus year ended sale are obtained from three major sales promotions each year appearing in the part of the months of March and April (Autumn), June and July (Winter) and December and January (Christmas). Among these three developments the Largest sales is Winter sale and the remaining two sales occur in the second half of the financial year. As the outcome, in the second half of every financial year the largest proportion of the Kathmandu sales and EBITDA is obtained. However, the fee structure of the directors is represented below in a diagram. Figure 1: Directors remuneration (source: www.kathmanduholdings.com, 2017) 4. Defining auditors, their opinion and discussing the summary of auditor's report Auditor is someone who is responsible for calculating the validity and security of a company's or managements financial statements (Tang et al. 2017). The only financial statement which was occurred by the Group that are estimated at the fair value are over the counter derivatives. These derivatives have all been resolve to be in the level two of the fair value position. As all the powerful inputs are needed to find out the fair value of these derivatives. Pwc has audited the financial statements of the company and found that the report has been prepared in relationship with group interest andaccounting guidelines. Thus, theAccounting firm, Pwc has given unqualified report. The report is individually made to the companys shareholder as a body (Christ et al. 2015). The audit work has been so that it might state to the companys shareholder, the matter which are required to state to the shareholder for the review report. The company do not accept or assume responsibility to anyone other than shareholder. 5. Comparative analysis of sales for the year 2017 and 2016 and explaining the reason behind the changes Based on the audited financial statements of Kathmandu Holdings Limited, it can be seen that the total sales for the year ended 31 January is almost similar to the previous year. Total segment sales in the Australia domain is around $ 279,704. The company specifically recognizes the sales whenever the payment is made (Ordanini, Parasuraman Rubera, 2014). However, the credit sales contribute 80% of the total sales. In addition, the group sales also contribute 80% of the total credit sales. It can easily be understood from the sales graph shown below, that how the company efficiently performed in the previous five years to increase sales. This, is the reason why Kathmandu Holdings have never faced losses in the past five years. Figure 2: Segment sales in the domain of New Zealand (source: www.kathmanduholdings.com, 2017) With respect to the above context, the sales revenue in the UK domain has faced struggle in increasing its sales, because the region has very strict belief in accepting the products offered by the company. However, the segment sales are well described in the context of three different countries. An operating is a part of an element that participates in business exercises which wins income and brings about costs and where the central leader audits the working outcomes all the time and settles on choices on asset allotment (Hambrick and Quigley, 2014). The Group is composed into three working portions, portraying the three land areas the Group works in. 6. Discussion on net cash flows of the company The operating cash flow for the year 2017 decreased significantly to $ 10,033, also the cash used in investing. Compare to 2016 and 2017 the net cash flow from operating activities has decreased from 24,187 to 10,033 because in 2017 they paid more to the supplier and the employee, they paid more income tax, also paid interest more as compare to 2016. Receipt from customers remained unchanged, payments to suppliers and employees slightly rose, but income tax and interest paid in the current year is slightly less. This made the operating cash flow less than 2016. However, the net cash used in investing activities has increased in 2017 compare to from (12,875) to (6,792), this is because they purchased less fixed assets, but they purchased more intangible assets. Moreover, proceeds from loans and advances considerably rose to $ 41,921. Similarly, the net cash (outflow) from financing activities has increased in 2017 as compared to 2016, because the company paid less dividend in the curr ent year, also provided less loan as compare to 2016. This is because the cash and cash equivalent is less as compare to 2016 (Ball et al. 2016). However, the computation of net cash inflows from operating activities is shown below. Figure 3: Changes in net profit after taxation with cash inflow (source: www.kathmanduholdings.com, 2017) 7. Discussing the debt and equity structure of the company Kathmandu Holdings total debt is amounted to $ 103,838, which consist of fixed interest-bearing liabilities of $ 51,595 and derivative financial instruments of $ 3,199 for the year 2017. On the other hand, total debt for the year 2016 was $ 48,591 which was less than the current. Thus, it can be said that the company is raising funds to finance their business operation. However, the total equity for both the year remained almost same, which includes unchanged total equity shares (Bradley and Roberts, 2015). Moreover, retained earnings slightly increased, but reserves and surpluses significantly rose in the current year. Therefore, it can be said that Kathmandu Holdings has efficiently managed its equity shares and performed up to the expectations of the shareholders. Since, the dividend paid by the company is considerably higher than that of previous year. However, the consolidated statement of changes in equity with respect to the debt and equity structure is given below. Figure 4: Changes in equity (Source: www.kathmanduholdings.com, 2017) 8. Computation of the financial ratios for identifying the financial health of the company KATHMANDU HOLDINGS LIMITED Profitability ratios Particulars 2017 $ 2016 $ Rate of return on net sales Operating profit / net sales 14830/196316 15139/195977 0.075541474 0.077248861 7.50% 7.70% Rate of return on equity Net profit / total equity 10045/303328 9410/305782 0.033115967 0.030773558 0.03 0.03 Earnings per share given in the annual report 4.9 cents 4.6 cents Liquidity ratios Particulars 2017 $ 2016 $ Working capital Current assets-current liabilities 107202 - 51930 123204 - 48591 55272 74613 $ 55272 $ 74613 Current ratio Current assets/current liabilities 107202 / 51930 123204 / 48591 2.064355864 2.535531271 2.0:1 2.5:1 Accounts receivable turnover Net credit sales/Avg. receivables ((196316/ (5399+7313)/2)) ((195977/ (7313+5031)/2)) 7.721680302 7.938148088 7.72 times 8 times Leverage ratios Particulars 2017 $ 2016 $ Debt ratio Total liabilities/total assets 103838 / 407166 119919 / 425701 0.255026206 0.281697717 25.50% 28.00% Debt to equity ratio Total liabilities/total equity 103838 / 303328 119919 / 305782 0.342329096 0.392171547 34.23% 39.21% Assets turnover ratios Particulars 2017 $ 2016 $ Assets turnover ratios Net sales / average total assets ((196316/ (407166 + 425701)/2)) ((195977/ (425701 + 413253)/2)) 0.117855552 0.116798418 0.12 0.12 Table 1: Financial ratios (Source: Self-created) Based on the computation of different financial ratios of Kathmandu Holdings Limited, for the year ended 31 January 2017, relevant information regarding the financial health of the company have been found, which are commented below. Companys return on sales and return on equity both remain almost same, but the return on sales slightly declined by 0.2% in 2017. Thus, it can be concluded that company is moderately doing well, but it need to put more focus on its unnecessary expenses (Delen et al. 2013). However, the current ratio has shown satisfactory result in 2017, which meet the industry standard of 2:1, but the working capital and accounts receivable turnover declined in 2017 to $ 55272 and 7.72 times respectively. Thus, it can be said that the company is still struggling in paying off its debt obligations. However, the liquidity of current assets gives a sense of relief. On the counter part, the organizations debt-equity mix is quite high, indicating that the entity is largely relying on the debt capital for financing their operation (Kou et al. 2014). However, the assets turnover ratio remained unchanged, indicating that the company is quite stable in generating sufficient revenue with its assets. References Ball, R., Gerakos, J., Linnainmaa, J.T. and Nikolaev, V. (2016). Accruals, cash flows, and operating profitability in the cross section of stock returns. Journal of Financial Economics, 121(1), pp.28-45. Bradley, M. and Roberts, M.R. (2015). The structure and pricing of corporate debt covenants. The Quarterly Journal of Finance, 5(02), p.1550001. Cassim, R. (2016). Contesting the removal of a Director by the Board of Directors under the Companies Act. South African Law Journal, 133(1), pp.133-159. Christ, M. H., Masli, A., Sharp, N. Y., Wood, D. A. (2015). Rotational internal audit programs and financial reporting quality: Do compensating controls help?. Accounting, Organizations and Society,44, 37-59. de Villiers, C., Rinaldi, L. and Unerman, J. (2014). Integrated Reporting: Insights, gaps and an agenda for future research. Accounting, Auditing Accountability Journal, 27(7), pp.1042-1067. Delen, D., Kuzey, C. and Uyar, A. (2013). Measuring firm performance using financial ratios: A decision tree approach. Expert Systems with Applications, 40(10), pp.3970-3983. Hambrick, D.C. and Quigley, T.J. (2014). Toward more accurate contextualization of the CEO effect on firm performance. Strategic Management Journal, 35(4), pp.473-491. Kou, G., Peng, Y. and Wang, G. (2014). Evaluation of clustering algorithms for financial risk analysis using MCDM methods. Information Sciences, 275, pp.1-12. Ordanini, A., Parasuraman, A., Rubera, G. (2014). When the recipe is more important than the ingredients: A qualitative comparative analysis (QCA) of service innovation configurations.Journal of Service Research,17(2), 134-149. Tang, F., Tang, F., Ruan, L., Ruan, L., Yang, L. and Yang, L. (2017). Does regulator designation of auditors improve independence? The moderating effects of litigation risk. Managerial Auditing Journal, 32(1), pp.2-18. www.kathmanduholdings.com, (2017). Available from: https://www.kathmanduholdings.com/wp-content/uploads/2017/03/1H-FY17-ASX-release.pdf [Accessed on 11 Sep. 2017]. Zadek, S., Evans, R. and Pruzan, P. (2013). Building corporate accountability: Emerging practice in social and ethical accounting and auditing. Routledge.

Monday, December 2, 2019

You Fit Into Me free essay sample

Then, the reader is aware of something uneasily vibrant in the words â€Å"an open eye,† an strange one for a common fact of hurt, and an abnormal disturbance of discipline into a realm usually consecrated to the feelings(4). This poetry come from the poet’s desire to make contact with a lover, a relative, or a friend. The first stanza, the writer used â€Å"you fit into me† making the speaker’s voice to created a vivid sight of being in love. The person who reads is persuaded to see in its mind’s eyes a symbol of love and connection (1). The words gives an impression of a eeling try to find an understanding of that moment. In the second stanza, â€Å"like a hook into the eye† concept referring a strong ineffable feeling toward another person (2). For an example, the Christians’ belief is love toward one another. It can be someone who has come to assist you in your spiritual growth by showing you more about yourself and offering you ways to open your heart another is a soul connection which is like agape love. We will write a custom essay sample on You Fit Into Me or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The third stanza â€Å"a fish hook† interrupts the visions of happiness shifting it into a fantasy of cruelty and excruciating pain (3). The poet mentions â€Å"a fish hook† specifically ecause it has a cutting remark that make it impossible to pull it out and in the path it entered (3). It makes one squirm with horror- the contrast is so unexpected and extreme. It helps the reader to think more carefully about the subject matter. The fourth stanza, â€Å"an open eye†, make known a piercing remark to whoever inflicted such damage must not to be ignored. The poet expresses an tortured approach at the poet’s blindness. The reader might claim that the poet tries to make contact to the reader because of the crucial isolation of the self. This is a struggle alongside an nnoticed but heavy presence. It is clear observations on the ignored, unseen abuse, and oppression of the woman that has been torn between sexual and emotional relationships. Oppression is more than just a phase people go through. It is a powerful reality and people do not realize its effects. There is great sadness to the one before the last line with its repetition; here is a token of distress and misery: â€Å"a fish hook, an open eye. † It is obvious the poet talking to self more than to its lover or a friend. Although this poem is sarcastic, the poet’s aspiration to speak with herself by eeing her mirror image in words. Behind a seemingly perfect idea, there is a nauseating realism that her imagery portray. Being in love might be impulsive, but its moving consequences suffer and rarely leave the person in the same manner they were prior to the relationship. Anais Nin, Cuban-French author, quoted heartbreak at the best. The individuality was of its theme was unique: Love never dies a natural death. It dies because we dont know how to replenish its source. It dies of blindness and errors and betrayals. It dies of illness and wounds; it dies of weariness, of withering, of tarnishing.

Wednesday, November 27, 2019

elvis and the beatles essays

elvis and the beatles essays Arguably, the success of Elvis Presley and the Beatles can be attributed to both their talent as well as skilled management. Arguing whether an artist or group is talented relies heavily on how talent is defined. For this essay, talent will be defined as a marked innate ability to do something well. Indisputably, both Elvis and the Beatles were central figures in the evolution of Rock and Roll thus, what they did, they did well. Many assert that the Beatles wrote and played their own music and therein lay their talent. Unlike the Beatles, Presley did not write his own music, nor was he particularly aspired to. However, does that render him any less talented? He may not have been the best or the most consistent but Presley is undoubtedly a central figure in the development of Rock and Roll. He had an ear for music and a gift for incorporating pre-existing styles of music into his own unique style. Presley grew up as a poor white southern boy and was in a position to absorb rhythm and blues, country and western, white and black gospel, bluegrass, western swing and pop. His musical versatility and multifaceted appeal, over the years, helped to redraw the boundary lines of Rock and Roll. He was the first artist to blend blues and country into a new musical style called rockabilly. He had an unprecedented explosive and sexual stage presence. His charisma, energy and showmanship, though controversial, made him popular, especially with teenage girls. Vocally, Presley was versatile and powerful. He had a varied repertoire of music, which included early rock classics like Thats All Right Mamma and Heartbreak Hotel to sentimental love songs. Though music lovers may not appreciate all of Presleys songs, he certainly catered to a variety of tastes. Though some criticize his move away from the classic rock style that popularized him in the 1950s, Presley never claimed to be a purist. H...

Saturday, November 23, 2019

AP Chemistry Syllabus What Does It Cover

AP Chemistry Syllabus What Does It Cover SAT / ACT Prep Online Guides and Tips What does an AP Chemistry syllabus look like? How many labs do you have to do? And what skills are you expected to learn before the test? In this article, I'll take an in-depth look at the components of a successful AP Chemistry syllabus, including content coverage, lab work, and overall curriculum requirements. I'll also give an example of a full syllabus (based on a sample from the College Board) and provide some helpful tips for both students and teachers! What Does the AP Chemistry Course Cover? AP Chemistry is a wide-ranging course. The curriculum is divided into six "Big Ideas," or major themes, that encompass long lists of smaller topics. I'll list the Big Ideas along with the smaller themes within them that the College Board calls "Enduring Understandings." These are actually broken down further into pieces of "Essential Knowledge," which (for the sake of keeping this article to a reasonable length) are not included here. There are also seven Scientific Practices that students are expected to master in the course, which I'll list after the Big Ideas. This is a part of the new inquiry-based model of AP science courses that encourages independent thinking. Finally, there are some overarching Curricular Requirements that every AP Chemistry class must fulfill, which I'll go over after the Scientific Practices. For the full course description with even more details, consult this link! The 6 Big Ideas of AP Chemistry The Big Ideas are the fundamental concepts every AP Chemistry syllabus must cover. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. This idea is huge by itself, and now you're telling me there are five more Sigh. Another day another dollar. The 7 Scientific Practices of AP Chemistry These seven "scientific practices" represent skills that students are expected to learn in AP Chemistry. Many of these relate to correct implementation of the scientific method in a lab context. They're especially tied to the "Guided Inquiry" labs, where students work independently to plan and conduct experiments. #1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.] #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. AP Chemistry Curricular Requirements The curricular requirements are concrete statements of expectations for the AP Chemistry course. These include requirements for the types of materials teachers must use in class, the structural framework of the course, the opportunities students should receive, and the percentage of class time devoted to labs. The course must use a recently published (within the past ten years) college-level chemistry textbook. The course must be structured around the Enduring Understandings within the Big Ideas as described in the AP Chemistry curriculum framework. Students should have opportunities outside of laboratory investigations to meet the learning objectives within each of the big ideas in the AP Chemistry curriculum. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological components to help them become scientifically literate citizens. Labs make up 25 percent of the instructional time at minimum and include at least 16 hands-on experiments. Lab investigations allow students to apply the seven science practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. "Guided inquiry" labs put students at the center of the learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set procedures and data collection strategies for student use. The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Keep in mind that it takes a while for most students to learn how to hold presentation materials in ways that don't completely obscure their faces. Work on it. You'll get there, buddy. What Does an AP Chemistry Syllabus Look Like? The following is a summary of a sample syllabus supplied by the College Board that goes through all the units that would be taught in a standard AP Chemistry course. It also provides the number of class periods allotted for each unit. In this example, the class periods are 52 minutes long. You can read the full syllabus here, and there are also a few more sample syllabi on this page! Course Materials Primary Textbook Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, 2012. Other Resources Used The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Demmin, Peter. AP Chemistry, Fifth Edition. New York: DS Marketing Systems Inc., 2005. Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001. Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and Technology, 2004. Holmquist, Dan and Donald Volz. Chemistry with Calculators. Oregon: Vernier Software and Technology, 2003. Beran, Jo Allan. Laboratory Principles of General Chemistry, Seventh Edition. New York: John Wiley and Sons, 2004. Unit 1: Chemistry Fundamentals 12 Class Periods 10 Problem sets 2 Quizzes 1 Exam Topics Scientific method Classification of matter Nomenclature and formulas of binary compounds Polyatomic ions and other compounds Determination of atomic masses Mole concept Percent composition Empirical and molecular formula Writing chemical equations and drawn representations Balancing chemical equations Applying mole concept to chemical equations (stoichiometry) Determining limiting reactants, theoretical and percent yield of reactions Labs Math and Measurement in ScienceStudents learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination. Guided Inquiry Lab: Physical and Chemical PropertiesStudents are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical. Stoichiometry LabStudents determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes. Unit 2: Types of Chemical Equations 8 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Electrolytes and properties of water Molarity and preparation of solutions Precipitation reactions and solubility rules Acid-Base reactions and formation of a salt by titration Balancing redox reactions Simple redox titrations Gravimetric calculations Labs pH Titration LabStudents perform a titration and then determine the concentration of an HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program. Bleach LabStudents perform redox titrations to determine the concentration of hypochlorite in household bleach. Online Redox Titration ActivityOnline lab simulation where students can manipulate various factors to influence a redox titration. Unit 3: AP Style Net Ionic Equations 8 Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Redox and single replacement reactions Double replacement reactions Combustion reactions Addition reactions Decomposition reactions Labs Copper Reaction LabStudents perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Unit 4: Gas Laws 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Measurement of gases General gas laws - Boyle, Charles, Combined, and Ideal Dalton's Law of partial pressure Molar volume of gases and stoichiometry Graham's Law Kinetic Molecular Theory Real gases and deviation from ideal gas law Graham's law demonstration Labs Molecular Mass of a Volatile LiquidStudents use the Dumas method for determination of the molar mass of an unknown volatile liquid. Unit 5: Thermochemistry 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Law of conservation of energy, work, and internal energy Endothermic and exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess's Law Heat of formation/combustion Bond energies Labs Guided Inquiry Lab: Hess's LawStudents perform a series of reactions and calculate enthalpy, proving Hess's law. Activity: Online Heating and Cooling Curve Simulations Unit 6: Atomic Structure and Periodicity 12 Class periods 9 Problem sets 4 Quizzes 1 Exam Topics Electron configuration and the Aufbau principle Valence electrons and Lewis dot structures Periodic trends Table arrangement based on electronic properties Properties of light and study of waves Atomic spectra of hydrogen and energy levels Quantum mechanical model Quantum theory and electron orbitals Orbital shape and energies Spectroscopy Labs Spectroscopy LabStudents look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data. Activity: Periodic Table Dry LabStudents graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. Unit 7: Chemical Bonding Class Periods 8 Problem Sets 4 Quizzes 1 Exam Topics Lewis Dot structures Resonance structures and formal charge Bond polarity and dipole moments VSEPR models and molecular shape Polarity of molecules Lattice energies Hybridization Molecular orbitals and diagrams Labs Guided Inquiry: Bonding LabStudents experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. Guided Inquiry: Investigation of SolidsStudents investigate types of solids using various experimental techniques. Activity: Atomic Theory Dry Lab (Students make drawings of a series of molecules and, from those drawings, predict geometry, hybridization, and polarity) Unit 8: Liquids, Solids, and Solutions 6 Class Periods 4 Problem Sets 2 Quizzes 1 Exam Topics Structure and bonding Metals, network, and molecular Ionic, hydrogen, London, van der Waals Vapor pressure and changes in state Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Labs Solution Preparation LabStudents make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer. Vapor Pressure of Liquids LabStudents measure the vapor pressure of ethanol at different temperatures to determine ∆H. Activity: Effect on Biological SystemsStudents examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding. Unit 9: Kinetics 9 Class Periods 3 Problem Sets 3 Quizzes 1 Exam Topics Rates of reactions Factors that affect rates of reactions/ collision theory Reaction Pathways Rate equation determination Rate constants Mechanisms Method of initial rates Integrated rate laws Activation energy and Boltzmann distribution Labs Guided Inquiry: Determining Order of a (Crystal Violet) ReactionUsing colorimetry and Beer's law, students determine the order of a reaction and its rate law. Determining the Activation Energy of a ReactionStudents use the same set-up as in the crystal violet lab, but, this time, varying temperature to calculate the activation energy with the use of the Arrhenius equation. Activity: Online Kinetics ActivityUsing a web-based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. Unit 10: General Equilibrium 6 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatelier's principle The equilibrium constant Solving equilibrium problems Labs Determination of a Kc with Varied Initial ConcentrationsStudents use a spectrophotometer to determine the Kc of a series of reactions. Activity: Online Gas Phase Equilibrium ActivityIn the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier's principle. Unit : Acids and Bases 8 Class Periods 4 Problem sets 3 Quizzes 1 Exam Topics Definition and nature of acids and bases Kw and the pH scale pH of strong and weak acids and bases Polyprotic acids pH of salts Structure of Acids and Bases Labs Determination of a Ka by Half TitrationStudents do a titration in which  ½ of the weak acid titrated is neutralized (aka midpoint), and then the Ka is determined. Unit 12: Buffers, Ksp, and Titrations Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Characteristics and capacity of buffers Titrations and pH curves Choosing Acid-Base Indicators pH and solubility Ksp Calculations and Solubility Product Labs Guided Inquiry: Types of TitrationsStudents investigate titration curves by doing titrations of different combinations of weak and strong acids and bases. Guided Inquiry: Preparation of a BufferGiven a selection of chemicals, students prepare a buffer of a given pH. Molar Solubility and Determination of KspStudents find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification. Unit 13: Thermodynamics 10 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Laws of thermodynamics Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Free energy and equilibrium Rate and Spontaneity Labs Solubility and Determination of ΔH °, ΔS °, ΔG ° of Calcium HydroxideStudents collect and analyze data to determine ΔH °, ΔS °, and ΔG ° of calcium hydroxide. Unit 14: Electrochemistry 8 Class Periods 5 Problem Sets 4 Quizzes 1 Exam Topics Balancing redox equations Electrochemical cells and voltage The Nernst equation Spontaneous and non-spontaneous equations Chemical applications Labs Voltaic Cell LabStudents find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made, and the Nernst equation will also be tested. Final AP Review 16 Class Periods 4 Quizzes 4 Exams Topics Review of ALL topics 4 AP-Style Review Exams Mock AP Test Labs The Green Crystal LabA series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the empirical formula of a ferrioxalate crystal. It includes the following experiments: Experiment 1: Synthesis of the crystal Experiment 2: Standardization of KMnO4 by redox titration Experiment 3: Determination of % oxalate in crystal by redox titration Experiment 4: Standardization of NaOH by acid/base titration Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double equivalence point titration Experiment 6: Determination of the % water in the hydrated crystal Green crystals!!! Actually, the green crystals for the lab look even cooler than that. Teaching Tips for AP Chemistry These are some tips I came up with for AP Chemistry teachers based on my experiences as a student in the course. I struggled a lot with chemistry in high school (partially because my teacher wasn't very good), so here are a few things that I think would have helped me out at the time. Tip #1: Do Plenty of Sample Problems in Class (and Go Over Homework Thoroughly) When I was in AP Chemistry, I had a hard time understanding how to solve complex multi-step problems. I often couldn't figure them out on my own, even when I had read examples in the textbook and seen my teacher go through similar examples. I'd advise teachers to do as many sample problems as possible in class. It's important to give students background information, but walking through sample problems step-by-step is the most valuable practical instruction you can provide. You should also go through homework problem sets in class so that students can see exactly where they made mistakes and why. Encourage students to try redoing the problems with the new information they've learned to reinforce the correct methods. Tip #2: Offer Extra Help Sessions Because AP Chemistry is such a challenging class, it's likely that many students will be interested in extra help outside of the designated class period. Although students should be encouraged to take the initiative in asking for help, I think it's also a good idea to set up a designated time when you'll be available after school. Block out a couple of after-school hours one or two days a week, and encourage students to come to you with any questions or concerns they have about the class. You can also set aside times for review sessions before each exam that all students are encouraged to attend. These could even include chemistry-themed review games and competitions (if your students are true nerds they will love this). Tip #3: Give Students Real AP Practice Tests To prepare effectively for the AP test, students need to get used to the format and timing. As you get closer to the exam, administer a few mock AP tests. Translate grades to where they would fall on the AP scale so that students have a better idea of where they're scoring and how much they need to study to reach their goals. This will help give them more motivation to study and force any stragglers to get serious about improving their scores. Grades on real AP practice tests will help light a fire under students who have a tendency to procrastinate and cram. Tips for AP Chemistry Students If, on the other hand you're an AP Chemistry student, you may find these tips for doing well in this challenging class helpful. Tip #1: Pay Attention in Class Obviously, right? Well, not necessarily; zoning out during lectures is something that we're all guilty of doing because we're human beings. However, this is a class where you really, really need to pay attention to your teacher's explanations. It's hard to self-teach chemistry because you're not just memorizing facts, you're learning how to do different types of calculations and navigate a bunch of new terminologies. If you can only pay attention to one thing, make it the example problems that your teacher does in class. Take notes on the solution steps so you can refer to them in the future and refresh your memory. Tip #2: Ask Lots of Questions (and Get Help If You Need It!) If you don't understand something, get clarification as soon as possible. AP Chemistry isn't a class where you can let a few things fall by the wayside and still get by. The information builds on itself, so it's critical that you have a strong understanding of every concept. Gaps in knowledge will come back to bite you in the end! If you don't feel like you're getting enough of an explanation in class, don't be afraid to ask your teacher for extra help. Tip #3: Don't Fall Behind It will be tempting to say "oh, I don't actually need to do this problem set" or "eh, I'll read this chapter later." But if you do that too many times, before you know it you'll have no idea what's happening in class. This course moves very quickly from one complex concept to the next, so you can't afford to fall behind. As I mentioned, concepts build on one another. If you find yourself slipping and losing touch with what's going on in the course, ask your teacher for extra help as soon as possible to resolve the issue. Tip #4: Get a Review Book, and Review Concepts Throughout the Year Review books can be very helpful for AP Chemistry because they're well-organized catalogs of all the different concepts you will learn in the course. There's so much packed into the curriculum that I'd recommend buying a book so you have something to ground yourself as you're looking back through the material. You can use the review book for practice problems and AP review sessions throughout the year. Every couple of months, do a review of everything you've learned so far to keep the information at the front of your mind. Here's my list of the best review books for AP Chemistry to give you a lil head start. Review books will lay out the structure of the course more clearly for you so that you don't get lost in your notes! Conclusion To recap, the AP Chemistry syllabus revolves around six "Big Ideas," which are main themes that cover more specific concepts called "Enduring Understandings." Each AP Chemistry course is expected to give students the skills they need to understand these larger themes and connect them to a basic factual knowledge of the ins and outs of chemistry. Additionally, an effective course syllabus provides assignments that enable students to master the seven "Scientific Practices" established by the course guidelines. It will also adhere to the rules established by the Curriculum Requirements. A few tips I would recommend for teaching this course are: #1: Do Lots of Sample Problems in Class#2: Offer Built-In Extra Help Sessions#3: Administer Official Practice AP Tests Some tips I would recommend for students who want to do well in AP Chemistry are: #1: Pay Attention in Class#2: Ask Questions, and Get Help if You Need It#3: Avoid Slacking Off and Falling Behind#4: Use a Review Book to Supplement Class Materials AP Chemistry is a fast-paced class that covers complex concepts, but with a logically formatted syllabus and a concerted effort from both students and teachers, the course can be an enlightening introduction to a fundamental aspect of how the world works! What's Next? Is AP Chemistry really as challenging as some people think? Read this article for a detailed examination of the difficulty level of the course (and exam). Need help preparing for the final exam? Check out my ultimate study guide for AP Chemistry! If you're taking AP Chemistry, chances are that you're applying to colleges that require or recommend submission of SAT Subject Test scores. Learn more about the differences between AP Tests and SAT Subject Tests and whether one is more important than the other. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Thursday, November 21, 2019

New York City Subway System as a Potential Target for the Terrorists Assignment - 1

New York City Subway System as a Potential Target for the Terrorists - Assignment Example The city cannot operate without the rapid transport system. This makes the subway an integral part of everyday life in New York. The importance of the New York City subway system makes it a potential target by the terrorists. The objective of terrorists is to instill fear in the minds of dwellers of a particular region by disrupting their activities and economy. The terrorists target the infrastructure that a city or state cannot do without. They disrupt operations and crumble economies. This makes the subway a preferred target. The attack involves a gas that will be spread across the subway to render the commuters there inactive. Since the terrorist expects maximum casualty, this will be their best approach. Thereafter, a bomb will be detonated to destroy the underground transit system. Such an act will affect a number of systems. The first will be the electricity transmission lines. The system of the underground transport system depends entirely on electricity for lighting and controlling the temperatures, the bomb is expected to destroy the wire lines that will have an impact on the city-wide transmission lines. A number of blocks adjacent to the building will go without electricity after the attack. The gas will pollute the air around New York City and might affect the Hudson River water. When such an attack is launched in a system as expansive as the New York City subway system, a number of activities need to be realized to assist in containing the situation. A first, every station will need to have their own communication base where all communication to the commuters and workers will be initiated. The security heads at every base will need radios and protective gear. Two at each station will be enough to ensure seamless communication. This will require 936 radios. The personnel will also need protective gear to protect them from the dangerous gases.

Tuesday, November 19, 2019

Nursing care plan Essay Example | Topics and Well Written Essays - 2000 words

Nursing care plan - Essay Example de his difficulty in mobility (immobility) that was caused by the number of amputations that he has had due to his Diabetes Mellitus condition have been addressed through relevant literature as well as decision making theories. Moreover, the Corbett model of narrative development has also been discussed to find its significance with regard to the decision making theory discussed. Lastly, the matter of confidentiality has also been addressed through the NMC’s Code of Conduct (2008). In the month of September 2011, Mr. Tan a 55 year old Chinese man was admitted to a residential home for his fifth time leg amputation. The residential home catered for personalized home care to Mr. Tan. As such, the amputation was as a result of a Diabetes Mellitus condition that he had acquired some time back. Before he was initially admitted at the residential home, some information related to his work and family was needed from him. Hence, it was recorded that he had previously retired from work and he lived with his wife only since his children were all grown up and they had moved out of their home. As such, when he was admitted, he was re-assessed holistically since his condition had deteriorated with the intention of determining his optimal nursing care plan and also the updated and/ or relevant plan of care to suit his needs. Mr. Tan had to undergo holistic nursing so as to not only assist him in his amputation process but also to assist in his general health condition. The RL and T model (Roper et al., 1996) was selected since it specifies the daily activities also known as ADLs or ALs that are to be focussed on while engaging in holistic nursing. Examples of ADLs include: communication; breathing; washing and dressing; sleeping; eating and drinking; maintaining a safe environment; elimination and mobilization (Cardinal Stritch University, 2014; 2013; Roper et al., 1996). As such, the model provides the assessment plan for Mr. Tan since during his pre admission information

Sunday, November 17, 2019

Jobs’ Passing Will Have No Effect on Apple’s Trajectory Essay Example for Free

Jobs’ Passing Will Have No Effect on Apple’s Trajectory Essay â€Å"Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to help me make the big choices in life† –Steve Jobs, 2005 Stanford Commencement Ceremony The world lost a luminary when Steve Jobs died on October 5, 2011. Jobs was a visionary leader and is often credited for Apple’s amazing turnaround in the mid-nineties. For many years, the world perceived Jobs and Apple as integrally linked. As a result, consumers and investors now question Apple’s future and worry that the company cannot survive without Jobs. Since Jobs’ passing, Tim Cook has been tasked to continue Apple’s success. While Apple could potentially suffer long-term consequences from this switch, the more probable alternative is that the company will prosper because Cook is stronger leader than Jobs and can elevate Apple to a 10x level. Leadership DNA and the Collins 10X characteristics: Vital characteristics of a Level 5 leader include a strong belief in intuition, extreme perseverance towards vision, and empathy for team members by relying on emotional intelligence. While Jobs succeeded in many of these areas, he did not possess the entire package of leadership skills. Jobs was widely quoted for saying, â€Å"Most important, have the courage to follow your heart and intuition.† This persevering attitude and strong sense of intuition helped make Apple the successful company that it is today. But Jobs was also known for showing little concern for the emotional needs of team members. According to Fortune, he was â€Å"considered one of Silicon Valleys leading egomaniacs.† This lack of empathy prevented Jobs from being a Level 5 leader. According to Collins, the leaders who run 10x companies â€Å"display extreme consistency of action with values, goals, performance standards and methods† Jobs definitely fit these criteria and was known for being f anatical about discipline. He maintained the highest performance standards, which allowed him to push Apple to innovate on a constant basis. In addition, Jobs demonstrated both productive paranoia and empirical creativity throughout much of his career. He worked tirelessly with his product development teams. Whether it was the release of the Apple IIe or the release of the iPad, Jobs always obsessed over every detail of the projects and demanded that Apple release only the finest products. Jobs saw market opportunities in many different avenues and pioneered the idea of the â€Å"Apple Store.† His extreme attention to detail required him to oversee every nuisance of a project. However, discipline and vision are not enough to create a 10x company. According to Collins, 10x companies require more than ambitious goals and determination. 10X organizations require Level 5 leaders who are able to put all their passion and ambition into â€Å"a cause or company larger than themselves.† Jobs’ motivation was grounded in egotism and personal aggrandizement, and he was more concerned with â€Å"putting a dent in the universe† than building an organization bigger than himself. Jobs was never able to elevate Apple to a 10x organizational because he was never a Level 5 leader. As a result, Tim Cook, a potential Level 5 leader, has an opportunity to test his skills and raise Apple to an organizational level that Jobs could never achieve. Tim Cooks’ Leadership: Tim Cook has demonstrated multiple characteristics of a Level 5 leader. We believe Apple will be in a better position for sustained success under Cook’s leadership. Cook was recruited out of Compaq (Level 1 Leadership) to Apple in 1998 â€Å"with a mandate to clean up the atrocious state of Apples manufacturing, distribution, and supply apparatus.† Cook’s leadership on this crucial transition was exemplary. He demands the highest work product from himself and his employees (Level 4 Leadership). In addition, Cook can effectively manage individuals (Level 3 Leadership) and one key to his success as COO at Apple was his reliance â€Å"on a tight-knit team of operations executives who have been with him since he joined the company.† Cook has steadily been increasing his responsibilities since 2000, actively contributing to many different areas of the company (Level 2 Leadership). Even though Tim Cook has been a CEO only for a short time, he has shown himself to be a potential Level 5 leader. Unlike Jobs, Cook takes on a humble leadership style. Cook is modest and does not crave the spotlight. He also accepts responsibility and admits Apple’s mistakes. In fact, Cook is willing to take ownership of errors made by the company, even when he could have blamed it on his employees. Also, Tim Cook has clearly demonstrated his willingness to communicate with investors and employees. This was a task that Jobs frequently struggled with as he had a tendency to keep tight reins on company information. In contrast to Jobs, Cook possesses humility, modesty, openness to communication skills, which allow him to trust his workforce and build a company that is bigger than himself. This skillset provides a strong foundation for a Level 5 leader. Conclusion: Steve Jobs was an innovative leader; however, he did not achieve the status of a Level 5 leader. As a result, Jobs did not elevate apple to a 10x level. Jobs lacked humility, modesty, emotional intelligence and respect for others, which are crucial for a Level 5 leader. However, Tim Cook seems to garner all of these qualities. In the long run, stock prices are a reflection of trust in the growth of the company and the leadership team. We believe that Cook’s team is at a much better position to carry the Apple legacy forward than it was under Jobs. Therefore, Jobs’ passing will have no long-term effects on Apple’s trajectory and the company now has a better chance to reach a 10x level. [ 1 ]. http://news.stanford.edu/news/2005/june15/jobs-061505.html [ 2 ]. Id. [ 3 ]. http://archive.is/20120604/http://money.cnn.com/magazines/fortune/fortune_archive/2007/03/19/8402325/index.htm# [ 4 ]. Collins – Great by Choice – Page 36 [ 5 ]. Collins – Great by Choice – Page 37 [ 6 ]. http://money.cnn.com/2008/11/09/technology/cook_apple.fortune/index.htm, pp. 1 [ 7 ]. http://money.cnn.com/2008/11/09/technology/cook_apple.fortune/index.htm, pp. 2 [ 8 ]. http://articles.washingtonpost.com/2012-10-31/national/35500675_1_john-browett-scott-forstall-craig-federighi [ 9 ]. http://www.usatoday.com/story/tech/2012/10/04/steve-jobs-apple-year-later/1577271/ [ 10 ]. http://articles.washingtonpost.com/2012-10-31/national/35500675_1_john-browett-scott-forstall-craig-federighi [ 11 ].

Thursday, November 14, 2019

Metamorphosis of the Letter A in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Metamorphosis of â€Å"A† in The Scarlet Letter Six Works Cited In Nathaniel Hawthorne's The Scarlet Letter, the meaning of the letter "A" changes throughout the novel. This change is significant as it indicates the personal growth of the characters as well as the enlightenment of the townspeople. When the novel begins, the letter "A" is a symbol of sin. As the story progresses the â€Å"A† slowly transforms to a symbol of Hester’s strength and ability. By the end of the novel, the letter â€Å"A† has undergone a complete metamorphisis and represents the respect that Hester has for herself. The letter "A," worn on Hester's bodice, is a symbol of her adultery against Roger Chillingworth. This letter is meant to be worn in shame, and to make Hester feel unwanted. "Here, she said to herself, had been the scene of her guilt, and here should be the scene of her earthly punishment . . ." Hester is ashamed of her sin, but she chooses not to show it. She committed this sin in the heat of passion, and fully admits it because, though she is ashamed, she also received her greatest treasure, Pearl, out of it. She is a very strong woman to be able to hold up so well, against what she must face. Many would have fled Boston, and sought a place where no one knew of her great sin. Hester chose to stay though, which showed a lot of strength and integrity. Any woman with enough nerve to hold up against a town which despised her very existence, and to stay in a place where her daughter is referred to as a "devil child† is a very tough woman. The second meaning that the letter "A" took was "able." The townspeople who once condemned her now believed her scarlet "A" to stand for her ability to create beautiful needlework and for her unselfish assistance to the poor and sick. "The letter was the symbol of her calling. Such helpfulness was found in her- so much power to do and power to sympathize- that many people refused to interpret the scarlet 'A' by its original signification." At this point, many the townspeople realized what a godly character Hester possessed. "Do you see that woman with the embroidered badge? It is our Hester- the town's own Hester- who is so kind to the poor, so helpful to the sick, so comforting to the afflicted!" The townspeople soon began to believe that the badge served to ward off evil, and Hester grew to be quite loved amongst the people of the town.

Tuesday, November 12, 2019

Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 20

Part IV Spirit He who sees in me all things, and all things in me, is never far from me, and I am never far from him. THE BHAGAVAD GITA Chapter 20 The road was just wide enough for the two of us to walk side by side. The grass on either side was as high as an elephant's eye. We could see blue sky above us, and exactly as far along the path as the next curve, which could have been any distance away, because there's no perspective in an unbroken green trench. We'd been traveling on this road most of the day, and passed only one old man and a couple of cows, but now we could hear what sounded like a large party approaching us, not far off, perhaps two hundred yards away. There were men's voices, a lot of them, footsteps, some dissonant metal drums, and most disturbing, the continuous screams of a woman either in pain, or terrified, or both. â€Å"Young masters!† came a voice from somewhere near us. I jumped in the air and came down in a defensive stance, my black glass knife drawn and ready. Josh looked around for the source of the voice. The screaming was getting closer. There was a rustling in the grass a few feet away from the road, then again the voice, â€Å"Young masters, you must hide.† An impossibly thin male face with eyes that seemed a size and a half too large for his skull popped out of the wall of grass beside us. â€Å"You must come. Kali comes to choose her victims! Come now or die.† The face disappeared, replaced by a craggy brown hand that motioned for us to follow into the grass. The woman's scream hit crescendo and failed, as if the voice had broken like an overtightened lute string. â€Å"Go,† said Joshua, pushing me into the grass. As soon as I was off of the road someone caught my wrist and started dragging me through the sea of grass. Joshua latched onto the tail of my shirt and allowed himself to be dragged along. As we ran the grass whipped and slashed at us. I could feel blood welling up on my face and arms, even as the brown wraith pulled me deeper into the sea of green. Above the rasping of my breath I heard men shouting from behind us, then a thrashing of the grass being trampled. â€Å"They follow,† said the brown wraith over his shoulder. â€Å"Run unless you want your heads to decorate Kali's altar. Run.† Over my shoulder to Josh, I said, â€Å"He says run or it will be bad.† Behind Josh, outlined against the sky, I saw long, swordlike spear tips, the sort of thing one might use for beheading someone. â€Å"Okey-dokey,† said Josh. It had taken us over a month to get to India, most of the journey through hundreds of miles of the highest, most rugged country we had ever seen. Amazingly enough, there were villages scattered all through the mountains, and when the villagers saw our orange robes doors were flung wide and larders opened. We were always fed, given a warm place to sleep, and welcomed to stay as long as we wished. We offered obtuse parables and irritating chants in return, as was the tradition. It wasn't until we came out of the mountains onto a brutally hot and humid grassland that we found our mode of dress was drawing more disdain than welcome. One man, of obvious wealth (he rode a horse and wore silk robes) cursed us as we passed and spit at us. Other people on foot began to take notice of us as well, and we hurried off into some high grass and changed out of our robes. I tucked the glass dagger that Joy had given me into my sash. â€Å"What was he going on about?† I asked Joshua. â€Å"He said something about tellers of false prophecies. Pretenders. Enemies of the Brahman, whatever that is. I'm not sure what else.† â€Å"Well, it looks like we're more welcome here as Jews than as Buddhists.† â€Å"For now,† said Joshua. â€Å"All the people have those marks on their foreheads like Gaspar had. I think without one of those we're going to have to be careful.† As we traveled into the lowlands the air felt as thick as warm cream, and we could feel the weight of it in our lungs after so many years in the mountains. We passed into the valley of a wide, muddy river, and the road became choked with people passing in and out of a city of wooden shacks and stone altars. There were humped-back cattle everywhere, even grazing in the gardens, but no one seemed to bear them any mind. â€Å"The last meat I ate was what was left of our camels,† I said. â€Å"Let's find a booth and buy some beef.† There were merchants along the road selling various wares, clay pots, powders, herbs, spices, copper and bronze blades (iron seemed to be in short supply), and tiny carvings of what seemed to be a thousand different gods, most of them having more limbs than seemed necessary and none of them looking particularly friendly. We found grain, breads, fruits, vegetables, and bean pastes for sale, but nowhere did we see any meat. We settled on some bread and spicy bean paste, paid the woman with Roman copper coin, then found a place under a large banyan tree where we could sit and look at the river while we ate. I'd forgotten the smell of a city, the fetid mlange of people, and waste, and smoke and animals, and I began to long for the clean air of the mountains. â€Å"I don't want to sleep here, Joshua. Let's see if we can find a place in the country.† â€Å"We are supposed to follow this river to the sea to reach Tamil. Where the river goes, so go the people.† The river – wider than any in Israel, but shallow, yellow with clay, and still against the heavy air – seemed more like a huge stagnant puddle than a living, moving thing. In this season, anyway. Dotting the surface, a half-dozen skinny, naked men with wild white hair and not three teeth apiece shouted angry poetry at the top of their lungs and tossed water into glittering crests over their heads. â€Å"I wonder how my cousin John is doing,† said Josh. All along the muddy riverbank women washed clothes and babies only steps from where cattle waded and shat, men fished or pushed long shallow boats along with poles, and children swam or played in the mud. Here and there the corpse of a dog bobbed flyblown in the gentle current. â€Å"Maybe there's a road inland a little, away from the stench.† Joshua nodded and climbed to his feet. â€Å"There,† he said, pointing to a narrow path that began on the opposite bank of the river and disappeared into some tall grass. â€Å"We'll have to cross,† I said. â€Å"Be nice if we could find a boat to take us,† said Josh. â€Å"You don't think we should ask where the path leads?† â€Å"No,† said Joshua, looking at a crowd of people who were gathering nearby and staring at us. â€Å"These people all look hostile.† â€Å"What was that you told Gaspar about love was a state you dwell in or something?† â€Å"Yeah, but not with these people. These people are creepy. Let's go.† The creepy little brown guy who was dragging me through the elephant grass was named Rumi, and much to his credit, amid the chaos and tumble of a headlong dash through a leviathan marshland, pursued by a muderous band of clanging, shouting, spear-waving decapitation enthusiasts, Rumi had managed to find a tiger – no small task when you have a kung fu master and the savior of the world in tow. â€Å"Eek, a tiger,† Rumi said, as we stumbled into a small clearing, a mere depression really, where a cat the size of Jerusalem was gleefully gnawing away on the skull of a deer. Rumi had expressed my sentiments exactly, but I would be damned if I was going to let my last words be â€Å"Eek, a tiger,† so I listened quietly as urine filled my shoes. â€Å"You'd think all the noise would have frightened him,† Josh said, just as the tiger looked up from his deer. I noticed that our pursuers seemed to be closing on us by the second. â€Å"That is the way it is usually done,† said Rumi. â€Å"The noise drives the tiger to the hunter.† â€Å"Maybe he knows that,† I said, â€Å"so he's not going anywhere. You know, they're bigger than I imagined. Tigers, I mean.† â€Å"Sit down,† said Joshua. â€Å"Pardon me?† I said. â€Å"Trust me,† Joshua said. â€Å"Remember the cobra when we were kids?† I nodded to Rumi and coaxed him down as the tiger crouched and tensed his hind legs as if preparing to leap, which is exactly what he was doing. As the first of our pursuers broke into the clearing from behind us the tiger leapt, sailing over our heads by half again the height of a man. The tiger landed on the first two men coming out of the grass, crushing them under his enormous forepaws, then raking their backs as he leapt again. After that all I could see was spear points scattering against the sky as the hunters became, well, you know. Men screamed, the woman screamed, the tiger screamed, and the two men who had fallen under the tiger crawled to their feet and limped back toward the road, screaming. Rumi looked from the dead deer, to Joshua, to me, to the dead deer, to Joshua, and his eyes seemed to grow even larger than before. â€Å"I am deeply moved and eternally grateful for your affinity with the tiger, but that is his deer, and it appears that he has not finished with it, perhaps†¦Ã¢â‚¬  Joshua stood up. â€Å"Lead on.† â€Å"I don't know which way.† â€Å"Not that way,† I said, pointing in the direction of the screaming bad guys. Rumi led us through the grass to another road, which we followed to where he lived. â€Å"It's a pit,† I said. â€Å"It's not that bad,† said Joshua, looking around. There were other pits nearby. People were living in them. â€Å"You live in a pit,† I said. â€Å"Hey, ease up,† Joshua said. â€Å"He saved our lives.† â€Å"It is a humble pit, but it is home,† said Rumi. â€Å"Please make yourself comfortable.† I looked around. The pit had been chipped out of sandstone and was about shoulder deep and just wide enough to turn a cow around in, which I would find out was a crucial dimension. The pit was empty except for a single rock about knee high. â€Å"Have a seat. You may have the rock,† said Rumi. Joshua smiled and sat on the rock. Rumi sat on the floor of the pit, which was covered with a thick layer of black slime. â€Å"Please. Sit,† said Rumi, gesturing to the floor beside him. â€Å"I'm sorry, we can only afford one rock.† I didn't sit. â€Å"Rumi, you live in a pit!† I pointed out. â€Å"Well, yes, that is true. Where do Untouchables live in your land?† â€Å"Untouchable?† â€Å"Yes, the lowest of the low. The scum of the earth. None of the higher caste may acknowledge my existence. I am Untouchable.† â€Å"Well, no wonder, you live in a fucking pit.† â€Å"No,† Joshua said, â€Å"he lives in a pit because he's Untouchable, he's not Untouchable because he lives in a pit. He'd be Untouchable if he lived in a palace, isn't that right, Rumi?† â€Å"Oh, like that's going to happen,† I said. I'm sorry, the guy lived in a pit. â€Å"There's more room since my wife and most of my children died,† said Rumi. â€Å"Until this morning it was only Vitra, my youngest daughter and me, but now she is gone too. There is plenty of room for you if you wish to stay.† Joshua put his hand on Rumi's narrow shoulder and I could see the effect it had, the pain evaporating from the Untouchable's face like dew under a hot sun. I stood by being wretched. â€Å"What happened to Vitra?† Joshua asked. â€Å"They came and took her, the Brahmans, as a sacrifice on the feast of Kali. I was looking for her when I saw you two. They gather children and men, criminals, Untouchables, and strangers. They would have taken you and day after tomorrow they would have offered your head to Kali.† â€Å"So your daughter is not dead?† I asked. â€Å"They will hold her until midnight on the night of the feast, then slaughter her with the other children on the wooden elephants of Kali.† â€Å"I will go to these Brahmans and ask for your daughter back,† Joshua said. â€Å"They'll kill you,† Rumi said. â€Å"Vitra is lost, even your tiger cannot save you from Kali's destruction.† â€Å"Rumi,† I said. â€Å"Look at me, please. Explain, Brahmans, Kali, elephants, everything. Go slow, act as if I know nothing.† â€Å"Like that takes imagination,† Joshua said, clearly violating my implied, if not expressed, copyright on sarcasm. (Yeah, we have Court TV in the hotel room, why?) â€Å"There are four castes,† said Rumi, â€Å"the Brahmans, or priests; Kshatriyas, or warriors; Vaisyas, who are farmers or merchants; and the Sudras, who are laborers. There are many subcastes, but those are the main ones. Each man is born to a caste and he remains in that caste until he dies and is reborn as a higher caste or lower caste, which is determined by his karma, or actions during his last life.† â€Å"We know from karma,† I said. â€Å"We're Buddhist monks.† â€Å"Heretics!† Rumi hissed. â€Å"Bite me, you bug-eyed scrawny brown guy,† I said. â€Å"You are a scrawny brown guy!† â€Å"No, you're a scrawny brown guy!† â€Å"No, you are a scrawny brown guy!† â€Å"We are all scrawny brown guys,† Joshua said, making peace. â€Å"Yeah, but he's bug-eyed.† â€Å"And you are a heretic.† â€Å"You're a heretic!† â€Å"No, you are a heretic.† â€Å"We're all scrawny brown heretics,† said Joshua, calming things down again. â€Å"Well, of course I'm scrawny,† I said. â€Å"Six years of cold rice and tea, and not a scrap of beef for sale in the whole country.† â€Å"You would eat beef? You heretic!† shouted Rumi. â€Å"Enough!† shouted Joshua. â€Å"No one may eat a cow. Cows are the reincarnations of souls on their way to the next life.† â€Å"Holy cow,† Josh said. â€Å"That is what I am saying.† Joshua shook his head as if trying to straighten jumbled thoughts. â€Å"You said that there were four castes, but you didn't mention Untouchables.† â€Å"Harijans, Untouchables, have no caste, we are the lowest of the low. We may have to live many lifetimes before we even ascend to the level of a cow, and then we may become higher caste. Then, if we follow our dharma, our duty, as a higher caste, we may become one with Brahma, the universal spirit of all. I can't believe you don't know this, have you been living in a cave?† I was going to point out that Rumi was in no position to criticize where we had been living, but Joshua signaled me to let it go. Instead I said, â€Å"So you are lower on the caste system than a cow?† I asked. â€Å"Yes.† â€Å"So these Brahmans won't eat a cow, but they will take your daughter and kill her for their goddess?† â€Å"And eat her,† said Rumi, hanging his head. â€Å"At midnight on the night of the feast they will take her and the other children and tie them to the wooden elephants. They will cut off the children's fingers and give one to the head of each Brahman household. Then they will catch her blood in a cup and everyone in the household will taste it. They may eat the finger or bury it for good luck. After that the children are hacked to death on the wooden elephants.† â€Å"They can't do that,† Joshua said. â€Å"Oh yes, the cult of Kali may do anything they wish. It is her city, Kalighat.† [â€Å"Calcutta† on the Friendly Flyer map.] â€Å"My little Vitra is lost. We can only pray that she is reincarnated to a higher level.† Joshua patted the Untouchable's hand. â€Å"Why did you call Biff a heretic when he told you that we were Buddhist monks?† â€Å"That Gautama said that a man may go directly from any level to join Brahma, without fulfilling his dharma, that is heresy.† â€Å"That would be better for you, wouldn't it? Since you're on the bottom of the ladder?† â€Å"You cannot believe what you do not believe,† Rumi said. â€Å"I am an Untouchable because my karma dictates it.† â€Å"Oh yeah,† I said. â€Å"No sense sitting under a bodhi tree for a few hours when you can get the same thing through thousands of lifetimes of misery.† â€Å"Of course, that's ignoring the fact that you're a gentile and going to suffer eternal damnation either way,† said Josh. â€Å"Yeah, leaving that out altogether.† â€Å"But we'll get your daughter back,† Joshua said. Joshua wanted to rush into Kalighat and demand the return of Rumi's daughter and the release of all the other victims in the name of what was good and right. Joshua's solution to everything was to lead with righteous indignation, and there is a time and a place unto that, but there is also a time for cunning and guile (Ecclesiastes 9 or something). I was able to talk him into an alternate plan by using flawless logic: â€Å"Josh, did the Vegemites smite the Marmites by charging in and demanding justice at the end of a sword? I think not. These Brahmans cut off and eat the fingers of children. I know there's no finger-cutting commandment, Josh, but still, I'm guessing that these people think differently than we do. They call the Buddha a heretic, and he was one of their princes. How do you think they'll receive a scrawny brown kid claiming to be the son of a god who doesn't even live in their area?† â€Å"Good point. But we still have to save the child.† â€Å"Of course.† â€Å"How?† â€Å"Extreme sneakiness.† â€Å"You'll have to be in charge then.† â€Å"First we need to see this city and this temple where the sacrifices will be held.† Joshua scratched his head. His hair had mostly grown back, but was still short. â€Å"The Vegemites smote the Marmites?† â€Å"Yeah, Excretions three-six.† â€Å"I don't remember that. I guess I need to brush up on my Torah.† The statue of Kali over her altar was carved from black stone and stood as tall as ten men. She wore a necklace of human skulls around her neck and a girdle made of severed human hands at her hips. Her open maw was lined with a saw blade of teeth over which a stream of fresh blood had been poured. Even her toenails curved into vicious blades which dug into the pile of twisted, graven corpses on which she stood. She had four arms, one holding a cruel, serpentine sword, another a severed head by the hair; the third hand she held crooked, as if beckoning her victims to the place of dark destruction to which all are destined, and the fourth was posed downward, in a manner presenting the goddess's hand-girded hips, as if asking the eternal question, â€Å"Does this outfit make me look fat?† The raised altar lay in the middle of an open garden that was surrounded by trees. The altar was wide enough that five hundred people could have stood in the shadow of the black goddess. Deep grooves had been cut in the stone to channel the blood of sacrifices into vessels, so it could be poured through the goddess's jaws. Leading to the altar was a wide stone-paved boulevard, which was lined on either side by great elephants carved from wood and set on turntables so they could be rotated. The trunks and front feet of the elephants were stained rusty brown, and here and there the trunks exhibited deep gouges from blades that had hewn through a child into the mahogany. â€Å"Vitra isn't being kept here,† Joshua said. We were hiding behind a tree near the temple garden, dressed as natives, fake caste marks and all. Having lost when we drew lots, I was the one dressed as a woman. â€Å"I think this is a bodhi tree,† I said, â€Å"just like Buddha sat under! It's so exciting. I'm feeling sort of enlightened just standing here. Really, I can feel ripe bodhies squishing between my toes.† Joshua looked at my feet. â€Å"I don't think those are bodhies. There was a cow here before us.† I lifted my foot out of the mess. â€Å"Cows are overrated in this country. Under the Buddha's tree too. Is nothing sacred?† â€Å"There's no temple to this temple,† Joshua said. â€Å"We have to ask Rumi where the sacrifices are kept until the festival.† â€Å"He won't know. He's Untouchable. These guys are Brahmans – priests – they wouldn't tell him anything. That would be like a Sadducee telling a Samaritan what the Holy of Holies looked like.† â€Å"Then we have to find them ourselves,† Joshua said. â€Å"We know where they're going to be at midnight, we'll get them then.† â€Å"I say we find these Brahmans and force them to stop the whole festival.† â€Å"We'll just storm up to their temple and tell them to stop it?† â€Å"Yes.† â€Å"And they will.† â€Å"Yes.† â€Å"That's cute, Josh. Let's go find Rumi. I have a plan.†

Sunday, November 10, 2019

Lee Harvey Oswald Was Not the Lone Assassin

On November 22nd, 1963, President John F. Kennedy (JFK) was shot and killed in a motorcade running through Dealy Plaza, in Dallas, Texas. Shortly after, a man by the name of Lee Harvey Oswald was arrested and charged with the murder of President Kennedy. Over the years there has been much controversy over if Lee Harvey Oswald was in fact, the only man involved in the assassination of JFK. The assassination is still a topic of debate to this day and has spawned many conspiracy theories. At the time, there was little persuasive evidence to prove that Oswald was involved in any sort of conspiracy to assassinate the president, but as time went on people began to grow suspicious of certain things. In 1966, Mark Lane was one of the first to introduce the idea that Oswald did not act alone with the publication of his book Rush to Judgment. Now today, 75% of people believe Lee Harvey Oswald did not act alone[1], 70% of respondents believed that the assassination involved more than one person[2]. Also 66% of Americans believe that there was a conspiracy, while 74% believed that there was a cover up[3]. It is inevitable that there is much confusion as to who was involved in the assassination of President Kennedy, but I firmly believe that there is indisputable evidence that shows that Lee Harvey Oswald did not act alone in the assassination. To start off, after the assassination took place and Oswald was captured, authorities changed the identity of the murder weapon many times. For instance, Deputy Sheriff Eugene Boone and Deputy Constable Seymour Weitzman both initially identified the murder weapon as a 6. 5 mm Carcano rifle, but the following day Weitzman signed affidavit describing the weapon as a 7. 5mm Mauser bolt action rifle, equipped with a 4/18 scope. Later on, investigators identified the rifle as a 6. 5mm Carcano, proving that Weitzman lied about the murder weapon. In his book, Mark Lane exploits this as the strongest reason why there was a cover up. He says â€Å"The strongest element in the case against Lee Harvey Oswald was the Warren Commission's conclusion that his rifle had been found on the 6th floor of the Book Depository building. Yet Oswald never owned a 7. 65 Mauser. When the FBI later reported that Oswald had purchased only a 6. 5 Italian Mannlicher-Carcano, the weapon t police headquarters in Dallas miraculously changed its size, its make and its nationality. The Warren Commission concluded that a 6. 5 Mannlicher-Carcano, not a 7. 65 German Mauser, had been discovered by the Dallas deputies. † Also many witnesses to the assassination were aggressively confronted and were told to keep quiet about what they saw. Acquilla Clemmons, who claimed she saw two men, not only Oswald, at the scene of Officer J. D. Tippet’s[4] murder, says a man armed with a gun confronted her at her house and told her not to speak of what she saw. Leading off of this, in the next three years following the assassination, 18 witnesses were mysteriously killed along with many people dealing with the investigation process. This is significant because it shows that it was not just a coincidence that out of the small number of people that were testifying as witnesses already, many were being killed off. Somebody wanted these witnesses quiet. These deaths seemed to follow a pattern. Whenever various government agencies started a new investigation to look further into the assassination, key people within the agency would be killed, and the investigations halted. Key people were murdered when the New Orleans District Attorney, Senate Intelligence Committee, and House Select Committee on Assassinations started to conduct efficient investigations. Another claim by the Warren commission is that a single bullet killed the president and wounded the governor. There are many flaws with this theory, most prominent being that if there was in fact only one bullet shot, it must have traveled through 15 layers of clothing, 7 layers of skin, approximately 15 inches of tissue, struck a necktie knot, removed 4 inches of rib, and shattered a radius bone. Apart from this being very unlikely, the Zapruder film[5] shows President Kennedy being wounded in between frames 225 and 226, while Governor Connelly appears to have been wounded in frame 240. Pro conspiracy theorists believe that this is indisputable evidence that there were two shooters, because it is impossible to fire two shots from a Carcano rifle in less than 2. 3 seconds (43 frames in the film), meanwhile for anti conspiracy theorists it proves the single bullet theory correct. The evidence tips in favor of the pro conspiracy theorists because this shot is irtually impossible to successfully make. With the angle the bullet entered and the fact that there was so much to go through and the bullet came out in near perfect condition, with some bend in the back of the bullet, it is more likely that there were in fact two shots fired. Judging by the fact that it is impossible to fire two shots from a Carcano rifle in less than 2. 3 seconds, and the president and the governor were h it within 15 frames of each other on the Zapruder film, it only makes sense that there were two separate gunmen. Another reason why Lee Harvey Oswald was not the lone assassin is that he himself was assassinated two days after capture. While Oswald was being transported to the county jail, he was shot point blank on live television by a man named Jack Ruby. Ruby claimed to authorities to have murdered him to avenge the death of President Kennedy. He wanted to avenge Kennedy for patriotism and out of pity for the widow. Ruby owned a nightclub in Dallas at the time, and was also a known gangster and women and drug trafficker. Although Ruby claims to have murdered Oswald as revenge for killing President Kennedy, most people believe it was part of a cover up for a much larger conspiracy. After Ruby’s arrest, he was sentenced to death, only to have his trials postponed and die of lung cancer shortly after postponing the trial. While Oswald was in interrogation, he changed his story many times when asked routine questions such as â€Å"where were you at the time of the shooting†, or â€Å"explain to us what you did the day of the assassination†. He also denied any involvement in the incident even though there was evidence against him. Oswald was bound to face further, more intense interrogation in the future, and this is the reason most people believe that assassination of Oswald was to prevent him from talking about what actually happened in the Kennedy assassination. There were also many strange reports of President Kennedy’s brain being switched from when it was seen in evidence, to when the autopsy was performed. There were pictures of Kennedy’s brain for evidence showing immense damage to the rear, consistent with an exit wound and therefore evidence of a shot from the front. Meanwhile, the autopsy brain did not nearly show the same amount of damage in the back of the brain, and an exit wound in the front. Douglas Horne, the Record Review Board's chief analyst for military records said that he was â€Å"90-95%† certain that these brains were not the same. The idea of a brain switch is highly likely according to many investigators on the subject. This is evidence of a cover up because the way the bullet entered the brain could have shown numerous things to investigators. For one thing, it could have shown the angle and direction in which the bullet entered, proving that Lee Harvey Oswald could not have shot Kennedy from the 6th story of the Texas Book Depository because of the difference in the angles. It could have also shown multiple bullet wounds, disproving the single bullet theory, and ruling out Oswald as the lone assassin. In all, having investigators obtain Kennedy’s real brain would have been catastrophic to any conspiracy, for it would have proved that the conspiracy’s scapegoat Lee Harvey Oswald was not the lone assassin. The situation in which Oswald had supposedly shot Kennedy continues to seem less and less likely to be possible. Both Craig Roberts[6] and Carlos Hathcock[7] said that this assassination could not have been done how the Warren Commission says it was. â€Å"Let me tell you what we did at Quantico, we reconstructed the whole thing: the angle, the range, the moving target, the time limit, the obstacles, everything. I don’t know how many times we tried it, but we couldn’t duplicate what the Warren Commission said Oswald did. Now if I can’t do it, how in the world could a guy who was a non-qual on the rifle range and later only qualified ‘marksman' do it? â€Å"[8] This quote vividly disproves the idea that Oswald was the lone gunman. Two highly qualified snipers completely recreated the scene of the assassination, and could not make the shot in a copious amount of attempts, but a mere marksman Oswald could make the shots perfectly in one? These odds are extremely unlikely, and to think that it is even possible that Oswald could make a shot of this caliber is absurd. There are countless reasons why Lee Harvey Oswald was not the lone gunman in the Kennedy assassination. The final verdict on the assassination of President Kennedy, is that Lee Harvey Oswald fired three shots from a 6. 5 mm Carcano rifle out of the 6th floor window in the Texas Depository building, with one bullet missing the motorcade entirely, one bullet going through Kennedy’s back, and one bullet puncturing the back of Kennedy’s head, straight through to Governor Connelly, wounding him severely. An abundance of witness accounts clearly state that they heard shots elsewhere, and were told to be quiet about this, the shot Oswald would have had to make was impossible, Oswald was murdered two days after his arrest, the Zapruder film disproves the idea of the lone gunman, and there were many falsifications in the stories of Oswald and investigators about what happened that day, what weapon was used in the murder, the brain description, and what happened in interrogation. The lack of paperwork itself should have been enough to sway the opinions of a higher authority that there was something wrong with the investigation. Even when researching this topic, it is still not even clear what did happen on that horrible day. The Warren Commission, along with the Dallas Police, the FBI, and many other organizations, did an atrocious job of properly investigating and documenting the investigation of this assassination. If that is not sufficient, there is the fact that the way the final report claims this assassination happened is not humanly possible. This has been proven by highly trained snipers and well informed authority. Lee Harvey Oswald was not a sniping guru, nor was he the man who by himself killed President John F. Kennedy.