Top Chicago Style Essay Samples Choices

Top Chicago Style Essay Samples Choices The Lost Secret of Chicago Style Essay Samples Image links aren't great for search engine optimization. It's crucial because the info published on the site can change over a brief period. You've been redirected to our new website. There are sites offering several facts about how to present information associated with the formatting style. A Startling Fact about Chicago Style Essay Samples Uncovered On the flip side, it shouldn't be so broad that some resources would outweigh the info you could squeeze into one paper. Summary particulars of the source have to get decoded in the conclusion of each page. Author really isn't the source of info in table Authors commonly utilize statistics or a whole statistical table from another source. He is also the source of information in table The following models may be used when the author of the item you want to cite is also the source of the information in the table. In truth, it's better to s et the paper aside for a couple days between proofreading sessions. In any case, such assignments are rather intricate and frequently cause numerous stressful circumstances, confusion, and other issues. Before you even begin writing, make sure you are familiar with the data which you are working with. Over time, writing has been an important process of passing information from 1 person to the next all around the world. Adhering to the Chicago Manual of Style rules closely are a valuable part of making a thriving paper. Videos are put in quotations. A very good academic writing implies the use of quotations. Numerous writing styles have been made over time. Most often, a specific formatting style is used for a specific area of knowledge. There are a lot of key reference styles utilized in academic writing. You may use the references Tab then set the cursor in which you need to bring the foot and click insert footnote. Each style has different requirements in regards to its format. As an example, Chicago style employs the serial comma, sometimes referred to as the Oxford comma. Since you may see, the writing voice is extremely important. Your future writing assignment will appear a lot more correct and organized with a particular format applied. You place the number beside the author's name. If, but the title of a published work comprises abbreviated inclusive dates, the abbreviation needs to be retained. Based on the significance of the paper, you might want to employ someone to do some additional proofreading for you. If you're intimidated at the notion of making a book, there are various helpful sources out there to give you a hand. If you may take a rest from the paper for a couple days, you will be surprised how far better your proofreading sessions go with a fresh look at the paper. Simple writing isn't enjoy a part of furniture. There's a typical college essay writing format that you need to follow. Make it a practice of writing daily even when you have been writing for ten minutes. Writing is the kind of expressing your own personal freedom that's used to free us from mass identity spread around us. The titles of the majority of poems ought to be enclosed in double quotation marks, but the titles of quite long poems ought to be italicized. As previously mentioned, one well-known quality of Chicago style essay format is the usage of footnotes and endnotes. The Turabian style papers also incorporate footnotes or endnotes section that's single spaced. Every style gives you official citation guides. What's a persuasive essay. In addition, the readers might not even bother to read it. The bibliographic list must be completed in an alphabetical order that makes it simple for the readers to trace a source through the usage of the surnames of the authors. Whenever you have four or more authors, you will list all them in the bibliography utilizing exactly the same format as you would for one, a few authors.

The University Of Maryland University - 1333 Words

Policy Summary http://www.umuc.edu/policies/researchpolicies/research19000.cfm In order to preserve the university’s mission to â€Å"create, preserve, and disseminate knowledge† (UMUC, 2002) the University of Maryland University College (UMUC) has created Policy 190.00 – Intellectual Property. This policy addresses intellectual policy considerations for faculty, students, and the university itself, while making sure that society benefits from the dissemination of the works involved. In the General Provisions section of this policy, the University outlines the purpose of the policy (outlined above). In addition, it addresses the places the policy will be published. It defines who may and may not enter into agreements on behalf of the†¦show more content†¦This means that all online course materials are to be considered under the copyright section of the policy as outlined above. The policy also includes a discussion of student and third-party rights, patent, computer programs and software or business practices and other types of intellectual property, as well as a section on revenue, administration and reporting. While these sections are necessary to creating a whole picture when it comes to intellectual property rights at UMUC, they are not vital to this paper and thus will not be discussed other than to demonstrate the broad scope of the policy. Distance Course Ownership Strengths While UMUC based its intellectual property policy on the one developed for the University System of Maryland (USM), UMUC took special care to address â€Å"technology mediated instructional materials†. While the USM (2009) has a placeholder which states they may at any time modify the policy to include rules on these types of materials, UMUC actually developed it. UMUC (2002), as a school specializing in distance education, considers these technologically dependent materials core to their mission, thus anything created to be posted online is be considered the same as any other course materials. This allows UMUC to use the same ownership rules for

Theory and practice of group counseling Book Revie Essay Example For Students

Theory and practice of group counseling Book Revie Essay w Corey, G. (1999). Theory and practice of group counseling. (3rd ed.). Belmont, CA: Wadsworth Publishing. This text was written for graduate or undergraduate students in any field involving human services but is especially suitable for students enrolled in any course of Theory and Practice of Group Counseling, practitioners who are involved in group work, and students who are interested in leading various types of groups. This text presents an overview of various theoretical models and describes how they apply to group counseling. The text outlines the basic elements of group process, deals with ethical and professional issues special to group work and presents an overview of the key concepts and techniques of ten theoretical models of group counseling. The text also attempts an integration of the ten theoretical models and emphasizes the practical application of the approaches with a focus on helping the reader develop his/her own synthesis of various aspects of the models. Part I; Basic Elements of Group Process: An Overview is comprised of chapters 1-5. This section is obviously an overview of the various types of groups and discusses some general principles that can be applied in working with culturally diverse groups. Part I also covers some basic group leadership issues, ethical issues in group work, and the stages in the evolution of a group, from formation to termination and follow up. Part 2; Theoretical Approaches to Group Counseling examines 10 theoretical approaches dealing with theory and practice of group work. The 10 chapters are as follows: The Psychoanalytic Approach to Groups, Adlerian Group Counseling, Psychodrama, The Existential Approach to Groups, The Person Centered Approach to Groups, Gestalt Therapy in Groups, Transactional Analysis, Behavioral Group Therapy, Rational Emotive Behavior Therapy in Groups, and finally Reality Therapy in Groups. The aforementioned chapters follow an organizational pattern, this organization makes comparing the 10 theoretical approaches easier for the reader. Each chapter introduces the rationale for the theoretical approach and its unique characteristics, discusses the models key concepts and their implications for group process, discusses the approachs basic procedures and techniques, defines the role and function of the group leader, and when applicable describes the stages of development of that particular group process. Finally near the end of each of the 10 theoretical chapters is an evaluation section. This section is devoted to Coreys personal assessment of the approach. Part 3; Integration and Application contains chapters 16 and 17. Chapter 16 entitled Comparisons, Contrasts, and Integration compares and contrasts the various group approaches with respect of the goals of the group counseling, the role and function of the group leader, the degree of structuring and division of responsibility in groups, the use of techniques, and the contributions of the various approaches. Finally the chapter concludes with a description of an integrative eclectic model of group counseling in which Corey integrates thinking, feeling, and doing perspectives with varying emphases at each stage of a groups development. Chapter 17; The Evolution of A Group: An Integrative Perspective is the final chapter in this text. This final chapter consists of Coreys version of an integrative approach in working with certain typical themes that may emerge in groups. The chapter is based on the 2 hour student video Evolution of a Group. The themes in this chapter are based on central themes for each of the stages of a group which are demonstrated in the video. .

The College Essay Blues free essay sample

I have been fretting about my college essay. I am worried that it will decide my future. Everyone tells me that’s not true. Even books (especially books) tell me that’s not true. I can’t make myself believe them. I am worried about â€Å"putting myself down on paper† as all those books have been telling me to do. I am not Flat Stanley, I am not a word. I cannot be pasted to an 8.511 sheet of paper and forgotten. It doesn’t work that way. I don’t know how I’m going to capture my â€Å"essence† on paper. How can I write down my complete inability to part my hair straight? How do I capture my favorite song – â€Å"Perdoname† – which I love for reasons even I don’t understand? I don’t think I can write down my memories of my gypsy-themed sixth birthday, or my excitement and apprehension at moving after eleven years in the same tan-and-red house. We will write a custom essay sample on The College Essay Blues or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I am not sure how to begin to describe my inordinate delight at choosing a â€Å"Word of the Day† for junior English classes. I can’t explain my collection of papier-mache â€Å"Dia de los Muertos† skulls. I’ll never figure out how to chronicle my late-night baking adventures. Colleges are asking too much, perhaps, when they tell us to sum up our lives (however short; sixteen, seventeen, or eighteen is a lifetime to us – literally!) in a clear and concise 350-500 word essay. How can we be clear and concise about our teenage-selves, which are tumbling around in our heads like clothes in a washing machine on the fritz? Am I supposed to describe my tendency to drink Diet Coke in excess, or the â€Å"Feliz Cumpleanos† banner that’s still hanging in my room from my sixteenth birthday? Should I try to write down the utter joy I feel at composing a simple German sentence? Am I allowed to fess up to my gossip magazine addiction? More likely, colleges want a laundry list of my achievements. They want to hear that I’m an editor on the yearbook staff, that I’ve won a national writing award. They want to hear about my summer spent volunteering in rural Nicaragua, about my language skills and how they’ve won me competitions. They want to hear that I’m the VP of the Gay-Straight Alliance and historian of the German club, that I’m a member of both the NHS and the Spanish NHS. That’s all fine and good, except it’s not really what I want to tell them. I want to tell them that I can’t be summed up in 500 words, much less 350. The fedora collection, the USPS flat-rate box infatuation, the typewriter, the giant pink bear from eighth grade†¦none of it can be explained away in 12pt Times New Roman. I am not an essay, as much as I would like to be. I am a person, for better or worse, faults and all. I am a life-loving, eye-crossing, picture-taking, overly-sensitive soul who paints her toenails neon colors. I am not 350 words, nor 500. I’m me, acceptance letter or not.

Mel Gibson essays

Mel Gibson essays Mel Gibson: Crazed Maniac or Justice Revolutionary Mel Gibson has played the American's greater good type characters. It started with Braveheart, the movie in which the dashing leading man plays Sir William Wallace, a 13th-century Scottish nobleman who fights to free his people from British rule. Next came Conspiracy Theory, in which Gibson plays a bumbling but likeable conspiracy nut. Finally, there was The Patriot, with Gibson drawn into the American Revolution when the British murder his son. Gibson has also play Hamlet that would make some believe that he has played a wide range of films. Don't be deceived look closely at the roles he has played. He is riding the line between crazed maniac and justice revolutionary. He is always fighting the system. In the films Payback and Hamlet he swerves toward the crazed maniac, but in films like Braveheart and The Patriot he leans toward the justice revolutionary. It was enough that he was white, strikingly handsome, and playing noble characters who risk all to fight the system whether that be tyrannical British officers, government bureaucrats, freedom-hating monarchists, or the mobsters from Payback. Nevertheless, the libraries of those on the greater good are overflowing with copies of these Mel Gibson films. Mel Gibson plays Benjamin Martin, a retired soldier turned farmer, in The Patriot. He is a father of seven, which plays a very important role in the film. His wife has passed away and he is left alone to raise the children himself. The character of Benjamin Martin was originally meant to be Francis Marion, but for the sake of telling the most exciting story and maybe escape some controversy, the filmmakers fictionalized the character and the story. They then added historical factors and the historic figures like Elijah Clarke, Brigadier General Daniel Morgan, Andrew Pickens and Thomas Sumter to the character of Benjamin Martin. Which in turn made the film inaccurate a...

10 Fulfilling Teaching Jobs That Pay More Than $60k Per Year

10 Fulfilling Teaching Jobs That Pay More Than $60k Per Year You might not think a career in education is a particularly lucrative choice, but if teaching is your passion, it is definitely possible to make a very good living. Check out these 10 examples of financially rewarding jobs in education. Some might take a bit of time to get there, but if you have your eye on the prize and a career path in mind, you can take the steps necessary to reach the upper levels of the profession. 1. Law ProfessorSure, you’ll have to go to law school first, and have some experience in the field, but once you get all those things- plus some teaching experience, you’ll be set to make six figures by the middle of your career, with junior positions coming in at an average of about $68,000 per year. There’s stiff competition for this career path, of course, but it is possible to land a gig.2. Chief Executive of a UniversityIf you can work your way up to head honcho of a top-tier college or university, whether you’re the chancellor or pres ident or provost, you can make anywhere from $100,000 to $3 million (!)- especially if you’re good at bringing in the money for endowments and capital funds for campus ventures. The downside: this is not a very high growth field, and jobs are scarce. Once people get them, they tend to hold on tight!3. DeanIf you can’t get to executive level in the academic world, you could try working your way up to Dean level. You’ll want an advanced degree in the subject, plus some years as a tenured professor in your field, but then you can start earning some serious money- an average of about $83,000 per year.4. Engineering ProfessorIf you got a fancy education in engineering, you could always go the academic route. Get a little experience in your field, then go back to teaching and research. You could earn up to $100,000 per year in a top tier school. This field is growing rather nicely.5. School SuperintendentThe high administrator of the area public school system makes an ywhere from $130,000 to $196,000 per year. You’ll want a doctorate in education, plus a healthy base of teaching experience and some leadership experience to pursue this job.6. PrincipalWant to be more involved in the day-to-day and less in the macro-level budgeting and overseeing? School principals can make anywhere between $86,000 and $130,000 per year working closely with both teachers and students. A master’s in education is a plus here, as well as some teaching experience.7. Curriculum DeveloperStart out as a classroom teacher, then get your master’s and start working on instructional design. Help determine what students should be learning and how they should be evaluated most effectively. Train your fellow teachers to teach better, and make up to $75,000 per year.8. Registrar or Financial Aid CounselorStep back into the admin side for a while and work in the front office of secondary and post-secondary schools. Help guide students through the stressful adm inistrative stuff they have to take care of for their studies, and make up to $90,000 per year.9. Health/Allied Health ProfessorTeaching would-be health care professionals is serious and stringent work. You’ll need to build up to this with a degree of your own in a medical field, plus years of practical experience and teaching experience, but the job prospects and growth rates are great and you can make almost $100,000 per year.10. Economics ProfessorIf you’re an expert in economic theory and want to research and teach, take your experience as an analyst, policy maker, or researcher back into an academic institution and make about $90,000 per year. The better your credentials, the better your chances of landing a job in this competitive field.

Case study assignment Coursework Example | Topics and Well Written Essays - 1000 words

Case study assignment - Coursework Example ‘Open Systems’ Approach and Icy Foods Open system approach is fundamental to the survival based on external stimuli (Kreitner, 2009). Open systems approach came into effect after World War II when management began thinking that organisations are no more a self-contained unit – free from external influences. The company under discussion namely Icy Foods began its operations in 1999 and continued to grow exponentially at least until 2005. The Smiths adopted a very flexible policy approach for organisational management as that suited to them most for meeting market needs. The informal way of working in Icy Foods encouraged workers to learn varied skills passing through different departments as per the needs. Even the company operated night shifts and weekend working when order book forced them to do so. In fact, the Smiths’ approach was quite flexible in people management. It can be gauged from the fact that employees were trained in several areas of company o perations providing them enough liberty to move where they find themselves more suitable. The Smiths were always keen to invite employee view points on operational aspects to bring efficiency in the operations. The fact remains that employees enjoyed considerable freedom in their overall working including their freedom related to leave. Icy Foods paid them above industry average apart from paying bonuses to high performing workers. The Smiths also motivated workers by declaring monthly awards for performers. The management motivated their workforce to deliver their best in many ways and that is reflected in low rates of employee turnover. Thus, Smiths’ were largely following open systems approach responding well to environmental influences; however, things changed when Icy Foods became a subsidiary of one of the large super market chains namely Megastar Plc. Megastar Lacked Open Systems Approach in Managing Human Resources Brown and Grundy (2012) emphasise that human resource (HR) "strategy is very much a part of an open system with many interdependencies" (p 34). Management of the Megastar not only streamlined the operations but also rationalized the product portfolio keeping only four products while discarding remaining. It is true that the company did a commendable job on operational aspects improving efficiency by 35 percent; however, the company fared badly on human resource development aspects. Employee turnover and absenteeism increased significantly. Employees remained grossly unsatisfied with the management because they were not involved in the decision making. They felt that decisions are thrust upon them by managers and headquarter. It is quite clear that in the process to improve operational efficiency of the firm, the management moved away from the ‘open systems’ approach of management. Trained Workers and employees are not only an important but scarce resource for any organisation and ‘open systems’ approach dicta tes that they must be not only preserved or retained but also allowed to develop within the organisation. It is a fact that new management improved the efficiency of the organisation without making it effective to external influences. Environmental Influences Play Critical Role Cole (2005) argues that several environment factors such as economical, social, technological, or political along with competitive forces keep on exerting influence on any organisation. Most of these external environmental factors are not in control of the firm –

U.S history Essay Example | Topics and Well Written Essays - 1000 words

U.S history - Essay Example Brazil was the only exception – there slavery was abolished later than in the US. However, the period of independent existence of this country was much shorter. Severe nature of the Northern states provided appropriate conditions for the industrial development. The local model of economy required highly motivated and skilled workers. Of course, the quality of slave labor could not meet these requirements. On the other hand, plantation economy of the South was in need of mass low-qualified labor force. The institute of slavery seemed to be a perfect solution. The bigger the plantation was, the more slaves its owner needed. Thus, the economic advancement of the Southern states was rather fast-paced. Unpaid slave labor became its integral component. The economy has been especially profitable from the 1840s until the beginning of the Civil War. Cotton, its main export product, was one of the most important factors of its success. The demand for cotton was really high in European countries, especially in Great Britain. In addition, the prices for cotton tended to increase. People used to call cotton â€Å"the King†. Southern plantations supplied 75% of the worlds cotton by 1860 – it accounted almost 50% of the export of the US. The agrarian slave-owning South and the industrial North used to be independent economic regions in the early 19th century. Each state could pursue its own economic policy. Despite the constant population increase and economic development, the flow of integration processes was rather slow. The North required resources from the South, especially cotton. At the same time, the South was in need of machinery from the North. That is why the coexistence of these two regions had been peaceful and mutually profitable for a long time. However, a number of contradictions emerged soon. One of the most disputed issues related to the institute of slavery. It is possible to provide many examples. Fugitive slaves is one of them.

Human Resources Presentation Outline Essay Example for Free

Human Resources Presentation Outline Essay Complete a slide-by-slide outline of your Human Resources Presentation using Microsoft ® PowerPoint ®. Consider the layout and the speaker’s notes for each slide in addition to the wording on the slide. Include the following in your outline: On each slide: List the main topics. List two or three subtopics. In the speaker’s note section: Describe the layout or appearance of the slide. Include a brief description of the text the speaker notes will contain. Human Resources Presentation â€Å"Team Presentation† As senior members of the human resources team, you have been asked to give a presentation on the state of the union to the board of directors. The presentation must include past, present, and future legal issues. Create a 12- to 15-slide Microsoft ® PowerPoint ® presentation with detailed speaker notes summarizing your findings to the board. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation. In your presentation, include at least two main points for each of the following bullets: †¢State and federal statutory and regulatory enactments related to patients’ rights and responsibilities †¢Current principles of patient consent and the resulting implications for the health care industry †¢The current state and future trends of physicians’ rights and responsibilities in the delivery of health care †¢Current components and implications of the Health Insurance Portability and Accountability Act (HIPAA) (LINDA’ part) †¢Brief summary of current and future trends for statutory, regulatory, and common law requirements of confidentiality in the health care industry  (LINDA’s part) †¢Current and future legal and ethical obligations relating to the documentation, retention, storage, and use of medical records Format your presentation consistent with APA guidelines and References. Each one of us is doing a total of 4 slides 2 for each bullet, so I only need a total of 4 slides.

Emotional And Rational Appeals :: essays research papers

Emotional and Rational Appeals Abstract In many studies, data has been led to suggest that rational messages may encourage the generation of content based cognitive responses and lead to attitudes heavily influenced by these cognitions. Studies have also led to suggest that people in negative moods are affected by the quality of persuasive messages. Using manipulations techniques, bad mood may result in a different interpretation of anything from a verbal argument to a literal message. Even though most studies indicate that good mood manipulations may not have that much effect on one's perception of a scenario, further investigation may do away with that theory. Persuasion in Response to Emotional and Rational Appeals   Ã‚  Ã‚  Ã‚  Ã‚  Much research has been done to try and indicate that emotional appeals may influence attitude change. The other side of looking at the spectrum is that rational appeals may do likewise (e.g., Rosselli; Francine; Skelly, John J.; Mackie, Diane M, 1995). In one study conducted at the University of California at Santa Barbara, 184 students received partial course credit in return for their participation. Subjects in the experiment were assigned to the cells of a 2(positive or neutral mood) x 2(emotional or rational message type) x 2(strong or weak argument quality). Subjects were in groups of two to six. After this step was established, eight messages in approximately equal length were developed. Each message contained six arguments that were either in favor or against using animals for research purposes. Rational and emotional were used in nature and strong and weak were used in quality. In the procedure of the experiment, subjects participated in an experimental session that included several tasks that were not directly related to the study. The first test included a survey of the subjects' attitudes toward animal testing. After this was completed, subjects read a persuasive message, then responded to questions concerning the topic of animal research, and finally completed items designed to check the effectiveness of the manipulations.   Ã‚  Ã‚  Ã‚  Ã‚  After checking the analysis, indications showed that there was no effects for gender. To add to this, responses to all manipulation check measures were entered into one of four separate groups between subjects analyses of variance (ANOVAs). When looking at the message type, the data had revealed the expected main effect for message type, F(1, 65) = 33.44. p

Benefits of IFRS Essay

IFRS will enable US bank to compete globally; more than one hundred countries in the world are already using IFRS. This is because more than sixty percent of investors in US operate foreign stocks with foreign banks and other companies which use IFRS. Therefore, if US bank fail to switch to IFRS, transparency and comparability will reduce for US issuers and investors (Silver, 2009). Furthermore, US exchanges such as the NYSE have been gradually losing their position as the place where worldwide companies list their shares. This being the case, the US bank has been affected since foreign investors now prefer investing their wealth in other banks where the accounting standards are not as strict is in the US. To avoid losing investment opportunities and lagging behind the current developments in the field of accounting, US bank does have to switch to IFRS. Comparing the annual report of Rabobank with that of Wells Fargo bank shows how IFRS reduces financial reporting into smaller and less complicated documents. The 2009 annual report of Rabobank were complied in a 61 (Rabobank, 2010) pages document while that of Wells Fargo were documented in 196 pages (Wells Fargo, 2010). This implies that IFRS summarizes financial reporting more than thrice of the GAAP accounting standards. It is also evident from the annual reports of the two banks that IFRS provides more comprehensive historical information regarding the performance of the bank over the past five years(the case of Rabobank) while GAAP only gives the present and previous year’s figures. This makes IFRS more effective since the stakeholders, management and investors can be able to track the financial position of the bank at a glance so that which is very important for future palming (IASCF, 2009). Adopting IFRS will make reporting for most banks in US easier since it will reduce the complexities of comparing financial statements from different subsidiaries across the globe. It will also facilitate internal consistency and streamline all operations, auditing, reporting standards, training and company standards (Articles Base, 2009). For instance, Rabobank applies IFRS on its financial reporting. This has greatly improved the efficiency of the bank since it operates in more than forty countries around the world. Following the bank’s annual reports since 2004, the total net profit calculated using IFRS was higher by 15 million Euros as compared to the same when calculated with GAAP (Rabobank Nederland, 2005). This difference was majorly due to the benefits of reclassifications of interest income under IFRS. This is because under the IFRS accounting standards, several interests are no longer consolidated and this results to lesser third-party interests (Rabobank Nederland, 2005) Disincentives of adopting IFRS IFRS accounting standards are less detailed as compared to GAAP; GAAP is more complex and based on rules while IFRS is based on principles. Adoption of IFRS will reduce the quality of financial reporting because most of the rules applied for GAAP have been let-out in IFRS—while IFRS principles fit in a single two-inch thick book, GAAP standards fit in a nine-inch thick book—this indicates that the details and reporting requirements of IFRS are fewer and compressed (IASCF, 2009). Adoption of IFRS implies that banks will incur additional costs: training staff on IFRS standards and also initial conversion costs which will be paid to advisors and auditors (Articles Base, 2009). Considering the format of the annual reports of the two banks, it is evident that IFRS eliminates many items from the annual report and presents only the consolidated financial position of the bank. Information eliminated from Rabobank’s 2009 financial reports include the vision, mission and goals of the organization, financial reviews, the report from independent registered public accounting firm and reports on stock performances; however this information is provided in Wells Fargo 2009 annual report.

Yellow Brick Road

Yellow Brick Road by Witi Ihimaera Follow the yellow brick road, Follow, follow, follow follow, Follow the yellow brick road †¦ We're almost there! Almost at Wellington, the Emerald City! Me and Dad and Mum and Roha, we been travelling for two days now in our car which Dad bought from Mr Wallace last week. No dents and honk honk goes the horn. Dad, he said I could have a drive of it myself when we left Waituhi but then it conked out on the Whareratas and that made him change his mind. – I told you we wouldn't get to Wellington in this, Mum said to him while he was fixing it up. – We'll get there. But I want to get there in one piece! Mum answered. – Throw some of your junk out then, Dad told her. Our car sure is loaded down all right. Mum's stuff is in the boot, some belongings are tied under the canvas on the roof and there's even some squeezed in here with us. Boy. But you won't conk out now, ay car? There's just one hill to go and we'll be there. So up we go, up the hill, slowly but surely. And who cares if cars bank up behind us! They can beep all they like. We got as much right to be on this road as they got. Road, road, yellow brick road, yellow with the headlights sweeping across it.Just like in that book Miss Wright, my teacher, gave me before we left Waituhi. A neat book. About the straw man, the tin man, the cowardly lion and the Emerald City and †¦ we're almost there! I bounce up and down on the seat. I can't wait to see all the sparkling green towers glittering in the dark ahead of us. – Matiu, you just sit still! Mum growls. What's gotten into you, ay? – Sorry, Mum. Poor Mum. She's very tired and still unhappy about leaving Waituhi, our whanau, our family. Her eyes are still red with the crying when all the people had waved goodbye to us like little flags fluttering far away.At least she hasn't cried as often as Roha has for Hone though! Roha and Hone, they went round together and once I saw them having a pash. Eeee! I grin at my big sister. Never mind, Roha. Plenty other boys down. inWellington and you can pash up large with them when we get there, ay. – What you grinning for, Smarty? Roha snaps. – I'm allowed to grin if I want to, aren't I? I ask, suddenly hurt. – All right, all right, you don't have to scream. I make a funny face at her. It would teach her a good lesson if even the pakehas didn't want to pash with her! Lots of pakehas in Wellington. Not like in Waituhi.Makes me scared to think about it. – Dad, will the pakehas like us in Wellington? Dad? He doesn't answer me because he is driving carefully. He has to lean forward to see the road in front of him. It has started to rain. Wish I was older and knew how to drive better. Then I could give him a rest at the wheel. I press against him and he puts an arm round me. His face looks tired, just like it looked when we were walking to a garage yesterday after our car ran out of petrol. There we were , miles from anywhere, walking along the road while car after car sped past us without stopping. Some of them blared loudly at us.Others made a lot of dust come over us. And always as they passed the faces would be looking back and staring at us. I felt puzzled. – Why don't they stop, Dad? He had shrugged his shoulders. – We're in a different country now, son. I began to hate those faces. I wanted to throw stones at them all. But things will be different when we get to Wellington, won't the? And we will be happy, won't we? Course we will. You just wait and see, Dad. We'll make lots of money and be rich as anything because Wellington is where the money is. And you have to go where the money is, ay Dad. No use staying in Waituhi and being poor all the time, ay.I lean back in the seat and burrow under the blanket. It is getting cold and there is a draught coming through a hole in our car. I feel my bag of lollies in my pocket. – You want one, Mum? You want one, Dad ? Roha? I pass the bag to Roha and she takes two, the greedy thing. I put one in my mouth and count what's left. Seven. Boy, these are the dearest lollies I ever bought. When we stopped at the shop yesterday I gave the man thirty cents and he didn't give me any change. When I asked him for it, he told me thirty cents was how much these lollies cost. But he was lying. He was a thief and he stole my money.How would he like it if someone rooked him'? What's more, these lollies stink, just like him. I watch the road as it twists ahead through the dark. Every now and then, there is a loud whoosh of a fast car passing us. Those fast cars don't like us. We're too slow for them. Suddenly, I see two lights ahead like eyes glaring at us. The eyes open wider, grow larger, looking like the eyes of a†¦ – Dad! I yell, afraid. A big truck descends on us with its headlight blazing full. I seem to see taloned fingers reaching out to claw me. – Bloody hell, Dad mutters. He swerves. The car kicks gravel.The truck thunders past, screaming in the wind. I look at Mum. Her face is shaken. – I better keep both my hands on the wheel, Dad says. He lifts his arm from me and I feel suddenly alone. I begin to think of Waituhi, our whanau, and that makes me sad. All our family was there and Emere was our cow. Haere ra, Emere. And haere ra to you, e Hemi. You'll always be my best mate. I start humming to myself. Quietly. – Follow the yellow brick road, Follow follow, follow, follow†¦ Miss Wright, she taught us that song at school. A neat song. We made a long line, joined by our hands, and danced crazy patterns over the playground and†¦There is a snapping sound and the flapping of canvas. – What's that, Dad? He pulls the car over to the side of the road and steps out. Mum winds down her window. – What's wrong? – Rope's snapped, he yells back. – You better get out and help your father, Mum says to me. I jump out into the r ain. Boy, it's sure wet and cold out here. Dad is struggling in the wind to pull the canvas back over our belongings. – All this junk! Dad mutters. No wonder the canvas came away. He takes a box from the top and dumps it on the side of the road. My books spill out and the pages fly away like birds in the wind. – Dad. No, Dad†¦I run out into the road in panic because those are my school books and among them is my best book. My best book. – Matiu! Get off the road! Mum screams. My best book. In the wind and the rain. My best book. – Matiu. And there it is. Lying there on the road. I run to get it and car brakes scream in my ears. But I have it in my arms and hold it safe to me. And I don't care if I get a hiding. I don't care†¦ Mum hits me very hard. -What you want to do that for, you stupid kid. But I don't care. I don't care†¦ And the driver of the other car is saying angry words to Dad: – What the bloody hell do you think you're up to, eh'?Letting your kid run out like that, what's wrong with you! Look, never mind about bloody arguing. Christ, you shouldn't be on the road at all. Your car's bloody dangerous loaded like that. And why the hell didn't you pull further off the road, eh? Oh, what's the use. You Maoris are all the same. Dumb bloody horis. He steps back into his car and roars off. Dad comes towards me and his face is full of anger. Go ahead, Dad. Hit me. I deserve it. But he doesn't. Instead, he hugs me and asks: – You all right, son? – Yes, Dad. I'm sorry, Dad. That man†¦ – That bastard. Never mind about him. I clutch my book tightly.I carry it into the car with me. Mum starts to get angry with me again. Tuni tuni, woman, Dad says. It's all over now. Let's forget it. – It wouldn't have happened if you'd tied down our things properly like Sam told you to do, Mum answers. Sam is my uncle and we stayed at his place in Hastings last night. Uncle Sam didn't even know we w ere on our way to Wellington. – Down to that windy place† he'd said. You fullas better tie yourselves down or you'll be blown away! Don't you know how cold it is down there'? Brother, it's liquid sunshine all the year round! – We don't care, I'd answered him. We're going to make lots of money down there.Not much room left for pa living anymore. That's what you said, ay Dad. Dad had looked at me strangely. – No more jobs back home, he told Uncle. Plenty of the seasonal work, yes, but me and Hine had enough of that. We had enough of shearing, the fruit-picking and the going down South to shear some more. No, plenty of work in Wellington. Plenty of factories. – Who told you that! Uncle snorted. – Jim, Dad answered. Uncle Jim is Dad's brother. He lives in Petone and we're going to stay with him until we find our own house. Uncle Sam had shrugged his shoulders.. – Well, Jim should know, he'd said. I want us to have a good life, a new start, Dad tried to explain. A new start for my kids. Me and Hine, we've always had nothing. But my kids? They're going to grow up with everything. I'll fight for it, because they must have it. But I'd seen Uncle Sam hadn't understood Dad's words. He'd simply shaken his head and wished us luck. And in the morning before we left he'd told Dad to tie the canvas down tight. – Otherwise that wind will get under it and before you know it you'll be flying into Wellington! Dad had tried his best with the ropes. He'd said to Mum: – How about getting rid of some of this junk, ay?She'd answered him: – This junk is all we've ever had. I'm not throwing away one piece of it, wind or no wind. It sure is windy all right, outside the car. The clouds are rushing in the night sky just like the Winged Monkeys. The wind moans and chatters and cackles among our belongings, and I must close my eyes and put my hands to my ears to shut out the sights and sounds of this night. Then, suddenly, all the noises stop. Even the car has stopped. – There it is, Dad says. I open my eyes. Far away are the lights of Wellington, streaming with the rain down our window like glistening towers. And it looks so†¦ o†¦ beautiful. Just as I'd imagined it to be. Just as I'd pretended it would be. Emerald City. – Isn't it neat, Muni'? She stares ahead. Her face is still. – Roha? I ask. My sister's face is filled with a strange glow. – Dad? He looks at me and smiles. – You and your dreams, son. He starts the car. We begin to drive down from the hill. I look at Dad and Mum and Roha, puzzled. How come I'm the only one to be happy! Can't they see this is where our life begins and this is where our dreams begin'? And dreams, they come true, don't they? Don't they? I look out the car. I see the sign: STEEP GRADE.All along the yellow brick road there have been signs like that. STEEP GRADE. CHANGE DOWN. ONE WAY. LIMITED SPEED ZONE. ROAD NARROWS. STOP. WI NDING ROAD. GO. CONCEALED EXIT TRAFFIC LIGHTS AHEAD. GREASY WHEN WET. NO EXIT. NO PASSING. NO STOPPING. Many signs, all telling us where we have to go and†¦. I begin to feel scared. If ever we want to, will we be able to find our way back'? I begin to sing to myself. Not because I'm happy, but because I think I want to feel sure myself everything will turn out alright. It will, won't it? Follow the yellow brick road, Follow, follow, follow, follow, Follow†¦

The Effects of Computers to the Students Essays

The Effects of Computers to the Students Essays The Effects of Computers to the Students Essay The Effects of Computers to the Students Essay TABLE OF CONTENTS Chapter I Introduction . . . . . . . . . . . 1 Importance of the Problem . . . . . . . . . . 2 Statement of the problem . . . . . . . . . . 3 Hypothesis . . . . . . . . . . 4 Scope and Delimitation of the study . . . . . . . . . . 5 Definition of terms. . . . . . . . . . 6 Chapter II Review of Related Literature Chapter III Research Mythology Sources of Data Chapter IV Introduction, Analysis, Interpretation of Data Tabulation Chapter V Conclusion and recommendation Sample Questionnaire ABSTRACT This Paper Reviews Aims to introduce computer games and what This topic is all about. For parents, teachers and specially students who is Graduating to understand the reality effect of this in our daily life and to our Studies. There’s a review being conducted based on some sub question From a certain respondent and observation to determined the amount of Population being involved on computer games that will give us figure of 60-70 percent of the totally population in specific area of Habay bacoor has Been into computer games and some of them get engaged or addicted on it Those person can’t live a day without playing that certain games. In this Studies show as well the negative and positive side of this topic will Help us to know. Negative of this love games more than anything else, Like study forget about family, being so much engaged that end into a not So much good result. On the other hand of positive is giving more Information that will be really helpful in hand of knowledge. CHAPTER I INTRODUCTION Computer games in the information systems industry account for over seven billion dollars in sales in 2003 and are a pivotal component in driving both the software and hardware portions of the industry. Entertainment Software Association, 2003). Computer games are quickly taking a chuck of total dollars in the entertainment industry and some say will emerge with Hollywood to create a more interactive entertaining experience for the consumer. In this paper we will be discussion some brief history of games, how they are currently being developed in regards to software, where games are heading in the future, and how the y currently are being used today in other aspects of life. A History of Games The beginning According to many sources, the idea of the video game came about between 1949 and 951, From Space war to Tournament The history of computer games mistakenly termed videogames probably started in 1962. The early programmers and game designers came up with ideas which have been taken over by the industry and have nowadays become cultural stereotypes. Game types like combat games, strategy, simulation or dungeons and dragons were early 60ies inventions but they are still alive today and probably more vital than ever. Having a look at the old predecessors of todays Play station and Dreamcast games might explain why certain stereotypes are so persistent. Comparing early games with todays programmers also shows the technological progress achieved during the last 4 decades. It seems that the gaming industry and game technology nowadays challenges the complete computer industry in becoming the key industrial branch. Also check the webpages referring to computer games and computer games development: A Short Survey on the History of Computer Games Autumn 1961 Â   Â   Â   Digital Equipment Corp. delivers a PDP-1 computer to the MIT in Cambridge, Mass. This was the first computer equipped with a cathode ray tube monitor and a keyboard. DEC expected the MIT scientists to develop scientific programmes with the machine they donated, yet two scientists programmed an application which is said to have been the first computer game ever. 1962 Â   Â   Â   Â   Â   Stephen Russell, Peter Samson, Dan Edwards, and Martin Grates realized SPACEWAR, a shoot-up game with animated spaceship icons on a black and white monitor. Two users could shoot the other players spaceships in IMPORTANT OF THE STUDY Computer games is have a good benefits and effect to the Benefits of Computer Games Recently, in this modern world that we live in, through the course of the improvement of echnology, computer games became very popular among the youth. Whether we like it or not, computer games greatly influences our society today. Computer games become a part of peoples lives. Almost everyone has been exposed to some kind of computer game – be it role playing games, puzzle games, action games played on a console, a personal computer, or a h andheld device. Because of this sudden interest in computer games, concerns about its effects, may it be positive or negative, arise. Being in a modern world, we naturally question these things. Is it a safe practice to play these games? Will it bring any good? Although many people think that it is unhealthy to play computer games, I believe that, in moderation, computer games can be beneficial in many ways such as in leisure and experience, learning, as well as improving our cognitive, logical, and managerial skills. First of all, video games can be considered as naturally alluring because of its aesthetic images and the realistic experiences that comes with it. As Poole said, video games, especially in these modern times, have very detailed audio-visual effects, usually presenting a simulated fantasy orld that appears to be close to reality (qtd. in Mitchel and Savill-Smith 17). Truly, computer games improved visually and became more realistic these past few years. These fantasy worlds are commonly found in simulation games, which is very useful for learning because it allows players to experience things that might be impossible or too expensive (Mitchell and Seville-Smith 20). Because of this, video games can be l iberating by allowing people to do things they cannot normally do. Effects of Computer Games Experts fear computer consoles such as the Nintendo Way harm child development Children should be banned from playing computer games until the age of seven because the technology is rewiring their brains, it is claimed. Bombardment of the senses with fast-pace action games is said to be causing a shortening of attention span, harming the ability to learn. The concerns emerged as technology industry experts gathered at a special summit discussing the development of children, held yesterday at the Consumer Electronics Show in Las Vegas. Educational psychologist Jane Healy said research indicated that computer games fuelled he development of basic flight or fight instincts rather than considered reasoning. STATEMENT OF THE PROBLEM A. Reasons for undertaking Research. It is known that we are living in technological era. The computers became irreplaceable tool in everyday life of almost each person. The adult users generally use it for business purposes while youngsters for computer games. Computers became the part of our life and very important component in many sp heres of modern life. So it is somehow influences on people. One of the spheres of the life is leisure. And nowadays majority of young people pend their leisure playing computer games, surfing through the internet. Computer games have become one of the favorite time-spending of young people all ages, and even some adults. With permanent development of computer technology the quantity of people using computer either for working purposes or entertainment purposes is increasing speedily. One of the reasons of acquiring computers and computer games by busy parents for their children is providing playing leisure for them. But some parents don’t realize that computer games not only develop child’s mind, logic (what is positive influence) but has negative affects. Computer games industry is evaluated in two ways. On the one hand it is associated with admiration of computers abilities, on the other hand with dangerous influence on teenagers’ psychology and health. HYPOTHESIS In my opinion Computer games grows aggressively and somehow Good for some of people but Sometimes not good for some because if were looking on the Negative side of this topic it will be So addicting for some that will be really negative if you consider Our self / your self to be addiction This on the brighter side of this topic computer games can be Helpful and educational if you know ow to select the right computer games that you know it can help You there’s a lot of educational Games that has been established by a lot wonderful people who Really wants to make computer games Games a worth do can give pleasure and at the same time can Educate you somehow. SCOPE AND DELIMITION OF THE STUDY This study is directly for young individuals especially students like Us who has the priority too study extensively to finish our studies And yet getting pleasure from playing computer games especially On our lazy days specifically weekends. Most of us now days Knows a lot of computer games and we often play specifically In front of a computer, most of us have their computers at home But some of us don’t so it’s a tend to play outside what we usually Call it a computer shop admit it or not relieve us from some stress That we got from a 5 days studies of different subject 8 hours a day And doing homework and project as well I take day of observation On our own computer shop and most of our clients us really Spending a lot of time for games specially male client. CHAPTER II REVIEW OF RELATED LITERATURE This chapter discuss the result of the review of the prevents Literatures that has been written regarding the impact of computer games in graduating students. Various observation and theoretical activities has been done for this review which will be related to the main research of the topic. The Purpose of this review is for us to discover the conclusions were of prior to some effects of computer games to specific students. That falls on teenagers and adolescent category CHAPTER III RESEARCH AND METHOLOGY SOURCE OF DATA In this study I used my very own source in doing my research for my parents Have a computer shop where in can do my observation and ask some few Question with out regular clients which will be really helpful in making Helpful making this study and I also visit some other computer shop to also Observe population composition of that computer shop that visited and I can Say that we have the same population Males are most fond on computer Games there also females but it doesn’t reach to the count of males who Are really into computer games. And I also conduct a little survey to some Unrelated individuals make this study a worth to discuss and be realized By most of us specially were students in this way that did we can specially Determined the effects of computer games us where if it’s Negative or Positive CHAPTER IV INTRODUCTION, ANALYSIS, INTERPRETATION OF DATA TABULATION INTRODUCTION The research finding on computer games will discussed in the research Conclusion And recommendation for future research will also discussed In this section out of 40 male respondents, 80% ( 20 respondent) use the Computer for more 20 hours a week ( more than 4 hours per day ) this Percentage bigger compared to those who use the computer for least 2 hours Per day ( 15% of the respondents ) and at least 3 hours per day (30% of pic] Blue 80% more than 20 hrs Red 20% 7 hrs- 20 White 1 hrs – 7 hrs COMPUTER GAMES All The respondents use the computer for computer games . the Following Graph show the respondent distribution based on the hours The speed on using computer for games Graph 2. distribution of respondent on the computer use For games per week [pic] Blue 1 hrs – 7 Red 7 hrs – 14 hrs White more th an 20 hrs Now the larger faction of the respondents are inclined to Computer games and spend more than 20 hours of computer use per week ANALYSIS The research was conducted form two computer shop here Is bacoor under observation from those 2 different computer shop 60 to 70 % of the total population of those computer shop were Studies probably from school and most of them were males on the Same age as I have or earlier age [pic] Red 75 % Blue 60% CHAPTER V CONCLUSION AND RECOMMENDATION CONCLUSION Learners are among individual specifically graduating students Youngsters or teenagers who play computer games mostly on a daily Basis. This shows that the impact of computer games becomes more board Base on the studies and observation been conducted where in revealed Who are the most computer players how long do they speed to play Computer games the effect. In this study it also highlight the impact of the Computer game in life of each individual involved in this study RECOMMENDATION FOR FUTURE STUDY / RESEARCH This study been researched by means of question and observation For this topic. This research has has been limited in bacoor area (Habay) you Can also do further research and observation by visiting some other place and See if they also have the same situation. I recommend to the same Methology that I did for more effective realization of the topic

Major General John Sullivan in the American Revolution

Major General John Sullivan in the American Revolution A native of New Hampshire, Major General John Sullivan rose to become one of the Continental Armys most tenacious fighters during the American Revolution (1775-1783). When the war began in 1775, he departed his role as a delegate to the Second Continental Congress to accept as commission as a brigadier general. The next five years would see Sullivan briefly serve in Canada before joining  General George Washingtons army. A veteran of the fighting around New York and Philadelphia in 1776 and 1777, he later held independent commands in Rhode Island and western New York. Leaving the army in 1780, Sullivan returned to Congress and advocated for additional support from France. In his later years he served as Governor of New Hampshire and a federal judge. Early Life Career Born February 17, 1740 in Somersworth, NH, John Sullivan was the third son of the local schoolmaster.   Receiving a thorough education, he elected to pursue a legal career and read law with Samuel Livermore in Portsmouth between 1758 and 1760. Completing his studies, Sullivan married Lydia Worster in 1760 and three years later opened his own practice in Durham. The towns first lawyer, his ambition angered Durhams residents as he frequently foreclose on debts and sued his neighbors. This led the inhabitants of the town to file a petition with the New Hampshire General Court in 1766 calling for relief from his oppressive extortive behavior. Gathering favorable statements from a few friends, Sullivan succeeded in having the petition dismissed and then attempted to sue his attackers for libel. In the wake of this incident, Sullivan did begin to improve his relations with the people of Durham and in 1767 befriended Governor John Wentworth. Increasingly wealthy from his legal practice and other business endeavors, he used his connection to Wentworth to secure a majors commission in the New Hampshire militia in 1772. Over the next two years, Sullivans relationship with the governor soured as he moved increasingly into the Patriot camp. Angered by the Intolerable Acts and Wentworths habit of dissolving the colonys assembly, he represented Durham at the First Provincial Congress of New Hampshire in July 1774. Patriot Chosen as a delegate to the First Continental Congress, Sullivan traveled to Philadelphia that September.   While there he supported the Declaration and Resolves of the First Continental Congress which outlined colonial grievances against Britain. Sullivan returned to New Hampshire in November and worked to built local support for the document. Alerted to British intentions to secure weapons and powder from the colonials, he took part in a raid on Fort William Mary in December which saw the militia capture a large quantity of cannon and muskets. A month later, Sullivan was selected to serve in the Second Continental Congress.   Departing later that spring, he learned of the Battles of Lexington and Concord and the start of the American Revolution upon arriving in Philadelphia.   Brigadier General With the formation of the Continental Army and selection of General George Washington its commander, Congress moved forward with appointing other general officers. Receiving a commission as a brigadier general, Sullivan departed the city in late June to joined the army at the Siege of Boston. Following the liberation of Boston in March 1776, he received orders to lead men north to reinforce the American troops which had invaded Canada the previous fall.   Not reaching Sorel on the St. Lawrence River until June, Sullivan quickly found that the invasion effort was collapsing. Following a series of reverses in the region, he began withdrawing south and was later joined by troops led by Brigadier General Benedict Arnold. Returning to friendly territory, attempts were made to scapegoat Sullivan for the invasions failure.   These allegations were soon shown to be false and he was promoted to major general on August 9. Captured Rejoining Washingtons army at New York, Sullivan assumed command of those forces positioned on Long Island as Major General Nathanael Greene had fallen ill. On August 24, Washington replaced Sullivan with Major General Israel Putnam and assigned him to command a division. On the American right at the Battle of Long Island three days later, Sullivans men mounted a tenacious defense against the British and Hessians. Personally engaging the enemy as his men were pushed back, Sullivan fought the Hessians with pistols before being captured. Taken to the British commanders, General Sir William Howe and Vice Admiral Lord Richard Howe, he was employed to travel to Philadelphia to offer a peace conference to Congress in exchange for his parole. Though a conference later occurred on Staten Island, it accomplished nothing. Return to Action Formally exchanged for Brigadier General Richard Prescott in September, Sullivan returned to the army as it retreated across New Jersey. Leading a division that December, his men moved along the river road and played a key role in the American victory at the Battle of Trenton. A week later, his men saw action at the Battle of Princeton before moving into winter quarters at Morristown. Remaining in New Jersey, Sullivan oversaw an abortive raid against Staten Island on August 22 before Washington moved south to defend Philadelphia. On September 11, Sullivans division initially occupied a position behind the Brandywine River as the Battle of Brandywine commenced. As the action progressed, Howe turned Washingtons right flank and Sullivans division raced north to face the enemy. Attempting to mount a defense, Sullivan succeeded in slowing the enemy and was able to withdraw in good order after being reinforced by Greene. Leading the American attack at the Battle of Germantown the following month, Sullivans division performed well and gained ground until a series of command and control issues led to an American defeat. After entering winter quarters at Valley Forge in mid-December, Sullivan departed the army in March of the following year when he received orders to assume command of American troops in Rhode Island. Battle of Rhode Island Tasked with expelling the British garrison from Newport, Sullivan spent the spring stockpiling supplies and making preparations. In July, word arrived from Washington that he could expect aid from French naval forces led by Vice Admiral Charles Hector, comte dEstaing. Arriving late that month, dEstaing met with Sullivan and devised an attack plan. This was soon thwarted by the arrival of a British squadron led by Lord Howe. Quickly re-embarking his men, the French admiral departed to pursue Howes ships. Expecting dEstaing to return, Sullivan crossed to Aquidneck Island and began moving against Newport. On August 15, the French returned but dEstaings captains refused to stay as their ships had been damaged by a storm.   As a result, they immediately left for Boston leaving an incensed Sullivan to continue the campaign. Unable to conduct a protracted siege due to British reinforcements moving north and lacking the strength for a direct assault, Sullivan withdrew to a defensive position at the northern end of the island in the hopes that the British might pursue him. On August 29, British forces attacked the American position in the inconclusive Battle of Rhode Island. Though Sullivans men inflicted greater casualties in the fighting the failure to take Newport marked the campaign as a failure. Sullivan Expedition In early 1779, following a series of attacks and massacres on the Pennsylvania-New York frontier by British rangers and their Iroquois allies, Congress directed Washington to dispatch forces to the region to eliminate the threat. After command of the expedition was turned down by Major General Horatio Gates, Washington selected Sullivan to lead the effort. Gathering forces, Sullivans Expedition moved through northeast Pennsylvania and into New York conducting a scorched earth campaign against the Iroquois. Inflicting major damage on the region, Sullivan swept aside the British and Iroquois at the Battle of Newtown on August 29.   By the time the operation ended in September, over forty villages had been destroyed and the threat greatly reduced. Congress Later Life In increasingly ill health and frustrated by Congress, Sullivan resigned from the army in November and returned to New Hampshire. Hailed as a hero at home, he rebuffed the approaches of British agents who sought to turn him and accepted election to Congress in 1780. Returning to Philadelphia, Sullivan worked to resolve the status of Vermont, deal with financial crises, and obtain additional financial support from France. Completing his term in August 1781, he became New Hampshires attorney general the following year. Holding this position until 1786, Sullivan later served in the New Hampshire Assembly and as President (Governor) of New Hampshire. During this period, he advocated for ratification of the US Constitution. With the formation of the new federal government, Washington, now president, appointed Sullivan as the first federal judge for the United States District Court for the District of New Hampshire. Taking the bench in 1789, he actively ruled on cases until 1792 when ill health began to limit his activities. Sullivan died at Durham on January 23, 1795 and was interred his family cemetery.

Management Essay Example | Topics and Well Written Essays - 500 words - 17

Management - Essay Example When Perry Ellis acquired Munsingwear and the Penguin brand, it was presented with huge opportunity to exploit the brand in expanding its market as per the changing requirements of the customers. Foraying into new market requires adopting changes and promoting new ideas and values that can identify with the changing times. Thus, Perry Ellis who has acquired Penguin brand, needs to project new culture that that can meet the demands of the younger generation. The various stores and retail outlets that sell the new products with Penguin brand need to become more fashion conscious and state of the art technology to promote their products. Showcasing the history of the products would greatly promote the firms values and project their ideologies that are ready to embrace change. The corporate culture of new original Penguin clearly exhibits openness towards change that was lacking in the old brand. The various aspects of the interactive elements of the organization, which may comprise of diverse ideologies and personal conflicts of the individuals, work together to produce a cohesive output representing the organization’s unique culture. Organizational culture can be broadly defined through shared vision and collective goals of the organization. Hence, culture promotes flexibility of approach and initiative in decision making suit the changing requirements becomes vital part of organizational leadership. Therefore, organizational culture that is ready to adopt the changing values of the times, greatly facilitates brand to incorporate the changing requirements of the people while ensuring the credibility of the brand and quality of the product. Perry Ellis and Munsingwear primarily targeted the younger generation and diversified the product line to suit the changing demands of the demographic segment. They also used aggressive advertising to attract new market through intense media blitz, using celebrity

Demonstrative Communication Paper Essay Example | Topics and Well Written Essays - 1000 words - 1

Demonstrative Communication Paper - Essay Example It also reveals how people relate to each other. Nonverbal or demonstrative communication accounts for about 93 percent of people’s communication. Types of demonstrative communication Demonstrative communication involves different types of communication. Facial expressions contribute a large portion to people’s communication. For instance, a smile or a frown can communicate a lot of information to the receiver. People throughout the world use facial expressions to express happiness, sadness, anger, and fear. Gestures also contribute to non-verbal communication. These are movements and signals that that provide meaning during communication. Their meanings can be more important than words. Paralinguistic can also convey a lot of information during communication. These mainly involve the use of vocal communication such as tone of voice, loudness, and pitch. The type of vocal variation in a particular conveyance of information can bring out a different meaning depending on the context. Body language and posture can also convey a lot of information. Such nonverbal behaviors can indicate feelings and other communication cues. Demonstrative communication may start at an early stage in human development when people start to point at things. The making of gestures by small kids may be a start point for learning demonstrative communication in life. ... 470). Effective and ineffective demonstrative communication Depending on the context, demonstrative communication can be effective or ineffective. The effectiveness of demonstrative communication varies differently between the sender and the receiver. Demonstrative communication involves understanding the feeling of each stakeholder in the communication. There has to be an understanding between the sender and the receiver. Demonstrative communication can be very effective especially for teachers. Their line of work dictates that the teacher has to make the students understand whatever he/she is teaching. The best method to increase students understanding is the use of demonstrative communication in addition to verbal communication while teaching. Demonstrative communication can be very effective depending on the context at hand. For example, facial expressions can be very effective in warning kids. Whenever a kid does something wrong, it is common for parents to give the kids an angr y kind of look. Instantly, the kid stops doing the wrong thing. Such a scenario demonstrates the effectiveness of facial expressions in communicating to kids. Ineffective communication occurs when the speaker uses the wrong nonverbal message to deliver certain information. For instance, using hand gesture to point to a certain direction when the intention was to point to the opposite direction. Wrong choice of nonverbal message can send a different message to the audience. This may make the audience to perceive a different message from the intended Positive and negative effects of demonstrative communication The perception of demonstrative communication can be positive or negative depending on how the receiver. For instance, picture a company meeting where everyone is

Contemporary Art Form Essay Example | Topics and Well Written Essays - 750 words

Contemporary Art Form - Essay Example The essay "Contemporary Art Form" discovers the form of contemporary art. Our society today affects each one of us in different ways, while we can’t tackle all the problems our worlds face head on; we may use our art to defuse one problem at a time in our own introspective personal way. Used as a solution, contemporary art gives an issue the identity of the artist. On a personal level I have always had an aversion to any form of racism. With education and the spread of knowledge many great minds once thought discriminatory behavior could be diminished to a small quantity, if not ceased completely. However, this was not the case, as even in the age of information our societies continue to evolve into new avenues for hate and prejudice, and this trend will seemingly continue. What I’ve realized over the course of time studying different people is that the underlying reason for such attitudes is people’s inability to listen to another and accept differences. People seem to have this innate need to fit their lives into a neat little box where everything is categorically arranged, and when they come across people who do have ideas different than their own, their box is disturbed and ergo begins a process of problems. For any artist who has chosen to make contemporary art his own, his work will always exist on a plane of freedom which conforms to nothing but his own perception of the world at large. It’s a simple thing to tell people to open their minds and open their hearts; this piece of advice is not practical.

Illusion in The Tempest

Illusion in The Tempest Throughout his thirty-six works which frequent stages around the world, Shakespeare was able to explore not only the human psyche and characteristics of humanity, but he also investigated the natural and unnatural world. In one of his more original plot lines, The Tempest, Shakespeare experimented with many themes, such as power, love, revenge, and pride. Shakespeare also explored the relationship between reality and illusion. Throughout the piece, Shakespeare portrays that illusion may be used to veil reality, but in the end, reality always makes itself apparent through the characters actions. The veil of illusion and unnaturalness can be centered around the character, Prospero. Prosperos whole life has been dedicated to the achievement of magical abilities. In the first act, Prospero tells his daughter, Miranda: I, thus neglecting worldly ends, all dedicated to closeness and the bettering of my mind with that which, but by being so retired, Oerprized all popular rate, in my false brother awaked an evil nature. And my trust, like a good parent, did beget of him a falsehood in its contrary as great as my trust was, which had indeed no limit, a confidence sans bound. He being thus lorded, not only with what my revenue yielded but what my power might else exact, like one who having into truth, by telling of it, made such a sinner of his memory to credit his own liehe did believe he was indeed the duke, out o th substitution and executing th outward face of royalty, with all prerogative. Hence his ambition growing. (1.2.89-105) Prospero reveals to his daughter that while he was caught up with perfecting his mind and his ability to control the unnatural world, he gave his brother, Antonio, the power to run the state in his absence. Antonio then betrayed him and took Prosperos title, and had him and Miranda marooned on an island. This is just one of the many clues given to the audience in the second scene that there is something unnatural about Prospero and his island. Later in the scene, Prospero reminds the spirit, Ariel, that, It was mine art, when I arrived and heard thee, that made gape the pine and let thee out, (1.2.345-347). As the story progresses, Prospero has the spirit, Ariel, conjure a large illusion of a storm, and wreck the crew of a nearby ship, which included his treacherous brother, on the island. Prospero has much control of the island, and through his various spirits, he controls much of the action in the play. In this way, Shakespeare creates a world of illusion. The characters go into most situations with an altered sense of reality. One example of this is when Prospero has his daughter meet the young prince, Ferdinand. Prospero leads the prince to believe that he is the only survivor of the wreck, and that his meeting Miranda is completely by chance, and he takes her to be a goddess and unnatural being. In reality, Prospero wishes Ferdinand to marry his daughter, so he leads them to each other. Another example is when the slave, Caliban meets Alonso, Sephano, and Trinculo. Although in reality, they are there, he believes them to be spirits of Prospero come to torture him: His spirits hear me and yet I needs must curse. But theyll nor pinch, fright me with urchin-shows, pitch me i th mire, nor lead me like a firebrand in the dark out of my way, unless he bid em. But for every trifle are they set upon me, sometime like apes that mow and chatter at me, and after bite me, then like hedgehogs which lie tumbling in my barefoot way and mount their pricks at my footfall. Sometime am I all wound with adders who with cloven tongues do hiss me into madness. Lo, now, lo! Here comes a spirit of his, and to torment me for bringing wood in slowly. Ill fall flat. Perchance he will not mind me. (2.2.1-17) After Caliban is given wine by Stephano, he believes them to be gods more powerful than Prospero, and he convinces them to overthrow and kill Prospero, and to rule the island in his stead. But Prospero uses illusion to cloak himself, and travels around the island invisibly. He unavoidably discovers the treacherous plan, and puts an end to it. The story ends with Prospero unveiling the reality of the island. His illusions are ready to be exposed. In the last act, Prospero claims, Now does my project gather to a head. My charms crack not, my spirits obey, and time goes upright with his carriage, (5.1.1-3). He confronts his brother, Antonio, saying, Flesh and blood, you brother mine, that entertained ambition, expelled remorse and nature, whom, with Sebastian, whose inward pinches therefore are most strong, would here have killed your kingI do forgive thee, unnatural though thou art, (5.1.78-83). Prospero later admits that the island was enchanted, You do yet taste some subtleties o th isle, that will not let you believe things certain, (5.1.124-126). Prospero then reveals that Ferdinand is not dead, and a veil rises, revealing him and Miranda, yet the King is slow to believe, if this prove a vision of the Island, one dear son shall I twice loss, (5.1.179-181). The last thing Prospero reveals is that the ship is not, in fact , wrecked on the shore, but merely harbored on the other side of the island: The best news is that we have safely found our king and company. The next, our ship which, but three glasses since, we gave out split is tight and yare and bravely rigged as when we first put out to sea! (5.1.229-233) The group then prepare to leave the island, and Prospero vows to leave his magic on the island, promising clear reality for the future. While Shakespeare portrays that illusion may be used to veil reality, in the end, reality always makes itself apparent through the characters actions. The relationship between reality and illusion is explored throughout this work, as well as a few of his other works. Shakespeares search to understand the world and the human being has led to a chapter of literature educational for all audiences. The world is lucky to still be frequented by his works, especially The Tempest.

Buying A Computer :: essays research papers

Needs This computer would be used for mainly writing papers, surfing the Internet, a little desktop publishing, and playing some 3d sports games. Software The software I would buy would have to include a word processor, and desktop publishing program. The standard programs for this are Microsoft’s. They are Microsoft Word, and Microsoft Publisher. Using a student discount, I can get them both for under $200. (See http://www.edu.com/software/ ) I also need to decide which operating system I want. The main choices are Windows ME/2000 or an Apple Macintosh OS. (OS 9.1/X) All the important productivity software is available on both operating systems, but Windows machines have a lot more games. I would probably use Windows ME instead of 2000 because it runs older software better. I can get Windows ME for about $80 using a student discount. Hardware Since I am using Windows ME, I cannot buy an Apple. Here are the parts I need to buy to build a machine that will run my software well. I need a motherboard, processor, video card, sound card, case, monitor, memory,hard drive, floppy drive, modem, and CD or DVD drive. Some of the choices I make will determine others. For example, the processor (aka the CPU) I pick will determine what motherboard I will get. To begin— Processor There are three processors that make up the market, The Intel Pentium 4, Intel Pentium !!!, and the Amd Athlon. The Pentium is the newest, and has only been out for a few months, the Pentium !!! and Amd Athlon have been available for about two years. There are two criteria here for me. One is how fast the chip is for a given price (bang for the buck) and the second is upgradability. That is, whether I would easily be able to take out the current CPU, and easily slip something faster in when needed in a few years. The Pentium 4 will be changing to a slightly different configuration in a few months, that will not be compatible with the current motherboards. The Pentium !!! is pretty much at the end of its life, and not many upgrades are planned. This leaves the Athlon, which is expected to be selling compatibe versions for at least another year or so. Current Athlons prices are AMD Athlonâ„ ¢ Processor for Desktop  Ã‚  Ã‚  Ã‚  Ã‚  Price 1333MHz (266MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $253 1300MHz (200MHz Front-side Bus)   Ã‚  Ã‚  Ã‚  Ã‚  $230 1200MHz (266MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $219 1200MHz (200MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $199 1133MHz (266MHz Front-side Bus)  Ã‚  Ã‚  Ã‚  Ã‚  $197

Intellectual Property Rights Reaction Paper

For the first seminar that we have attended last February 27, 2013, I could say that I’ve learned a lot based from what the speaker had discussed. Some of the topics based from what I can remember are copyrights and trademarks. I know that this topic will be very helpful especially for me because I am a Digital Arts student and I often create Graphic Design and Vector Artworks which I also post on the internet. And we all know that nowadays, most people on the internet don’t know how to ask permission whenever they use a certain picture so the rights of the owner is being is being violated.For the over all presentation of the seminar, I would rate it probably 7 because at some point I got bored on it probably because the speaker wasn’t that lively when he was discussing and I was hoping that at some point he would show us some video related to the topic. But again, the overall presentation was good and I can say that the group was ready enough because everything went well from the start until the end of the seminar.For the third seminar which was conducted by my group, I can say that what she had discussed was good enough. The topic was not just for women but also for LGBT and I believe that this seminar was really helpful and informative since our batch will now be having our internship and situations like what she had shown can possibly happen to us and our boss. I’ve learned that whenever we are being harassed by someone, we should not be afraid to complain because it will also be for our own good.My most favorite part during the seminar was the showcasing of the video she  have. She showed us different videos related to the topic and explained each one of them. Though this part was the one that consumed most of the time, I still learned a lot from it. At some point I also got bored because she was talking too slow. She even consumed the time which was supposed to be given for the second speaker but for the overall rate of the s eminar I can give our group a rate of 8 out of 10.For the fourth seminar which was held the same day with our group, I can say that I haven’t learned anything because there were just 30 minutes left before the end of time and while the speaker was discussing the introduction of the topic and showing some video clips, the electricity suddenly went off causing the seminar to be stopped. Though I don’t have any background about their topic I think it was really interesting. I was also interested hearing their speaker deliberate what was supposed to be said because some of my friends said that she was good and at the same she is also teaching Sociology in our school.All in all, my rating for the fourth group was 6 out of 10 since they weren’t able to finish it.

Sociologist Karl Marx

A Brief Introduction Mr. Jeff Riddle April 29th, 2009 There are three major theories that depict how sociologists view the world. The theories are functionalist, conflict, and interaction theory. Each of these has its own viewpoints of how people affect society, and how society affects the people. Each theory has its own group of sociologist to go with it. The theory that a sociologist picks to back has an effect on how they do research and how they look at problems. Schaefer) The first theory is Structural Functional Theory, or functionalism. Functionalism is one of the oldest theories, and is still used today. In functionalism society is made up of different parts, and these parts work together to keep the society stable. Functionalism relies very much on the scientific method. By relying on the scientific method, the study of sociology can be observed in the same way one would view the physical world. (McClelland) In functionalism, change is said to happen when pressure is put on individuals by social structures.This is what is known as a macro theory. Macro theories work from the society downward, the society forces the people to change, not the people change society. The next theory is conflict theory. In opposition to functionalism, when society exists in a state of balance and stability, conflict theory says that society is better described as existing in a state of constant struggle and conflict between two groups. Conflict theory has been growing it popularity since the late 1960s.Many social and economical problems such as, civil rights movements, and political battles, have given prime examples of the conflict between the two groups, reinforcing conflict theory. Marx says there is a constant struggle between the haves, and the have-nots. In a capitalistic society, groups interact in a destructive way. (Schaefer) They do this by the more powerful group exploiting the lower group in order to become more powerful. This is what causes the unbalance in po wer. The next theory is Interactionist or Symbolic Interaction Perspective.This theory is different from the other two because instead of working from the society down in a macro prospective, it works from the individual up, in a micro prospective. Interactionists focus on the subject of human life at a personal level instead of at a social level. An interactionist wants to know what the person was feeling or how they were bothered by a particular situation. Society is made up of patterned and organized interactions on personal basis. Because of this the research done by interactionists can be done at a face-to-face level also instead of focusing on the group or groups within society. McClelland) All interactions and reactions between individuals shape the way society works. An interaction can be any contact; this includes all language and symbols. This is because interactionists want to understand each individual in society, because understanding the individuals will show you how t hey shape society in the end. (McClelland) In conclusion, these different theories give sociologist a basis to work from. They do play a major role in the way a sociologist conducts research, or gathers information in other ways.Not any of the three theories can be said to be correct in a whole, but sociologists can use all of them to better understand a situation and draw conclusions about it. The theories allow sociologists to develop different viewpoints and find the tendencies between them. References Berlin, Isaiah, and Alan Ryan. (1996). Karl Marx: His Life and Environment. New York: Oxford University Press. Schaefer, Richard T. (2008). Sociology. New York: McGraw-Hill. Stanford Encyclopedia Of Philosophy. (2008). Karl Marx. http://www. laspositascollege. edu/library/cited_APA_examples. php#anchorInternet

Supression in Katherin Mansfields Essay Example

Supression in Katherin Mansfields Essay Example Supression in Katherin Mansfields Essay Supression in Katherin Mansfields Essay Katherine Mansfield often presents the theme of suppression of women in her short stories. In Prelude and Bliss, she addresses the issue of women under suppression by providing insight to the reader into the minds of her characters, through the use of stream of consciousness, dialogue and other literary devices. The character of Linda in Prelude is presented to be suppressed in her marriage. She reveals to the reader in a stream of consciousness that for all her love and respect she hated him. Mansfield expresses her views on marriage in the context of her time and society in the aloe scene. Kezia observes the plant and her Mother simultaneously, allowing the reader to associate a connection between the withered cruel leaves of the plant and Lindas fatigued state. Lindas smile and half shut eyes suggest a hidden empathy with the aloe that blooms once a hundred years, echoing Lindas withdrawal from the world. The reader soon realizes that the male dominance of Stanley in her marriage has imposed a psychological suppression on her, reflected in her description of the aloe as fat, swelling, indicative of her fear of pregnancy and bearing children. Bertha Young in Bliss is also suppressed in her role as a mother. She stands like a poor little girl in front of the rich little girl with a doll before the nanny, despite having authority as lady of the house. The restraints imposed upon her in her day to day living is made apparent when she is unable to express fully her love for her daughter, loving her baby in parts from the neck as she bent to her exquisite toes instead of loving her whole. In her role as a wife, she is unable to maintain a conversation with her husband over the phone, incapable of sharing her bliss and replies to her husband with Entendu, attempting to speak in a language that is not genuinely hers. Similarly, the character of Beryl in Prelude is suppressed. She mentions her two selves in a stream of consciousness, alluding to her lack of personal identity, resulting from the suppression of being unmarried and isolated in the country. Beryl moans that I am never my real self for a moment and foresees herself as an awful frump in a year or two, reflecting her inner turmoil on being isolated and forced to only experience romance with her imaginary dark and slender young man. Ironically, Beryl is suppressed by being unmarried, while her sister Linda is suppressed by her awkwardness in her role as a mother and wife. Just as Beryl is never her real self, Bertha is never acquires her real opinion, being dependant on borrowed phrases such as Why be given a body if you have to keep it shut up in a case like a rare, rare fiddle? She compares her body to a fiddle entrapped in a case in a simile, alluding to her emotional isolation and suppression, despite convincing herself to be overcome by a feeling of bliss Her refusal to acknowledge reality is made evident when she hardly dared to look into the cold mirror, choosing to live in her ignorant blissful state over recognizing the truth. Continuing on the subject of music, Bertha declares twice that it is a pity that nobody plays the piano. Metaphorically, Berthas body is the musical instrument of the piano and fiddle, and the music she wishes to hear is in fact the intimacy between her and her husband, relating to her suppressed state within her marriage. The ideas of fear and suppression link the characters Kezia and Linda in Prelude. Kezias encounter with IT is described when she explores the empty house when the day flickered out and the night came. Suddenly she was still frightened. But IT was just behind her, waiting. Likewise, Linda encounter with THEY in her bedroom draws parallels with her daughters fear of IT, relating to Lindas fear of the bearing children and Stanleys deep desire to have a son. They were there, they knew she was frightened. The similarities between IT and THEY creates a connection between Kezia and Linda, allowing the reader to question if Kezia will learn from her mothers suppression or if she would follow and become suppressed herself in the future. The anonymity of the pronouns IT and THEY, also create a sense of oppression, both mother and daughter unable to identify clearly the source of their fears. Katherine Mansfield also presents ideas of how socially dictated patterns affect Berthas perception of Bliss, in turn suppressing her unknowingly. Mansfield satirizes the artistic middle class of her time through the portrayal of Berthas modern, thrilling friends. At the dinner party, the dialogue between the guests allows the reader to conclude that Bertha lives in a mundane society, where topics such as the dreadful experience of driving through eternity in a timeless taxi, or how tomato soup is so dreadfully eternal is often discussed. The absurd conversations between Berthas guests who she considers to be so keen on social questions and modern reflect the restraints of living in her superficial and mundane society. The abrupt ending of Bliss with the pear tree standing as lovely as ever and still compels the reader to question whether Bertha breaks free from her suppression upon realizing the emptiness of her marriage and life, reflecting Mansfields ideas that people dont always learn from their realizations. By providing her readers insight into the minds of her characters, Mansfield explores the theme of suppression of women in her short stories. By the end of her short stories Prelude and Bliss, she encourages her readers to contemplate on the nature of bliss, fear, and ultimately suppression.

Orville Lynn Majors v. State of Indiana †Criminal Law (400 Level Course)

Orville Lynn Majors v. State of Indiana – Criminal Law (400 Level Course) Free Online Research Papers Orville Lynn Majors vs. State of Indiana Criminal Law (400 Level Course) 773 N.E.2d. 231 (2002) Facts: Majors worked as a licensed practical nurse at Vermillion County Hospital. In March of 1995, an investigation began into a series of suspicious patient deaths at the hospital. The investigation revealed that Majors was present at the sudden and unexpected deaths of seven of the patients, and that no one else was present at all seven. Investigators concluded that Majors killed these people by injecting them with potassium chloride. The state charged Majors with seven counts of murder. The sequestered jury heard testimony for about six weeks and deliberated for more than three days. Near the end of the trial the judge became aware that a juror was making inappropriate facial expressions and instructed the bailiff to privately caution the juror to be more circumspect. Neither the juror nor parties knew that the judge sent the message. It found majors guilty on six counts and deadlocked on the seventh, resulting in a mistrial on that count. Majors’ was sentenced to a term of 360 years. Majors requests a new trial because one juror ordered and drank two beers that a bailiff delivered to the juror’s hotel room on the evening after the third day of deliberations. The juror saw the bailiff running up and down the halls filling orders that he assumed others were drinking as well. Next Majors claims that the State took the jurors on two outings and claims that influenced the jury to favor the state After the trial Majors claims that the right to explore further his allegations of juror misconduct by deposing jurors who spoke to the State after the trial but chose not to speak with the defense counsel. During the investigation police interviewed Andrew Harris. During Harris’ cross-examination, defense counsel elicited the fact that Harris had secured an immunity agreement. With the Court’s permission, the state then rehabilitated Harris on re-direct with testimony that the immunity agreement was a prerequisite to Harris’ agreement to submit to a polygraph exam that ultimately indicated that Harris had nothing to do with the murders. Issue: 1. Whether or not the court erred in ex parte communications with a juror that would violate the defendant’s due process rights. 2. Whether the court erred in establishing juror’s misconduct, which would then result with a new trial. a. The juror who consumed two beers at the hotel b. The gathering that the Judge and Bailiffs held. c. The comments about the attorneys. 3. Whether or not the court erred in not allowing the taking of juror depositions. 4. Whether or not the court abused the discretion to admit evidence regarding the polygraph examination of defendant’s roommate. 5. Cumulative error Holding: The court held that: (1) trial court’s ex parte communications with juror did not violate defendant’s due process rights; (2) evidence did not establish juror misconduct which would warrant a new trial; (3) post- verdict juror depositions were not warranted; and (4) trial court had discretion to admit evidence regarding polygraph examination of defendant’s roommate. (5) Because the Court found no errors, cumulative effect analysis is inapplicable. Judgment of the trial court was affirmed. Rationale: (1). The mere occurrence of an ex parte conversation between a trial judge and a juror does not constitute a deprivation of any constitutional right. The defense has no constitutional right to be present at every interaction between judge and a juror. (2a). A full night had passed after the juror drank the beers, none of the jurors showed any effects related to alcohol consumption. (2b). The court stated that friendships may have developed between the security officers and the jurors here; nothing in the record indicates that Majors suffered prejudice as a result of the two outings or the modest birthday gift. (2c) The Court basically stated that it did not matter what the juror stated. The Court found that the trial court did not abuse its discretion by rejecting Majors’ claims of juror misconduct. (3). The State obtained affidavits from all eleven jurors and three alternates. None offered any evidence of alcohol consumptions during deliberations, improper prejudicial information, or any outside influence, which are only subjects to which jurors may testify under 060(b) and many denied any such activity. (4). The probable impact of the polygraph evidence was minimal as another witness provided testimony that Majors admitted that he killed patients at the hospital using potassium chloride. The most damning evidence against Majors came from the medical staff and experts, who established that six of the victims died an unnatural death. (5) Because the court found no errors, cumulative effect analysis is inapplicable. Research Papers on Orville Lynn Majors v. State of Indiana - Criminal Law (400 Level Course)Unreasonable Searches and SeizuresThe Fifth HorsemanCapital PunishmentComparison: Letter from Birmingham and CritoArguments for Physician-Assisted Suicide (PAS)PETSTEL analysis of IndiaPersonal Experience with Teen PregnancyAppeasement Policy Towards the Outbreak of World War 2Research Process Part OneQuebec and Canada