Roswell Essays - Roswell UFO Incident, Roswell, New Mexico

Roswell Essays - Roswell UFO Incident, Roswell, New Mexico Roswell The Roswell Incident The Roswell Incident, which enlightened our minds to the capacity of excepting all, has remained one of the most controversial issues today. In Roswell, New Mexico, 1947, a strange occurrence arises. An alien craft from outer space crashed in an open field. The issue lay still for almost thirty years, until the thought of a government cover-up arose. Societys opinions have changed over the years. Previous to the 1990s, people have despised the thought of sharing the universe with other intelligent life forms. Now people are interested in this mysterious phenomenon. People think it is the blame of the movies and television. By watching this, people are at a level at which they understand. Not only do these movies entertain, they inform people about the little information we obtained from the government. The thought of government cover-ups have been long discussed. The government has always, in the past, tried to keep any sign of aliens, whether it be pictures from space, to crashes on earth, to a low or nonexistent level. Just recently has the government been harassed to the point where they actually gave us clues to alien existence. It has in some ways been believed that the government has worked in partnership with popular movie directors, to produce alien movies to ease the thought that we may not be alone. Such movies as The Arrival and the ever popular Independence Day are very good examples of well convincing alien movies. If this is true, they did a good job, because statistics state that 75% of people today believe that there is some kind of intelligent life forms besides ourselves in the universe. That is very convincing compared to the 20% whom believed 25 years ago. New opinions are always suspected, and usually opposed, without any other reason but because they are not a lready common. (MacGowan 261) A local New Mexico rancher, MacBrazel, while riding out in the morning to check his sheep after a long night of thunderstorms, discovered a considerable amount of debris. It created a gouge several hundred feet long and was scattered over a large area. Some of the debris had strange physical properties. He took some debris to show his neighbors then his son. Soon after that he notified the sheriff. The sheriff then contacted the authorities at Roswell Army Air Field Base. The are was closed off and the debris was eventually flown by B-29 and C-54 aircraft to Wright Field in Dayton, Ohio. A New York Daily News article says ...either conclusive proof extraterrestrials have indeed visited earth, or one of the most elaborate hoaxes ever perpetuated on the public..... (Dominquez). Besides the wreckage that was found, there were three objects which were highly debated about. Three bodies, two found dead, the other to die in a couple of weeks. Whether or not the bodies were actually found, is only determined by the few witnesses who claim to have seen the bodies. A few of these people turned out to be very highly respected military officers. Some people say that the bodies were human which have been exposed to the radiation. This radiation could have been caused, due to nuclear weapons that Roswell Army Air Base had been testing, since they were at the time the only squadron which had authorization to nuclear weapons. This theory was discounted by most, saying that this kind of deformation would have caused a human being to die before such damage could occur. Albert Einstein once said: ....I am convinced that, there is an absolute truth. If there cant be absolute truth, there cannot be a relative truth. (MacGowan 289) The government has been blamed with covering up this whole event. They have been claimed to have shipped off the wreckage to Dayton, Ohio, to avoid publicity. Which is normal, to prevent a worldwide panic. The bodies however, were not as lucky to have no t become public, yet. The government has, and will always say that the wreckage found was a secret spy balloon. The people who have seen the wreckage, and believe that's what it was, describe it as a bundle of tinfoil, broken wood, beams , and rubber remnants of a balloon. Most discount this because,

Irony in The Most Dangerous Game

Irony in The Most Dangerous Game Free Online Research Papers â€Å"The Most Dangerous Game† is a suspenseful, ironic, action-thriller. I thought the author successfully created an attention-grabbing plot. The story included some very interesting characters, though there were few; General Zaroff, the owner of the mysterious Ship-Trap Island and the hunter in the Game; Ivan, the enormous, brutish Cossack, Zaroff’s servant; and Rainsford, the hunter turned hunted and main character of the story. Three of the many ironies in this book include: 1) the fact that Rainsford, being a hunter, became the hunted; 2) Rainsford didn’t care about the prey he hunted and how they felt, but in the end, he realized how an animal at bay felt; and 3) the setting, Ship-Trap Island, is used by the general as a means of trapping ships. It is apparent in the very beginning of the story that Rainsford is a hunter that believes hunting is â€Å"the best sport in the world†. He claims that â€Å"The world is made up of two classesthe hunters and the huntees. Luckily, you and I are hunters.† He says this in the exposition of the story. After this statement, he proceeds to fall off the yacht and swim to assumed safety aboard Ship-Trap Island where he meets General Zaroff. Here, Zaroff provides Rainsford with room and board and treats him with the utmost respect. Slowly, Zaroff reveals his true nature and tells Rainsford of his activities on the dreaded island. He informs Rainsford that he hunts humans for sport and Rainsford is his next target. The hunter became the hunted. The second example of irony goes hand-in-hand with the first. In the very beginning of the story, Rainsford believes that no one should care about how prey feels and that they have no understanding of what’s going on. His partner, Whitney, believes that prey only understands one thing, fear. Rainsford merely laughs at this proposition until he is hunted by Zaroff. After three long days of being chased all across the small Ship-Trap Island, Rainsford finally understands. He realizes how prey feels and what drives them, fear, as Whitney said. Rainsford now knew the terror a beast at bay feels. The third example of irony is quite interesting, in my opinion. The setting of the story is on a small, remote Caribbean Island deemed Ship-Trap Island. No one really knows why the island has such a name, for no one has ever left the island alive to tell the tale. What is intriguing is that not only is the island known for trapping ships, the General actually uses the island itself to capture the ships. The island is shaped in such a way that there appears to be a channel that travels through it. The General built a lighthouse that shines upon this apparent channel where there are actually jagged rocks that could tear any ship apart. It is his way of attracting new targets for him to hunt. If you ask me, it’s really quite genius. As one can plainly see, â€Å"The Most Dangerous Game† is a story filled with many subtle examples of irony. Only three are explained in this essay, but there are many located throughout the story. The story is quite thrilling in that it is a hunt. Any hunt is suspenseful, for the hunter, the hunted, and even the uninvolved bystander (in this case the reader). It is an excellent short story. Research Papers on Irony in The Most Dangerous Game19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionHarry Potter and the Deathly Hallows EssayTrailblazing by Eric AndersonThe Masque of the Red Death Room meaningsThe Hockey GameMind TravelBook Review on The Autobiography of Malcolm XWhere Wild and West MeetEffects of Television Violence on Children

Patagonia Case Study Example | Topics and Well Written Essays - 750 words

Patagonia - Case Study Example The CEO asserted that "the most important part of the mission statement was to provide and implement solutions to the environmental crisis." The assertion was important since the business relied on the environment. It was, therefore, not only a show of social responsibility but also to ensure sustainability of the business itself. It was also a show that the business was giving back to the community through a more comprehensive focus.It emphasizes quality through ensuring that the core users have products that are functional, simple and multifunctional. For example, it developed a ski jacket that could be used during boat sailing and winter rainstorms. The models were also improved to ensure that the products have distinct functions and are more reliable. For example, the products went through a field- test to determine its functionality, performance, fabric, performance and design before being released on the market. On environmental impacts, it was committed to ensure its products have least environmental impacts possible. For example, it ensured that the dye used for its products was a less negative impact on the environment, and the packaging was also reduced. It also engaged in the production of its organic cotton to prevent the conventionally grown cotton environmental impacts. On innovation, it invested $3 million each year to promote development and research.It ensured that its suppliers meet its standards of environmental and social responsibility and quality.

Recent change in Customer Service at Wells Fargo Bank Research Paper

Recent change in Customer Service at Wells Fargo Bank - Research Paper Example Additionally, investment in products is another critical reason for ensuring that subsidiaries within the banking company are geared toward a meaningful aggregation. Second, reduction of operational and marketing costs is another motivation for improving customer service in order to maintain high standards in the globalized market of the 21st century. It means Wells Fargo & Company attempts to keep off their competitions through a boost in investment in both the management and employees. Third, involves the need for an increased business growth in regards to quality services offered to the client base. In other words, the idea is meant to facilitate the eventual implementation of successful business strategies of generating both comments and feedback on banking services and mortgaging offered by the firm. On that account, Wells Fargo & Company has taken specific initiatives in order to facilitate the customer care services for the benefit of its clients. First, entails employee motivation within the working environment to ensure an organizational culture is established to attract new customers and investors. It means the firm creates a business opportunity for reducing business losses while also eliminating employee turnover. Second, is an increase in efficiency in terms of meeting targets that expand maximum capacity while innovating strategies and implementing creative methods of generating profits. Satisfaction of shareholders is another critical step that assists Well Fargo & Company to bring new sponsors and investors who invest more in the organization (McKinney 190). The investment is equally fundamental because there is an exploration of diverse social networks that popularity of the banking service company. Third, offering banking services at the international level implies that since 2011, Wells Fargo & Company has opened new offices in Latin America, Asia, and Europe to cater for its demanding client base. Introduction

Discrimination and the Voting Rights Act of 1965 Essay Example for Free

Discrimination and the Voting Rights Act of 1965 Essay The South was racially biased for years after the Civil War. The Southern states would create legislation to enact â€Å"Jim Crow† laws upon the black community. Segregation was at its peak in the United States and the black community had been oppressed long enough. Conforming to the segregated South only caused hostility. The government that recognized blacks as members of society ignored them. In fact, the government that could protect the black community from the violence incurred by terrorist groups was often members of the groups themselves. Rebellion was the only and final option. In order for the Voting Rights Act of 1965 to be ratified by Congress, the black community needed to rebel against the â€Å"Jim Crow† laws of the South, the violence invoked by hate organizations, as well as (with assistance from white college students) the hypocrisies of the United States government. Jim Crow became a general term used in the South to refer to the segregation and discrimination laws that affected African-American life. The name originated from â€Å"an 1832 song called Jump Jim Crow by Thomas Rice† (Hillstrom 9). The song may have been named after a slave that Rice knew or from the expression â€Å"black as a crow†. The main purpose of Jim Crow laws was to segregate and disenfranchise the black community. During the Jim Crow era, â€Å"various states passed laws that banned blacks from hospitals, schools, parks, theaters, and restaurants† (Hillstrom 9). In all cases, the facilities marked colored  were noticeably inferior to the whites. Many cities and states would ratify their own specific Jim Crow laws. Some laws such as blacks having to cross the street when a white woman, on the same sidewalk, was walking toward them or â€Å"maintaining a separate building, on separate ground, for the admission, care, instruction, and support of all blind persons of colored or black race† (Bell 4) were absurd. In the summer of 1955, a 14-year-old boy was brutally beaten and killed for allegedly whistling at a white woman. The husband and brother-in-law of the woman were charged with murder but were acquitted of all charges after only sixty minutes of deliberation. In an interview months later, with protection from the Constitutional clause of double jeopardy, both brothers openly admitted, without remorse, to maiming and killing the boy. The quick deliberation and acquittal outraged the country and helped to energize the Civil Rights Movement. The Jim Crow laws were progressively getting worse for the black community. Lawmakers needed to be black, or abolitionists, in order for the laws to change. Rebellion by way of the ballot box was the answer. In The United States, the democratic process is supposed to allow voters a chance to correct social injustices. Citizens within the black community should have the ability to vote black candidates into office. Blacks could elect city council members, mayors, judges, and even state representatives. But in Mississippi the people in power, all of whom were white, denied blacks the opportunity to vote. The white community believed that if blacks achieved the right to vote, they would make up the majority. The black majority would force out the racist whites from power and change the social injustices. Mississippi Senator Eugene Bilbo stated, â€Å"If you let a few (blacks) register to vote this year, next year there will be twice as many, and the first thing you know, the whole thing will be out of hand† (Aretha 20). The black community needed to vote in order to achieve change. Without the right to vote, segregation and the disenfranchisement of African-Americans would cease to change. The southern-white lawmakers created a complicated system to keep African-Americans from voting. â€Å"White local and state officials systematically kept blacks from voting through formal methods, such as poll taxes and literacy tests† (Summer 1964). The literacy test prevented even educated African-Americans from achieving voter registration. The test required voters to â€Å"read and interpret a section of the state constitution to the â€Å"satisfactory† of the registrar† (Aretha 21). This allowed â€Å"white registrars to decide whether or not a person passed. Most blacks, even those with doctoral degrees, failed† (Cozzens 1). Fear was a constant tactic for the racist south. Black applicants â€Å"had to give, under oath, information about his or her address, employment, and family members. This information would then be given to the applicants employer, the KKK, and other organizations† (Let Freedom Ring 149). Having the bravery to rebel against society, by registering to vote, caused many blacks to fear retaliation from the KKK and their employer. In the post-Civil War era many white Southerners resented the changes imposed by the Union. In the years during Reconstruction, terrorist groups sprang up all over the south. The Ku Klux Klan (KKK) and the White Citizens Council, â€Å"the uptown Klan†, which was often made up of sheriffs, doctors, lawyers, and even mayors, quickly gain thousands of members across the south. The KKK had four explicit tactics in their war against blacks, â€Å"First was cross burning, second would be the burning and dynamiting of houses and buildings, third was flogging, and the Fourth was extermination† (Watson 143). In 1964, a single Mississippian county had â€Å"37 churches and 30 black homes and businesses were firebombed or burned, and the cases often went unsolved† (Summer 1964). Hate crimes were becoming increasingly common and extremely brutal throughout the South. The black community needed and sought change. After many years of brutality and hatred, many blacks believed they were inferior to whites. To combat the inferiority thought, Bob Moses created â€Å"Freedom Schools† and community centers open to the black community. â€Å"The community centers would offer facilities limited by the Jim Crow system: libraries, arts and crafts, daycare, and literacy classes† (Burner 124). Freedom Schools taught students African-American history and current events. Moses saw the Freedom Schools â€Å"as an opportunity to teach the â€Å"politics of Mississippi† and begin to build a core of educated leadership in the state† (Burner 124). Members of SNCC and CORE believed that rebellion was a necessity, and rebelling with nonviolent methods would allow the nation to see the atrocities inflicted in the south. In order to gain momentum, the black community needed assistance from the federal government and the national media. The Student Nonviolent Coordinating Committee (SNCC) came to the forefront for reform. In 1961, seven blacks and six whites tested the federal law, which called for the desegregation on interstate travel. Called the Freedom Riders, thirteen people â€Å"rode buses into the south, daring the federal government to enforce the law. The Freedom Riders were arrested in North Carolina, beaten by mobs in South Carolina, and saw their buses fire bombed in Alabama† (Watson 24). The thirteen men rode into the south with whites sitting in the back of the bus, the blacks in the front, and would use the same facilities at bus stations as stated by federal law. James Farmer, one of the thirteen riders and the director of CORE (Congress of Racial Equality) stated, â€Å"We felt we could count on the racists of the South to create a crisis so that the federal government would be compelled to enforce the law† (Cozzens 1). The rebellion of the thirteen brave men to ride into the south created the national media attention the activist desperately needed. The national media started to show the country how hypocritical the United States had become. Men of many races fought for their country in a time of war, but came home to a country that was at war within itself. In the early 1960’s, the black community rebelling for equal rights began to capture the attention of Americans across the country. 1964, a presidential election year, was a pivotal time to rebel for the African-American right to vote. For generations the south held a dominant Democratic Party. Rebelling against the injustices set by the â€Å"whites-only† Democratic Party could only be changed by use of the ballot box. Bob Moses, a member of SNCC, decided to send volunteers into Mississippi to register voters. The voter registration drive came to be known as â€Å"Freedom Summer†. Bob Moses outlined the goals of Freedom Summer as to increase black voter registration and to organize a legally constituted â€Å"Freedom Democratic Party† to compete with the whites-only Democratic Party. Moses instructed recruits, â€Å"Don’t come to Mississippi this summer to save the Mississippi Negro. Only come if you understand, really understand, that his freedom and yours are one† (Aretha 41). To achieve the attention of the national media, Moses and other members of SNCC decided to recruit white college students from the north. â€Å"Violence against Northern Whites would at least get Mississippi on the nightly news† (Rachall 173). Children of the dominant social class, rebelling against their parents and the accepted society of the south, in fact attracted national attention. Moses stated, â€Å"These students bring the rest of the country with them. They are from good schools and their parents are influential. The interest of the country is awakened and when that happens, the government responds† (Aretha 30). Rebelling against the hypocrisies of their nation, their parents, and even society, white college students came by the hundreds to volunteer for â€Å"Freedom Summer†. Volunteers went to Oxford, Ohio, currently the campus of Miami University, for a weeklong orientation. Volunteers were not going to be paid and would need to support themselves. They were told to bring money for living expenses, bail, and even medical bills if necessary. The volunteers had to be prepared for death. James Forman, of SNCC, told the volunteers, â€Å"I may be killed, you may be killed, the whole staff may be killed† (Cozzens 3). The students were told that if arrested, go to jail quietly. The authorities would have cause to react violently if volunteers were to resist. The national media and the south would exploit the aggression and discredit the actions of a nonaggressive rebellion. Rebellious college students used Hitler and Mussolini’s ideologies, fascism and the idea of a united master race, as a direct correlation to what was happening to blacks in the South. World War II was only twenty years prior and the Cold War was just beginning. Many Americans still held hostility towards Germany and the idea of racial class distinctions. The spread of communism and Nuclear War were constant backdrops to every evening newscast. If the United States could announce to the world their â€Å"Policy of Containment† then the world should hear about hypocrisy within the United States. The Blacks and volunteers used the memories of the war to prove how fascist ideas were being entertained. Rebelling and protesting would allow the world to see the deceitful ways America. In June 1964 rebellion against hate crimes, voter rights, and the segregation of blacks was underway. A Michigan State student said of their arrival in Mississippi, â€Å"The greyhound bus dropped us off on a residential street, we had no idea where we were. Almost immediately we found ourselves being circled by pickup trucks with rifles and big dogs in the back† (Aretha 47). Jane Adams, Southern Illinois University, stated, â€Å"Mississippi had geared up for war. They saw us as invaders coming in for a complete assault on their way of life. Everybody on both sides expected that there would be a bloodbath. We all expected we could die† (Aretha 47). Two white men and a black man rebelling against southern society were easy targets for police. Two white men, Michael Schwerner and Andrew Goodman, as well as a black volunteer James Chaney were last seen going to a bombed out church to offer their condolences to the congregation and to offer their assistance with the investigation. The men disappeared after being singled out by the racist authorities. The next day, staff called police when the three men failed to check in at their headquarters. The police, often members of the KKK, often used their authority to invoke fear into both black and white volunteers. KKK pamphlets declared, â€Å"We are now in the midst of the long, hot summer of agitation which was promised to the Innocent People of Mississippi by the savage blacks and their communist masters† (Watson 142). After the disappearance of Schwerner, Goodman, and Chaney, President Johnson and the FBI became involved. The story of the missing, as well as the peaceful rebellion, quickly gained national attention. Two of the men’s skin color became a key factor for the instant media. Rita Shwerner declared, â€Å"We all know that the search with hundreds of sailors is because my husband and Goodman are white. If only Chaney was involved, nothing would have been done† (Rachal 168). The media may have not paid much attention if only a black man went missing. The media told the story of the missing men on nationally televised nightly newscasts and public outcry immediately followed. Finally the south received assistance from the federal government. Lyndon Johnson sent hundreds of men from the military to search for the three men. As the search went on, the Mississippi Governor and a member of the White Citizens Council exclaimed, â€Å"Of course I don’t approve of murder, but those kids were asking for trouble† (Aretha 50). The shot and beaten bodies of the missing men were found after a month. It later surfaced that the local police arrested the three men for speeding. After dark, the police released the men to the KKK. Eighteen men were originally arrested but only a few were convicted and served light sentences. Finally in 2005, 41 years after the murders, Edgar Ray Killen was convicted of manslaughter and sentenced to three life sentences, without the possibility of parole, to be served in succession. After the deaths of Schwerner, Goodman, and Chaney was the perfect time for blacks to rebel louder. To achieve the voting rights for the segregated community, the rebellious blacks and whites created a stronger alliance than ever before. By coming together, the black community showed America that the rebellion would not end until equal rights and the ability to vote was achieved. The summer of 1964 became the high water mark for equal rights in America. â€Å"Freedom Summer† along with nonviolent protests across the south lead to the signing of Section 2 of the Voting Rights Act of 1965. The Voting Rights Act â€Å"prohibits voting practices or procedures that discriminate on the basis of race, color. Discrimination to voting applies nationwide to any voting standard, practice, or procedure that results in the denial of the right of any citizen to vote. Section 2 is permanent and has no expiration date† (Section 2). Rebellion was a necessity to end the disenfranchisement of the African-American community. Rebellion for the black community was not to conform to the racist south, but to consciously do the opposite. Without rebellion and bravery the south may have never changed. Volunteer Bruce Hartford professed, â€Å"We used to say: If you don’t like the history they’re teaching you in school, go out and make some of your own† (Aretha 35).

Literary Techniques in Shakespeares Macbeth Essay -- Shakespeare Mac

Literary Techniques in Shakespeare's Macbeth Without literary techniques most literature would be colorless. Therefore these techniques are very crucial in producing successful writing. Not only do they create interest, they also help in development of characters, this is especially depicted in the Shakespearean play, Macbeth. The characters developed from the different literary techniques such as irony, paradox, and imagery assist in conveying the many themes throughout the play. In this play different types of irony help in the development of characters, and as a result convey the themes of the play. First, Macbeth invites Banquo to his feast, ?Fail not our feast,? says Macbeth, ?My lord I will not,? replies Banquo ( , , 29-30 ). This is an illustration of dramatic irony because it is known before this quote that Macbeth is planning to murder Banquo and that he will not be alive to attend the great feast. Consequently this quote depicts a lot about Macbeth?s character because is shows that he is very conniving and heartless due to the fact that he wants to murder one of his only friends, and his innocent son. This also follows the theme of appearance versus reality in the play. When saying this Macbeth seems to be genuine and sincere, but in reality the audience/reader know are already aware of his evil and vicious plans. Lady Macbeth speaks another example of irony, as she talks of her account with Duncan: ?Had he not resembled my father I had don e?t.?( , . 13-14) This is an example of thematic irony, because shortly before Lady Macbeth seems be very strong and determined but when she comes face to face with the deed she is unable to do it. This shows that Lady Macbeth is not as sinister as she se... ... help create the characters personalities and by doing this aid in the production of the themes. All in all Shakespeare?s Macbeth, accurately uses the literary techniques of irony, which show that things aren?t always what they seem; paradox which depict that sometimes things should be reexamined to find out the real or other then literal meaning of what is being said, and imagery which illustrates that putting images in peoples minds is one of the best ways to convey a message. Together these techniques develop the characters and themes in the play. There are many lessons to be learnt in this play, when comprehended correctly they can help one unravel some of man?s modern day difficulties in life. Works Cited: Shakespeare, William. A New Variorum Edition: Macbeth. Ed. Horace Howard Furness. Philadelphia: J.B. Lippincott Company, 1915. Literary Techniques in Shakespeare's Macbeth Essay -- Shakespeare Mac Literary Techniques in Shakespeare's Macbeth Without literary techniques most literature would be colorless. Therefore these techniques are very crucial in producing successful writing. Not only do they create interest, they also help in development of characters, this is especially depicted in the Shakespearean play, Macbeth. The characters developed from the different literary techniques such as irony, paradox, and imagery assist in conveying the many themes throughout the play. In this play different types of irony help in the development of characters, and as a result convey the themes of the play. First, Macbeth invites Banquo to his feast, ?Fail not our feast,? says Macbeth, ?My lord I will not,? replies Banquo ( , , 29-30 ). This is an illustration of dramatic irony because it is known before this quote that Macbeth is planning to murder Banquo and that he will not be alive to attend the great feast. Consequently this quote depicts a lot about Macbeth?s character because is shows that he is very conniving and heartless due to the fact that he wants to murder one of his only friends, and his innocent son. This also follows the theme of appearance versus reality in the play. When saying this Macbeth seems to be genuine and sincere, but in reality the audience/reader know are already aware of his evil and vicious plans. Lady Macbeth speaks another example of irony, as she talks of her account with Duncan: ?Had he not resembled my father I had don e?t.?( , . 13-14) This is an example of thematic irony, because shortly before Lady Macbeth seems be very strong and determined but when she comes face to face with the deed she is unable to do it. This shows that Lady Macbeth is not as sinister as she se... ... help create the characters personalities and by doing this aid in the production of the themes. All in all Shakespeare?s Macbeth, accurately uses the literary techniques of irony, which show that things aren?t always what they seem; paradox which depict that sometimes things should be reexamined to find out the real or other then literal meaning of what is being said, and imagery which illustrates that putting images in peoples minds is one of the best ways to convey a message. Together these techniques develop the characters and themes in the play. There are many lessons to be learnt in this play, when comprehended correctly they can help one unravel some of man?s modern day difficulties in life. Works Cited: Shakespeare, William. A New Variorum Edition: Macbeth. Ed. Horace Howard Furness. Philadelphia: J.B. Lippincott Company, 1915.

Companion Animal Behavior and Training Module

In the case study, a young adult male cat, neutered and aged between four and five years old, undergoes extreme modifications in behavior in response to the birth of a newborn child to the owner-couple. The domestic short-hair lives in a single-cat household and prior to the birth of the first baby and the baby’s subsequently learning to crawl, the cat made appropriate use of 24-hour outside access, toileting outside in an acceptable fashion.Since the baby in the household learnt to crawl, the cat has started unrinating in the upstairs area of the house and squatting in various different locations.The cat also began grooming excessively. Based on this case study information, several determinations can be made about the causal factors relating to the behavioral issues displayed by the cat. For obvious reasons relating to the general health of the household, the cat’s behavior poses several hazards. One principle explanation for the behavior change, however, is the presen ce of the first child and the cat’s perception of the child, now mobile and a perceived presence from the cat’s perspective, as a treat to the cat’s perceived territory in the house.The explanation for the behavioral issues rests upon the fact that cats sometimes undertake urine spraying or urine marking because of territorial disputes, during aggressive conflicts, and even during sexual encounters. The spray produced is pungent and designed to ward off potential predators or competitors. In the case study, the cat clearly fields that the child, crawling and thereby presenting what must be a visible threat to the cat, is a predator or a threat of some general kind to the cat’s domination of the household, his territory.The objective of marking the territory is to establish its boundaries and ward off the child. It is classic cat behavior to advertise their presence in a territory by spraying visually conspicuous sites. Since cats naturally look to â€Å" time share† territories, marks enable the cats to space themselves out and prevent unwanted encounters. Cats can identify the urine marks so track can be kept of their neighbours (Hart, 1980a). Spraying serves to bring the male and female together during the breeding season. It is often done at a height convenient for sniffing (Beaver, 1992).Cats that spray urine inside their homes are classically prevented from doing so by neutering. Since the cat in the case study is already neutered, other measures must be undertake to curb the behavior. Most often, spraying is undertaken by reproductively intact males. Females spray as well, but less rarely. In one study conducted by the ASPCA, 77 percent of cats stopped or significantly reduced spraying within six months. Ten percent of male cats neutered before 10 months of age will still spray as adults. In households with numerous cats, at least one cat will likely spray, even if all the cats are neutered (ASPCA, 2007).Cats can become jealous upon the arrival of a new baby and this is particularly since the presence of a new child leaves the parents, the cat’s owners, exhausted and turmoil of a new baby, the cat is often neglected. This creates and exacerbates resentment about the presence of the child. Of course, it should not be ruled out that medical problems could be the cause of the cat’s unusual behavior. At the very least, this must be investigated as a potential cause. Medical problems such as diarrhea, urinary bladder inflammation, and the condition polydipsia or polyuria may promote unusual behavior from the cat.The signs of these problems include soft to watery diarrhea, which may indicate a problem in the small intestine, or mucus visible in the stool, along with blood, which suggests an inflamed colon or colitis. Urinary bladder infections may include FUS, bacterial infection, calculi or bladder stones, and tumors. Diabetes insipidus, diabetes mellitus, kidney disease, liver disease, ad renal gland disease, pyometra, and hypercalcemia are all possible medical causes for spraying and urinating in the house (ASPCA, 2007).If the baby were not present in the house it would be viable to note that females in heat, male spraying, other cats outdoors, over-crowding indoors, and the possible presence of testicular tissue remaining and producing low level hormones. Overcrowding, unchained litter, interrupted access to liter boxes, a change in litter type, and the presence of objectionable chemicals may be causing the problem. Psychological stress factors such as moving to a new environment or undergoing a change in routine can leave cats of any age bewildered and under considerable psychological stress.Overall, cats are loners and avoid interactions with other cats, except when with a mate, with young, or if several cats belong to the one household. The area traveled during normal activities is known the home range (Beaver, 1992; Bradshaw, 1992; Thorne, 1992). It is much lar ger for males than for females (Bradshaw, 1992) and the range may overlap other animals’ ranges (Thorne, 1992). Studies on free-ranging cats (Fox, 1975), showed that cats have a home territory and a home range that consists of places for resting, sunbathing and watching. A network of paths connects places and people may visit them regularly.Cats have an order of dominance in a neighborhood, which depends on time and place. If a low-ranking cat has already entered a narrow passageway and a high-ranking cat enters, the less dominant animal will sit and wait until the way is clear. Cats go to great lengths to avoid meeting another cat on a pathway, and chance face-to-face encounters lead to fighting and chasing and the development of a dominant–subordinate relationship. Subordinate males are pushed around in a dominant male’s home range. They essentially become nomads (Liberg, 1981, cited in Thorne, 1992).If a group of cats is maintained in colony pens, they need t o be provided with shelves so they can ‘own’ one and retreat there from other cats (Hart, 1980). The cats work out an arrangement where certain ones use the floor at different times to others. Rubbing may help reinforce social positions, with subordinate individuals generally rubbing more dominant conspecifics (Macdonald, Apps, Carr and Kerby, 1987). The socialization period is the time when all primary social bonds are formed and is the most important period during the cat’s life (Beaver, 1992).Active social con tact with more than one adult cat at some crucial development stage is necessary for an adult cat to adapt later to social living conditions (Bradshaw, 1992). Given this, the lack of socialization with a new infant introduced to a household is going to cause problems and, after official confirmation that there are no medical explanations for the cat’s unusual behavior, the likely best response will involve heavy bonding efforts to help the cat ove rcome feelings of displacement, in addition to efforts to help the cat to perceive the baby as a non-threat to its territory.SECTION B: To modify the behavior of the cat in the case study, several steps need to be undertaken to ensure that the cause of the problem is properly assessed and to assure that the problem does become resolved as quickly and as efficiently as possible. The first step in the behavioral modification process will be to identify the reasons that they cat is spraying. Presumably, the new baby is the issue, however, it is necessary as a precautionary measure at least to have the cat subjected to a physical examination by a qualified vet.Physical problems can lead to inappropriate urination and spraying and should at least be ruled out before any psychological issues are investigated. To assess the psychological state of the cats it is quite important to begin by discouraging other cats from hanging around outside the home, if there are any signs that cats are doi ng this. Ideally, one of the various types of commercially available motion-activated devices, such as the Critter Gitterâ„ ¢, the Scarecrowâ„ ¢, or the Scraminalâ„ ¢, serve the function to frighten outdoor cats away.The Scat Matâ„ ¢ and the Sofa Saverâ„ ¢ can be used to keep outdoor cats away from doors and windows if there is evidence that other cats are coming this close to the house (ASPCA, 2007). Although it is not likely that this type of territorial issue is in play in the case study, the cat’s owners would to well to investigate and rule out the possibility. Multiple factors could easily be in play since the cat’s behavior is altered so drastically and since there is evidence that it is only since the new baby began crawling that the cat’s urination and spraying have been a problem.If the cat is spraying in several locations, areas should be made less appealing. Commercially available are such deterrent systems as Ssscatâ„ ¢ may be used and the cat’s owners might also try establishing a different behavioral pattern in the sprayed locations by placing items that stimulate behaviors incompatible with spraying, such as the food dish or toys in the appropriate locations. A litter box may also be placed in each location to try to establish the same change in behavioral pattern. The ultimate treatment objective is to revolve the cat’s sense of insecurity in their home environment.Any form of direct punishment is to be avoided. Punishment simply makes the cat feel more insecure. If the cat has singled out one new person to be the target of marking, as in this case, the baby, it is helpful to have the child present and seeming to participate in the feeding of the cat as a means of establishing trust for the cat. In general cases, it can also be helpful to have family members use the same soaps, shampoos so as to homogenise the group in terms of smells. This stops the cat from singling out one human being for attention.A behavioral modification campaign along these lines can be supported with the use of anxiolytics, tranquilisers, and pheromonatherapy if little or no progress is seen over time. However, these drugs should be given only in combination with behaviour modification and essentially as a last resort, on advisement of a vet. In the case study example, it is highly likely not only that the threat is correctly identified as the new baby and that extra attention given to the cat combined with certain modified methods of feeding, for example, involving the young child, the issues surrounding the urination and spraying should quickly be resolved.REFERENCES. American Society for Prevention of Cruelty to Animals [ASPCA]. 2007. Animal Behavior Center: Cat Behavior. http://www. aspca. org/site/PageServer. Beaver, B. V. 1992. Feline Behavior: A Guide for Veterinarians. W. B. Saunders Company, Sydney. Bradshaw, J. W. S. 1992. The Behavior of the Domestic Cat. C. A. B International UK. Fo x, M. W. 1974. Understanding Your Cat. N. Y. : Coward McCann (London). Fox, M. W. 1975. The behaviour of cats. In: The Behaviour of Domestic Animals.Ed. E. S. E. Hafez. Bailliere Tindall. Hart, B. L. 1980a. Feline behaviour: A practitioner monograph. Vet. Practice Publishing Co. , California. Liberg, O. 1981. Predation and social behaviour in a population of domestic cats: an evolutionary perspective. Ph. D thesis, University of Lund, Sweden. Macdonald, P. W. , Apps, P. J. , Carr, G. M. and Kerby, C. , 1987. Social dynamics, nursing coalitions and infanticide among farm cats, Felis catus Advances in Ethology 24, 1–66Thorne, 1992

Enlish Methods Of Writing For Junior Cert Essay

Junior Cert English â€Å"Functional Writing† Introduction and Overview The Functional Writing section of Paper I asks the student, in as close as possible, to write in the style of somebody who either uses language for a living, or is conducting business or important matters through writing or speech. This part of Paper I strays away from fiction, but is not entirely devoid of opportunities to use language in a creative or dramatic fashion. In some cases the student may have to use their imagination to provide detail to make their work seem realistic and give it the authentic feel. The marks in Functional Writing are given for the knowledge of the style and tone required for the task, and for the understanding of the format required. Awareness of Audience and Task In all cases in this section, your choice of language, and your use of tone and register will be dictated to you by  · The intended recipient and/or audience.  · Your means of delivery. In short, you can either use a formal or informal style of address. You should take into account the age, status, and size of the audience you are dealing with. Your language should always be trying to create the appropriate impression of both who you are and what you’re trying to do. For example, you would use a formal style of address if you were writing a letter to your bank manager asking for a loan to start your own business. Your language would be confident, but not aggressive: informative, but not laboriously so: enthusiastic but not overzealous. The impression created on the bank manager is that you are reliable, competent and trustworthy, and your business will be a huge success. For your own entertainment you might want to write the worst possible letter of application for the same loan- you would be over-familiar, disrespectful, vague, repetitive, and riddled with inaccuracies about yourself and what you want to do. You can then guess what response this would get from the same bank manager going through their morning mail. This then is the key to Functional writing; awareness of the tone you are to take, and the choice of language to use to reinforce that tone. An example of a task that you would be asked to complete with an informal style is to imagine that you have been asked by a club that you are involved with to make a presentation to a class of twelve year old primary school children to encourage them to join. You would be presenting this verbally, so when you would prepare your material beforehand, you would stress key information on several occasions, to avoid having the same basic question repeated infinitely. As your audience would be unlikely to have firsthand experience of what you are taking about, you would use the simplest language possible, and use short, sequential, informative language. You would also use an informal tone, as you would want your audience to think your group would be welcoming and fun, not preoccupied with taking everything too seriously. Here is an example of a completely made-up extract from my very busy diary. Consider the language and tone I would use for each of the following tasks in just one day: 10:00 – Book holiday tickets over phone from travel agency. 11:00 – Complete and edit report for Boss on efficiency of new sys. 12:00 – Address fundraising lunch for Kidney Dialysis unit for Children’s Hospital. 2:00 – Write congratulations card for birth of secretary’s daughter’s first child. 3:00 – Deliver presentation to investors on Company performance. 4:00 – Talk to business journalist about new product range. 6:00 – Attend parent-teacher meeting at son’s new school. 8:00 – Coach under 12 team – introduce new training drills. 10:00 Convince very unsympathetic wife that I’ve had a long day. At both 12:00 and 3:00 I will be addressing a group of businesspeople. However, there are differences. People will not want to be overly serious at lunch, so I will be able to use a respectful but informal tone. I may even be able to use language that will influence my audience emotionally. However, at 3:00 I will have to be very formal and very structured in my use of language and terminology for the business meeting. Look at the way my 11:00 task is written. Will I get away with that use of shorthand and slang in the report itself? Of course not; what is acceptable as a note for your own use is not acceptable for a report for someone else’s reading. Will it be easier to present information to my 3:00 or 8:00 appointment? In the afternoon everybody will be fresh. Will they be as sharp in the evening? Should my card for my secretary’s daughter be written with the same tone and language as my report for my employer? All of these questions are central to the idea of functional writing. Make sure what you are doing is appropriate to your task and your audience. Reports. A report can be written for a newspaper, radio programme, or television broadcast. No matter whether it’s to be read or spoken, start with the most important details first. You should deal with the following sequence of facts; 1) what has happened; 2) how it happened; 3) why it happened. The first section, what, will also include where, who and when. A report doesn’t only have to include the facts, it can also include opinions, in the form of quotations from the relevant experts and authorities, and also some degree of speculation as to what will happen next, and what consequences there will be. Unlike a review, the writer is there to convey the truth and facts of the matter. They are to be unbiased, non-judgemental, and let the facts speak for themselves. A good reporter will trust their audience to make up its mind in the right way once it has all the facts. The Tabloid Unlike the Broadsheet, the Tabloid newspaper makes no bones about  choosing sides in a story, and actively tries to persuade its readers to share its opinion. They very much like to take a light hearted approach to news material if at all possible, and frequently use puns in headlines. They also avoid putting in too many views or opinions on any given subject. They like first-hand accounts from people involved in making the news, and will avoid analysis, as they prefer to be very direct in their focus on the story. The tabloid journalist likes to gain an emotional response from their reader, and will not shy away from showing where their sympathies lie in any given story. They will sometimes choose to present deliberately one-sided reports on what may sometimes be very complicated issues. They like stories that involve celebrities or famous people, and avoid serious treatment of political or economic issues as much as possible. They thrive on scandal, and what they believe is the public’s insatiable appetite to see what goes on behind closed doors. Tabloids pride themselves on their extremely in-depth sports coverage. The average reading age (age at which a reader would be expected to understand all contents without difficulty) for a Tabloid newspaper is just nine years. Tabloids like simple and short sentences. They use puns and wordplay to highlight and make memorable the key thrust of their story. They avoid using complicated terminology, and long sentences. They also highlight key-points by having several sub-captions to stories, and by using several illustrations to put across the message visually as well. Tabloids have always been traditionally strong on visual information and colour pictures. In recent years tabloids have abandoned over-reliance on the â€Å"page-three girl† feature as they are trying to encourage more women readers. The Broadsheet A broadsheet newspaper is characterised, not only by its large size, but by the attitude it takes towards journalism, and the presentation of news stories. Primarily, a broadsheet will focus on political, economic and lifestyle features. It will present its main stories in a very in-depth and detailed format. They will take a very serious tone with the reader, and will avoid anything that might seem to be trivialising an issue, for example, a pun in a headline. They prefer a serious, sombre, and often  complex approach to news-stories. Broadsheet newspapers examine not only what happened, but how it happened, why it happened, if it happens frequently, what can be done about it, and they will also mention when similar events occurred. They like to find many individuals related to the event, and experts to give quotations and opinions on what has happened. The broadsheet journalist likes to appear impartial and unbiased, and avoids any sense that their emotions might be affecting what they write in any way. They like to convey the impression that they give you the whole truth. Some broadsheet newspapers are physically huge. The average reading age (level of difficulty) for reading a broadsheet and understanding everything in it would be fourteen years, which means you would be able to follow everything. Broadsheets are only now beginning to embrace the possibilities for the use of colour in their papers. Traditionally they have been very black and white affairs, but are increasing the amount of photographs they publish. Reviews. The art of the reviewer is to give the reader just enough a suggestion of what it is you’re talking about, just enough to whet their appetite. If you check a Sunday newspaper, you can find reviews of motorcars, concerts, films, restaurants, even hotels! Nothing is too small, or too large to avoid being reviewed. You could be required to write a review of a favourite film of yours, or to write a blurb for the back of a novel. Unlike a report, which is essentially factual, a review gives you far more scope to let your opinions and feelings known. You can say what you liked or disliked about what you’re reviewing, and that is almost important as a factual description of what you’re reviewing. You can create either a very positive or negative impression on your reader by the tone and language you use. You should assume that your reader has a general interest in the area, but may not be familiar with exactly what you’re going to tell them about. It is easy to criticise something, and often after saying how bad something is, you will find yourself repeating your verdict without informing the reader of why, how or what was bad about it. If you are still looking to fill space, try constructive criticism. Any reviewer can pronounce whether something is good or bad; only the inspired reviewer can point out what was done well, and conversely, what opportunities were lost. For example, if you are reviewing the sitcom Friends, then you should fill in the background first for the reader. It is advisable to go into some detail about the characters, and then finally to attempt some analysis of why it is you like or dislike it. Interviews. Q: What’s the difference between an interview and writing dialogue? A: Interviews are essentially pieces of dialogue, but without the qualifying â€Å"he saids / she saids† at the end of each piece of speech. The different parts of the conversation can be put as question and answer exchanges (â€Å"Q:† and â€Å"A:†), or if it is a more informal interview which is very similar to a conversation, then you can call yourself â€Å"Interviewer†, but refer to your subject by their Surname. Keep your questions short, and let your interviewee expand on them. Q: What are the things I should try to do, and what are the most common problems? A: A bad question to ask is anything that would encourage your interviewee to give a monosyllabic answer, of the â€Å"yes/no† variety. A good question is one which gives the interviewee a chance to illustrate with examples from their life, work, or to ponder on events important to their work, lives, and past or future. A good interviewer gets to the point quickly, and their questions will never be longer than the answers they receive. I once interviewed Seamus Heaney while in college, and committed all of the above mistakes. The Sample Answer below I have had to invent to cover my embarrassment! As well as bearing in mind your interviewee, bear in mind the audience who will be reading this interview. You want something  that is informative, but not technical, and which allows the person or subject to come across well to the reader. There was a fashion recently in newspapers for interviews in which you discovered more about the interviewer than the interviewee, but thankfully, this has now passed. Q: So, I basically just make the entire thing up then? But how do I structure it? A: If you are stuck as to where to start, pick an example of an interviewee who would be appropriate, and write out the list of questions you would like to ask them. Then all you need to do is invent their answers, going by what you know of them. If you’re still stuck, then ask what they’re doing now, what they were doing previously, and what they hope to be doing in six months time. You can also ask if they have achieved all they want to do, or if they think other people’s impressions of them are important. Bear in mind though that your questions will ultimately depend on who the intended audience for the interview is. If they are your age, then ask questions you think your friends would like to know the answers to. Within reason, of course. Speech Writing The skill of speech writing could be relevant to Personal Writing or Functional Writing. How to write, deliver and appreciate a good speech. The key to writing and delivering a good speech is to remember at all times that the speaker is dealing with an audience. The writer/speaker must also bear in mind at what occasion the speech is to be delivered. A speech to be given at an EGM of a company faced with bankruptcy will be drastically different in its structure, tone, and technique than a speech to be given by the same speaker at a wedding later that week! How to write a speech. (For this section, we will consider a speech as that which a speaker would be called upon to prepare for a debate, or public speaking competition.) First, read your motion carefully. In the Junior Certificate, you will be invited to speak either for or against the topic. In deciding whether to speak for or against the motion, don’t necessarily choose the side of the motion which  you support; choose instead the side of the argument that will give you the most arguments to use in your speech. A good idea is to brainstorm all the possible arguments both for and against, and when you see which side gives you more avenues of thought to pursue, choose it. Second, having chosen your side of the debate, decide that the motion is a good or bad idea because†Ã‚ ¦This then will become the argument of your speech. The argument is the central theme which you will introduce, build upon and then summarise. Often it is best to have to have three reasons; Example For Capital Punishment is a good idea because†Ã‚ ¦ 1. It deters other criminals from committing serious crimes 2. It is cheap, efficient, and labour saving 3. It eliminates the possibility of repeat offences Against Capital Punishment is a bad idea because†Ã‚ ¦ 1. Miscarriages of justice cannot be rectified 2. It makes killing right for some yet wrong for others, thus introducing a double standard when there should be a simple statement that â€Å"murder is a crime† 3. Prisons should be for rehabilitating offenders, not for revenge All of the above statements should then be supported by example, but remember, in a debate, your argument is more important than your examples. A good speaker is always restating their argument; a bad speaker is always lost in a fog of example. This is how your argument becomes informative and clear. Third, decide on the structure and tone you want to use in your speech. Some speakers may like to start their speech with a story, anecdote or quotation that will then illustrate their arguments to follow. This gives the speaker a chance to make the speech unique, and make it more relevant than a theoretical discussion of some issue that has never had, or will never have any affect on the speaker. What tone are you going to use? Avoid making sweeping statements, such as â€Å"we all know what this is going to lead to.† Instead, pitch such ideas to the audience in the form of rhetorical questions: â€Å"Do we want our society to be like this?† Avoid the use of too much jargon, and if you are forced to, make sure to define the term immediately after you first mention it, so the audience will be informed for when they will next hear the term. Do not believe that your audience are already experts on this issue – you may need to fill them in on the basics  first. Do not do this in a patronising way, but instead say that you want to focus their attention on the key issues. In this way you will be more persuasive, and less arrogant. Too much arrogance and you will end up alienating your audience from your point of view. Opening comments. Depending on the occasion that the speech is to be delivered, start with the most important dignitaries present, and proceed through your list to the end, which is usually your fellow speakers. A standard opening for a school debate would be Chairperson, Principal, Honoured Guests, Ladies and Gentlemen, Fellow Students, Fellow Speakers, I have come before you today to speak on the motion that†Ã‚ ¦(insert motion here)†Ã‚ ¦ Continue to refer directly to the audience at intervals throughout your speech, and conclude with a summary of all your arguments, and by thanking the audience for their time and attention. Ladies and Gentlemen, having put forward the facts, I beg you to support/oppose this motion, that†Ã‚ ¦(insert motion here)†Ã‚ ¦ How do you know if you have written a good speech? Imagine you are listening to that speech from the audience. To a member of an audience, no matter where, a good speech will always have the following qualities. 1. It will be suited to the tone of the occasion, whether solemn, or celebratory. 2. It will be informative, but not so technical that it either confuses or loses you. 3. You will be clear at the end of the speech as to why the speaker feels in the way they do about the topic they have spoken on. 4. The speech will emphasise why the issue is important to everyday life, rather that some abstract worry that may never affect you. 5. You will have been given a definition of the issue, and more importantly, a series of suggestions or steps as to how this issue should be dealt with. 6. You will have developed a sympathy for both the speaker and the issue that they spoke upon.

The Koster Site 9,000 Years on the Illinois River

The Koster Site 9,000 Years on the Illinois River The Koster site is an ancient, deeply buried archaeological site located on Koster Creek, a narrow tributary stream incised into the alluvial deposits of the lower Illinois River Valley. The Illinois River is itself a major tributary of the Mississippi River in central Illinois and the site lies only about 48 kilometers (30 miles) north of where Illinois meets the Mississippi today at the town of Grafton. The site is stunningly important in North American prehistory, for its well-preserved human occupations dating back nearly 9,000 years, and the impact of its discovery so deep within the alluvial fan. Chronology The following chronology is derived from Struever and Holton; the horizons were what was visible in the field, although later analysis proved there were 25 distinct occupations in Kosters stratigraphy. Horizon 1, Mississippian, AD 1000-1200Horizon 1b, Middle-Late Woodland (Black Sand phase), AD 400-1000Horizon 2, Early Woodland (Riverton), 200-100 BCHorizon 3, Late Archaic, 1500-1200 BCHorizon 4, Late Archaic, 2000 BCHorizon 5, Middle-Late ArchaicHorizon 6, Middle Archaic (Helton phase), 3900-2800 BC, 25 human burialsHorizon 7, Middle ArchaicHorizon 8, Middle Archaic, 5000 BCHorizon 9, Middle Archaic, 5800 BCHorizon 10 Early-Middle Archaic, 6000-5800 BCHorizon 11, Early Archaic, 6400 BC, 9 human burials, 5 dog burialsHorizon 12, Early ArchaicHorizon 13, Early Archaic (Kirk notched point), 7500-6700 BCHorizon 14, sterile At the surface, Koster covers an area of approximately 12,000 square meters (about 3 acres), and its deposits extend more than 9 meters (30 feet) into the rivers alluvial terraces. The site is at the contact between the limestone bluffs and upland loess plains to the east and the Illinois River floodplain to the west. Occupations present within the date of the deposit from Early Archaic through the Mississippian period, radiocarbon-dated to between about 9000 to 500 years ago. During most of the prehistoric occupation of the site, the Illinois River was located 5 km (3 mi) to the west with a seasonally fluctuating backwater Lake within one km (half-mile). Chert sources for making stone tools are in the nearby limestone bluffs lining the valley and included Burlington and Keokuk, sources which vary in quality from fine-grained to coarse-grained. Site Discovery In 1968, Stuart Struever was a faculty member in the anthropology department at Northwestern University in Evanston, Illinois. He was a down-stater, however, having grown up far from Chicago in the small town of Peru, Illinois, and he never lost the ability to speak the language of the down-stater. And so it was that he made true friendships among the landowners of the Lowilva, the local name for the Lower Illinois Valley, where the Mississippi River meets Illinois. Among the life-long friends he made were Theodore Teed Koster and his wife Mary, retired farmers who just happened to have an archaeological site on their property, who just happened to be interested in the past. Struevers investigations (1969-1978) at Koster farm revealed not only the middle and early late Woodland materials reported by the Kosters but a stratified multi-component archaic period site of astonishing depth and integrity. Archaic Occupations at Koster Beneath the Koster farm lies evidence of 25 different human occupations, beginning with the early Archaic period, around 7500 BC, and ending with the Koster farm. Village after village, some with cemeteries, some with houses, beginning some 34 feet below the modern Koster farmstead. Each occupation was buried by the deposits of the river, each occupation leaving its mark on the landscape nonetheless. Probably the best-studied occupation to date (Koster is still the focus of many graduate theses) is the set of Early Archaic occupations known as Horizon 11, dated 8700 years ago. Archaeological excavations of Horizon 11 have revealed a thick midden of human occupation residues, basin-shaped storage pits and hearths, human graves, diverse stone, and bone tool assemblages, and floral and faunal remains resulting from human subsistence activities. Dates on Horizon 11 range from 8132-8480 uncalibrated radiocarbon years before the present (RCYBP). Also in Horizon 11 were the bones of five domesticated dogs, representing some of the earliest evidence for the domestic dog in the Americas. The dogs were purposefully buried in shallow pits and they are the earliest known dog burials in North America. The burials are essentially complete: all of them are adults, none exhibit evidence of burning or butchery marks. Impacts In addition to the vast amount of information garnered about the American Archaic period, the Koster site is also important for its long-term interdisciplinary research efforts. The site is located near the town of Kampsville, and Struever set up his lab there, now the Center for American Archaeology and a major center of archaeological research in the American Midwest. And, perhaps most importantly, the Northwestern University excavations at Koster proved that ancient sites could be preserved hidden deep beneath the valley floors of major rivers. Sources Boon AL. 2013. A Faunal Analysis of the Eleventh Horizon of the Koster Site (11GE4). California: Indiana University of Pennsylvania.Brown JA, and Vierra RK. 1983. What happened in the Middle Archaic? Introduction to an ecological approach to Koster Site archaeology. In: Phillips JL, and Brown JA, editors. Archaic Hunters and Gatherers in the American Midwest. New York: Academic Press. p 165-195.Butzer KW. 1978. Changing Holocene Environments at the Koster Site: A Geo-Archaeological Perspective. American Antiquity 43(3):408-413.Houart GL, editor. 1971. Koster: a stratified archaic site in the Illinois Valley. Springfield: Illinois State Museum.Jeske RJ, and Lurie R. 1993. The archaeological visibility of bipolar technology: An example from the Koster site. Midcontinental Journal of Archaeology 18:131-160.Morey DF, and Wiant MD. 1992. Early holocene domestic dog burials from the North American Midwest. Current Anthropology 33(2):225-229.Struever S, and Antonelli HF. 2000. Koster: Ameri cans in Search of their Prehistoric Past. Long Grove, Illinois: Waveland Press. Wiant MD, Hajic ER, and Styles TR. 1983. Napoleon Hollow and Koster site stratigraphy: Implications for Holocene landscape evolution and studies of Archaic period settlement patterns in the Lower Illinois Valley. In: Phillips JL, and Brown JA, editors. Archaic Hunters and Gatherers in the American Midwest. New York: Academic Press. p 147-164.

Casualty Figure Chart for World War 1

Casualty Figure Chart for World War 1 Despite intensive research by historians, there is no- and there will never be- a definitive list of the casualties inflicted during World War I. Where detailed record-keeping was attempted, the demands of battle undermined it. The destructive nature of the war, a conflict where soldiers could be wholly obliterated or instantly buried, destroyed both the records themselves and the memories of those who knew the fates of their comrades. Estimating the Numbers For many countries, the estimated figures only vary within the hundreds, even tens, of thousands, but those of others- particularly France- can be over a million apart. Consequently, the numbers given here have been rounded to the nearest thousand (Japan is an exception, given the low number). The figures in this, and almost every other list, will differ; however, the proportions should remain similar and it is these (represented here as percentages) which allow the greatest insight. In addition, there is no convention as to whether the dead and wounded of the British Empire are listed under this umbrella title or by individual nation (and there is certainly no convention for those regions which have since divided).   How People Died Many people expect the deaths and wounds of World War I to have come from bullets, as soldiers were engaged in combat: charges into no mans land, struggles over trenches, etc. However, while bullets certainly killed a lot of people, it was aerial artillery which killed the most. This death from the skies could bury people or just blow a limb off, and the repeated hammerings of millions of shells induced illness even when the shrapnel didnt hit. This devastating killer, which could kill you while you were on your own territory away from enemy troops, was supplemented by new weapons: humanity lived up to its horrible reputation by deciding that new methods of killing ​were needed, and poison gas was introduced on both western and eastern fronts. This didnt kill as many people as you might think, given the way we remember it, but those it did kill died a painful and hideous death. Some say that the First World Wars death toll is used today as an emotional weapon used to cast the conflict in overwhelmingly negative terms, part of the modern revisionism on the war, which may be a completely dishonest way to portray the conflict. One look at the list below, with millions dead, over a war for imperial control, is telling evidence. The vast and scarring psychological effects of those who were wounded, or those who bore no physical wounds (and dont appear in the list below), yet suffered emotional wounds, must also be born in mind when you consider the human cost of this conflict. A generation was damaged. Notes on Countries With regards to Africa, the figure of 55,000 refers to soldiers who saw combat; the number of Africans involved as auxiliaries or otherwise is likely to include several hundred thousand. Troops were drawn from Nigeria, Gambia, Rhodesia/Zimbabwe, Sierra Leone, Uganda, Nyasaland/Malawi, Kenya, and the Gold Coast. Figures for South Africa are given separately. In the Caribbean, the British West Indies regiment drew men from across the region, including Barbados, Bahamas, Honduras, Grenada, Guyana, Leeward Islands, St. Lucia, St. Vincent, and Trinidad and Tobago; the bulk came from Jamaica. The figures are cited from The Longman Companion to the First World War (Colin Nicholson, Longman 2001, pg. 248); they have been rounded to the nearest thousand. All percentages are my own; they refer to the % of the total mobilized. Casualties of World War I Country Mobilized Killed Wounded Total K and W Casualties Africa 55,000 10,000 unknown unknown - Australia 330,000 59,000 152,000 211,000 64% Austria-Hungary 6,500,000 1,200,000 3,620,000 4,820,000 74% Belgium 207,000 13,000 44,000 57,000 28% Bulgaria 400,000 101,000 153,000 254,000 64% Canada 620,000 67,000 173,000 241,000 39% The Caribbean 21,000 1,000 3,000 4,000 19% French Empire 7,500,000 1,385,000 4,266,000 5,651,000 75% Germany 11,000,000 1,718,000 4,234,000 5,952,000 54% Great Britain 5,397,000 703,000 1,663,000 2,367,000 44% Greece 230,000 5,000 21,000 26,000 11% India 1,500,000 43,000 65,000 108,000 7% Italy 5,500,000 460,000 947,000 1,407,000 26% Japan 800,000 250 1,000 1,250 0.2% Montenegro 50,000 3,000 10,000 13,000 26% New Zealand 110,000 18,000 55,000 73,000 66% Portugal 100,000 7,000 15,000 22,000 22% Romania 750,000 200,000 120,000 320,000 43% Russia 12,000,000 1,700,000 4,950,000 6,650,000 55% Serbia 707,000 128,000 133,000 261,000 37% South Africa 149,000 7,000 12,000 19,000 13% Turkey 1,600,000 336,000 400,000 736,000 46% USA 4,272,500 117,000 204,000 321,000 8% Sources and Further Reading Broadberry, Stephen and Mark Harrison (eds). The Economics of World War I. Cambridge: Cambridge University Press, 2005.Offer, Avner. The First World War: An Agrarian Interpretation. Oxford: Oxford University Press, 1991.Hall, George J. Exchange Rates and Casualties During the First World War. Journal of Monetary Economics 51.8 (2004): 1711–42. Print.Hoeffler D. F., and L. J. Melton. Changes in the distribution of navy and marine corps casualties from World War I through the Vietnam conflict. Military Medicine 146.11 (1981). 776–779.  Keegan, John. The First World War. New York: Vintage Books, 1998.Nicholson, Colin. The Longman Companion to the First World War: Europe 1914–1918. Routledge, 2014.  Winter, J. M. Britains ‘Lost Generation’ of the First World War. Population Studies 31.3 (1977): 449–66. Print.

Budgeting Assignment Essay Example | Topics and Well Written Essays - 1500 words

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