Battle of Wauhatchie in the Civil War

Battle of Wauhatchie in the Civil War fBattle of Wauhatchie - Conflict Dates: The Battle of Wauhatchie was fought October 28-29, 1863, during the American Civil War (1861-1865).   Armies Commanders: Union Major General Joseph HookerBrigadier General John W. Geary3 divisions Confederate Lieutenant General James Longstreet1 division Battle of Wauhatchie - Background: Following the defeat at the Battle of Chickamauga, the Army of the Cumberland retreated north to Chattanooga.  There Major General William S. Rosecrans and his command were besieged by General Braxton Braggs Army of Tennessee.  With the situation deteriorating, the Union XI and XII Corps were detached from the Army of the Potomac in Virginia and sent west under the leadership of Major General Joseph Hooker.  In addition, Major General Ulysses S. Grant received orders to come east from Vicksburg with part of his army and assume command over all Union troops around Chattanooga.  Overseeing the newly-created Military Division of the Mississippi, Grant relieved Rosecrans and replaced him with Major General George H. Thomas.   Battle of Wauhatchie - Cracker Line: Assessing the situation, Grant implemented a plan devised by Brigadier General William F. Baldy Smith for reopening a supply line to Chattanooga.  Dubbed the Cracker Line, this called for Union supply boats to land cargo at Kelleys Ferry on the Tennessee River.  It would then move east to Wauhatchie Station and up Lookout Valley to Browns Ferry.  From there goods would re-cross the river and move over Moccasin Point to Chattanooga.  To secure this route, Smith would establish a bridgehead at Browns Ferry while Hooker moved overland from Bridgeport to the west (Map).   Though Bragg was unaware of the Union plan, he directed Lieutenant General James Longstreet, whose men held the Confederate left, to occupy Lookout Valley.  This directive was ignored by Longstreet whose men remained on Lookout Mountain to the east.  Before dawn on October 27, Smith successfully secured Browns Ferry with two brigades led by Brigadier Generals William B. Hazen and John B. Turchin.  Alerted to their arrival, Colonel William B. Oates of the 15th Alabama attempted a counterattack but was unable to dislodge the Union troops.  Advancing with three divisions from his command, Hooker reached Lookout Valley on October 28.  Their arrival surprised Bragg and Longstreet who were having a conference on Lookout Mountain.  Ã‚   Battle of Wauhatchie - The Confederate Plan: Reaching Wauhatchie Station on the Nashville Chattanooga Railroad, Hooker detached Brigadier General John W. Gearys division and proceeded north to encamp at Browns Ferry.  Due to a shortage of rolling stock, Gearys division had been reduced by a brigade and was only supported by the four guns of Knaps Battery (Battery E, Pennsylvania Light Artillery).  Recognizing the threat posed by Union forces in the valley, Bragg directed Longstreet to attack.  After assessing the Hookers deployments, Longstreet determined to move against Gearys isolated force at Wauhatchie.  To accomplish this, he ordered Brigadier General Micah Jenkins division to strike after dark.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moving out, Jenkins sent the brigades of Brigadier Generals Evander Law and Jerome Robertson to occupy high ground south of Browns Ferry.  This force was tasked with preventing Hooker from marching south to aid Geary.  To the south, Brigadier General Henry Bennings brigade of Georgians was directed to hold a bridge over Lookout Creek and act as a reserve force.  For the assault against the Union position at Wauhatchie, Jenkins assigned Colonel John Brattons brigade of South Carolinians.  At Wauhatchie, Geary, concerned about being isolated, posted Knaps Battery on a small knoll and ordered his men to sleep with their weapons at hand.  The 29th Pennsylvania from Colonel George Cobhams brigade provided pickets for the entire division. Battle of Wauhatchie - First Contact: Around 10:30 PM, the lead elements of Brattons brigade engaged the Union pickets.  Approaching Wauhatchie, Bratton ordered the Palmetto Sharpshooters to move east of the railroad embankment in an attempt to flank Gearys line.  The 2nd, 1st, and 5th South Carolinas extended the Confederate line west of the tracks.  These movements took time in the darkness and it was not until 12:30 AM that Bratton commenced his assault.  Slowing the enemy, the pickets from the 29th Pennsylvania bought Geary time to form his lines.  While the 149th and 78th New Yorks from Brigadier General George S. Greenes brigade took a position along the railroad embankment facing east, Cobhams remaining two regiments, the 111th and 109th Pennsylvanias, extended the line west from the tracks (Map).  Ã‚   Battle of Wauhatchie - Fighting in the Dark: Attacking, the 2nd South Carolina quickly sustained heavy losses from both the Union infantry and Knaps Battery.  Hampered by the darkness, both sides were often reduced firing at the muzzle flashes of the enemy.  Finding some success on the right, Bratton attempted to slip the 5th South Carolina around Gearys flank.  This movement was blocked by the arrival of Colonel David Irelands 137th New York.  While pushing this regiment forward, Greene fell wounded when a bullet shattered his jaw.  As a result, Ireland assumed command of the brigade.  Seeking to press his attack against the Union center, Bratton slid the battered 2nd South Carolina to the left and threw forward the 6th South Carolina.   In addition, Colonel Martin Garys Hampton Legion was ordered to the far Confederate right.  This caused the 137th New York to refuse its left to prevent being flanked.  Support for the New Yorkers soon arrived as the 29th Pennsylvania, having re-formed from picket duty, took a position on their left.  As the infantry adjusted to each Confederate thrust, Knaps Battery took heavy casualties.  As the battle progressed both battery commander Captain Charles Atwell and Lieutenant Edward Geary, the generals eldest son, fell dead.  Hearing the fighting to the south, Hooker mobilized the XI Corps divisions of Brigadier Generals Adolph von Steinwehr and Carl Schurz.  Moving out, Colonel Orland Smiths brigade from von Steinwehrs division soon came under fire from Law.   Veering east, Smith began a series of assaults on Law and Robertson.  Drawing in Union troops, this engagement saw the Confederates hold their position on the heights.  Having repulsed Smith several times, Law received erroneous intelligence and ordered both brigades to withdraw.  As they departed, Smiths men attacked again and overran their position.  At Wauhatchie, Gearys men were running low on ammunition as Bratton prepared another assault.  Before this moved forward, Bratton received word that Law had withdrawn and that Union reinforcements were approaching.  Unable to maintain his position in these circumstances, he repositioned the 6th South Carolina and Palmetto Sharpshooters to cover his withdraw and began retreating from the field. Battle of Wauhatchie - Aftermath:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the fighting at the Battle of Wauhatchie, Union forces sustained 78 killed, 327 wounded, and 15 missing while Confederate losses numbered 34 killed, 305 wounded, and 69 missing.  One of the few Civil War battles fought entirely at night, the engagement saw the Confederates fail to close the Cracker Line to Chattanooga.  Over the coming days, supplies began to flow to the Army of the Cumberland.  Following the battle, a rumor circulated that Union mules had been stampeded during the battle leading the enemy to believe that they were being attacked by cavalry and ultimately their causing their retreat.  Though a stampede may have occurred, it was not the cause of the Confederate withdrawal.  Over the next month, Union strength grew and in late November Grant commenced the Battle of Chattanooga which drove Bragg from the area. Selected Sources Civil War Trust: Battle of WauhatchieCWSAC Battle Summaries: Battle WauhatchieHistory of War: Battle of Wauhatchie

Reading Comprehension and Making Predictions

Reading Comprehension and Making Predictions One of the signs a child is having problems with reading comprehension is trouble making predictions. This, according to Dr. Sally Shaywitz in her book, Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level. When a student makes a prediction he or she is making a guess about what is going to happen next in a story or what a character is going to do or think, An effective reader will base their prediction on clues from the story and his or her own experiences. Most typical students naturally make predictions as they read. Students with dyslexia may have trouble with this important skill. Why Students with Dyslexia Have Difficulty Making Predictions We make predictions every day. We watch our family members and based on their actions we can often guess what they are going to do or say next. Even young children make predictions about the world around them. Imagine a young child walking up to a toy store. She sees the sign and even though she cant yet read it, because she has been there before she knows it is a toy store. Immediately, she begins anticipating what is going to happen in the store. She is going to see and touch her favorite toys. She might even get to take one home. Based on her previous knowledge and clues (the sign on the front of the store) she has made predictions about what will happen next. Students with dyslexia may be able to make predictions based on real-life situations but may have problems doing so when reading a story. Because they often struggle with sounding out each word, it is hard to follow the story and therefore cant guess what is going to happen next. They may also have a hard time with sequencing. Predictions are based on what happens next which requires a student to follow a logical sequence of events. If a student with dyslexia has problems sequencing, guessing the next action will be difficult. The Importance of Making Predictions Making predictions is more than just guessing what is going to happen next. Predicting helps students become actively involved in reading and helps to keep their interest level high. Some of the other benefits of teaching students to make predictions are: Helps students to ask questions while they are readingEncourages students to skim or re-read portions of the story to better understand it or to recall facts about the characters or eventsProvides a way for students to monitor their understanding of the material As students learn predictions skills, they will more fully comprehend what they have read and will retain the information for longer periods of time. Strategies for Teaching Making Predictions For younger children, look at the pictures before reading the book, including the front and back covers of the book. Have students make predictions on what they think the book is about. For older students, have them read the chapter titles or the first paragraph of a chapter and then guess what will happen in the chapter. Once students have made predictions, read the story or the chapter and after finishing, review the predictions to see if they were correct. Create a prediction diagram. A prediction diagram has blank spaces to write down the clues or evidence used to make a prediction and a space to write their prediction. Clues can be found in pictures, chapter titles or in the text itself. A prediction diagram helps students organize the information they read in order to make a prediction. Prediction diagrams can be creative, such as a diagram of a rocky path leading to a castle (each rock has a place for a clue) and the prediction is written in the castle or they can be simple, with clues written on one side of a paper and the prediction written on the other. Use magazine ads or pictures in a book and make predictions about people. Students write down what they think the person is going to do, what the person is feeling or what the person is like. They can use clues such as facial expression, clothes, body language, and surroundings. This exercise helps students understand how much information you can obtain from being observant and looking at everything in the picture. Watch a film and stop it part way through. Ask students to make predictions on what will happen next. Students should be able to explain why they made the prediction. For example, I think John is going to fall off his bike because he is carrying a box while he is riding and his bike is wobbling. This exercise helps students to follow the logic of the story to make their predictions rather than just make guesses. Use What would I do? techniques. After reading a portion of a story, stop and ask the students to make predictions not about the character but about themselves. What would they do in this situation? How would they react? This exercise helps students to use previous knowledge to make predictions. References Robb, Laura, Reading Clinic: Use Predictions to Help Kids Think Deeply About Books, Scholastic.com, Date UnknownShaywitz, Sally. Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level. 1st. Vintage, 2005. 246. Print.

Increase of fruit and vegetable consumption by promoting them as an Essay

Increase of fruit and vegetable consumption by promoting them as an alternative to less healthy snacks - Essay Example They calculated factor scores for each participant and examined prospectively the associations between their dietary patterns and colon and rectal cancer risks. Quite astonishingly, the results were quite alarming. The prudent pattern was characterized by higher intakes of fruits, vegetables, legumes, fish, poultry, and whole grains, while the Western pattern, was characterized by higher intakes of red and processed meats, sweets and desserts, French fries, and refined grains. During 12 years of follow-up, they identified 445 cases of colon cancer and 101 cases of rectal cancer. After adjusting for potential confounders, they observed a relative risk for colon cancer of 1.46 (95% confidence interval, 0.97-2.19) when comparing the highest with the lowest quintiles of the Western pattern (P value for trend across quintiles, .02). The prudent pattern had a non-significant inverse association with colon cancer (relative risk for fifth quintile compared with the first, 0.71; 95% confidence interval, 0.50-1.00; P for trend across quintiles, .31). ... and the risk of colon cancer."( Fung, Hu, Fuchs, Gioannucci, Hunter, Stampfer, Colditz, and Willet, Programs in Nutrition, Simmons College, 300 The Fenway, Boston, MA 02115, USA. fung@simmons.edu).1 This paper is targeted at the time-starved office-goers and health conscious people. African Americans have a higher risk for almost all heart-related diseases compared to the native whites for the simple reason that they consume less to moderate amount of fruits and vegetables. Heart disease, obesity, blood pressure, cancer, and diabetes are common forms of disease that can affect them more. Fruits and vegetables provide abundant vitamins and minerals to maintain a healthy body. There are distinct advantages in consuming fruits and vegetables compared to the less healthy snacks. Phy-to-chemicals Despite the fact that we come across food that fills our palate and is easy on the pocket at every street corner, it must be said that most of these food supplements may not be as healthy as one would expect it to be. Fast foods are a mixture of fatty and less healthy substances. This does not in any way take away the gullible replenishment of the youth and office goers. Life on the fast track can be unforgiving. Where does one have the time and inclination to spend time looking for a health specific menu when time is their biggest enemy Walking up to a restaurant to grab a quick bite may sound a tempting proposition, but the fact remains that not all these food are as healthy and nourishing as we think. The gradual side effects could be more harmful and painful than a more planned intake of fresh fruits and vegetables. A growing body of research proved that fruits and vegetables are critical to promoting good health. In fact, fruits and vegetables should be the foundation of a

Sweetener Assignment Example | Topics and Well Written Essays - 1250 words

Sweetener - Assignment Example In China people derived it from a grassy plant called â€Å"Saccharum†, in Hindustan Peninsula (India) from palm juice, in Canada from maple, in Poland from birch juice. The sugar that we know today came from India. It is believed that Indians some 3000 years ago invented sugar from cane. The Indians collected juice of cane, boiled it until the formation of brown crystalline grains. These grains in Sanskrit were called â€Å"sarkara†. The name sugar in different languages came from the original Sanskrit name. Thus, in Arabic – Sukkar, in Turkish – Seker, in Latin – saccharum, in Italian – zucchero, in German – Zucker, in Russian – Skhar, and in English – Sugar. In 327 B.C. the warriors of Alexander the great entered the Indian land. Their attention was attracted to the strange white colored solid material with a sweet taste. Onisikrit, the Greek historian of that time, who accompanied Alexander the great, wrote about the fact that in India; a cane produces honey without bees. Seventh century Arab expansion revealed Indian recipe of sugar production. Arabs brought the sugar cane from India and began to cultivate in Middle East. Arab established sugar production in North America and Spain as their expansion spread. West Europeans came to know about sugar during 11th century Crusade. Later West European trade with the East introduced sugar to the Europeans. Sugar was an extraordinarily expensive product at that time. For example, in 1319 in London, in today’s currency it cost $ 100 for one kilogram. In the 15th century sugarcane made its voyage to the New world, thus becoming one of few plants that came from Europe to America. It is recorded that in 1493, Columbus took sugar cane plants to grow in the Caribbean, and thus established a whole period of sugarcane plantation network. Caribbean islands became a real paradise for Indian sugarcane. Plantation supporting required a lot of workers. This also established export of 900,000 slaves from Africa during 1701 to 1810 just to support plantations in Jamaican and Barbados. Massive sugarcane plantation resulted power struggle among leading world powers of that time to take control of West Indies. In 1674, the Netherlands surrendered New York (at that time was called New Amsterdam) to England in exchange of sugar plant ownership in Suriname. In a 1673, France was ready to leave Canada to the UK in exchange for the return of Guadeloupe. Necessity is the mother of invention, and it dictated to find an alternative of expensive sugarcane â€Å"sugar† in Western Europe. Way back in 1575, French botanist Oliver de Serres tried to draw attention to the high sugar content in sugar beet, however, only in 1747, German chemist Andreas Sigismund Marggraf managed to extract sugar from sugar beets. He presented a report about this discovery to the Berlin Academy of Science. During the life of Marggraf, his discovery did not get the ne cessary attention. In 1786, Charl Achard, French by birth, one of Marggraf’ student initiated agricultural experimental work of cultivation near Berlin. His goal was to learn how to grow the most sugary beet that could be used for sugar production. In January 1799, Charl Achard presented the first significant sample of sugar beet that weighed about 4 kg to the Prussian king Frederick William III. In his explanatory note to the King, he mentioned that by replacing sugarcane â€Å"sugar† by sugar beet â€Å"sugar† the country would save a considerable amount of foreign currency and create jobs for the locals. In 1802, with help from the government, Charl Achard, built the first plant in the estate of Kunren of Prussia for the production of sugar from sugar

Rite Aide pharmacy Essay Example for Free

Rite Aide pharmacy Essay My 3 day site visit was in the Rite Aide pharmacy. I was so excited because it was my first retail pharmacy visit. I really like the idea to experiment on visiting different types of pharmacy practices. One of my dream career is to be in a retail pharmacy and from my visit to this pharmacy I was able to get myself little more encouragement than the other pharmacy practice that I have visited.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My first day to visit Rite Aide is on March 20 2008 which is Wednesday. It was a down town pharmacy and unfortunately the receptor pharmacist was absents because of flu. I was introduced then to another pharmacist in replace of my expected pharmacist. He   was very friendly and even introduced me to the other personnels of the pharmacy. I find it easy to get along with him because he was a charming man and can start lightly conversations. We had a wonderful day working together. I can see based on my observation that he was very comfortable with the system and flexible enough to make him self available for every patient  Ã‚  Ã‚   consultation. I admire his dedication to his job as a pharmacist.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The pharmacy is totally innovated in terms of facilities. The pharmacist in-charge of my visit taught me how to operate the automatic answering machine that receives voice mails from   the physicians office. I am also fascinated by their computer system where they get prescriptions via email. It is easier for them to process orders by using this technologies. The supplies of the pharmacy is ensured from weekly distribution all the way from the Central Ride Aide branch. On instances that faster medication and orders are needed, they will just contact the local supplier for faster delivery. Customer Satisfaction is guaranteed in this company which for them is their best asset in giving best service to people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In times that stocks are not available for customers they will ask for a couple of days to   extend your request and they will immediately find ways to get the necessary product you wanted. Customer will be given two ways to claim their order by picking it up or shipping it directly at their doorsteps. My first day of visit is a very busy day for the pharmacy. Customers are lined up by my guide still managed to teach me things that I barely dont know about retail pharmacy. He even showed me the automatic computer system of insurance and how to fill up a new insurance claim. since there were many customers I was able to helped them filling up insurance claims and assist customers needs.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My second day of visit is the time that I was bale to meet my receptor pharmacist. She was a middle age happy lady who is also friendly like the first one who was introduced to me. She required me to look into the shelf and find the drug with the variety of dosage form. Upon looking inside the shelf, I come up with a big list of medication. As I recall in our pharmaceutics course, there are a lot of drug with a variety of dosage from . The task assigned to me that day gave me an opportunity to see the different dosage forms right my very eye. After doing that task, she explained to me the process on how to fill out each order. I even help them to fill up some of their order. I also learned from her that the shelf is arranged alphabetically according to their brand name and their generic name. It also gave me an opportunity to see for myself the top 200 drug that I have learned in class before .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the third day, since I have been well trained about their, It was time for me to   helped them on taking orders. I applied every knowledge I gained beginning my first day of visit. My 3 day experience at Rite Aide is really enjoyable. It was so interesting for me to try different types of pharmacy experience. Before, I used to think that life of a pharmacist is nice and easy. All they do is sit on their chair and read newspaper or surf the web, but after my visit all my misconceptions about that job changed. Being a pharmacist is never easy. They have full responsibility of everything which includes order processing and prescribing the right drugs and dosage. Every order that they handle should be handled carefully since every mistake will impact on the patients health condition.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Being at Rite Aide for three days allows me to take a glimpse on how my future will be in the pharmaceutics industry. I was bale to experience the type of job that I will be facing few years from now. I understand that in order for me to be a successful pharmacist I need to have focus on my career and persevere to be the best in this field. My experience of three days gave me lessons that cannot only be gathered through classes but real life interaction with the kind of job that I will be handling in the future.

Affirmative Action Essay -- essays research papers

Pros on Affirmative Action Affirmative action refers to a variety of programs and policies that are race, gender, national origin, and ethnicity conscious. Such programs are targeting women and minorities that had suffered discrimination in the past. History tells us that women and minorities suffered severe discriminations until the middle of 20th century. Women and minorities were treated as inferiors and subordinate status. According to Gilroy, "women were not allowed to enter entire areas of employment such as mining, fire fighting, law, and medicine." They were not even allowed to vote until the early 1920s. The racial segregation in one form or another forced American Indians, African Americans and Latinos into low-wage, dead-end jobs. No one can deny this historical truth, not even opponents of affirmative action reluctantly admit this (Gilroy 79). Critics of affirmative action have argued that because of affirmative action, white males are discriminated against as a group. They call this a "reverse discrimination." This argument sounds somewhat believable but it is simply wrong if we look at the facts. Women and minorities today are still significantly underrated in spite of the enforcement of affirmative action programs. 'According to a 1995 government report, white males hold 95 percent of senior management positions although they make up only 29 percent of the workforce. White males are still, by a great margin, over represented in most high st...

The replacement is stored

In compression, the algorithm looks for repeating patterns in the source alphabet and encodes these patters as new symbols in a translated alphabet.The new alphabet is composed of symbols that are longer (composed of more bits) than the symbols in the source alphabet. The compression arises when repeating patterns in the old alphabet are replaced by a single symbol in the new alphabet. The replacement is stored in a dictionary that contains all mappings of the old alphabet patterns into the new alphabet symbols.The decompression algorithm simply does the reverse process of the compression algorithm. The algorithm takes a look at the input stream in the new alphabet and looks up the dictionary for its corresponding pattern in the old alphabet.Unlike Huffman coding, LZW compression does not use probability analysis and computation on the source data, needing only to look at repeating patterns in the source alphabet. LZW works best on streams that contain multiple repeating patterns suc h as text files.Huffman coding on the other hand works best on streams where there is a disparity in relative frequencies between symbols. In LZW, a dictionary is used to map patterns in the old alphabet to symbols in the new alphabet, the dictionary being constructed from repeating patterns.In Huffman, symbol mappings are based on the frequencies of the symbols in the source alphabet. Additionally, the bit length of the new symbols in LZW is constant while the bit length for the new symbols in Huffman is variable, depending on the frequency of the source symbols.Wireless Mobile Ad-hoc Networks (MANET) and Wireless Sensor Networks are two similar kinds of wireless technology. A MANET is a self-configuring network the result being an arbitrary topology. There is no fixed infrastructure between the nodes and their only relationship to each other is their proximity to one another.However, that may not be true for sensor networks. Some sensor network protocols specify a specific topolog y. In the case of IEEE 802.15.4, it allows for two kinds of topologies, a ring topology and a peer to peer topology.Another difference is complexity. The nodes of sensor networks are generally much simpler than in MANETs. Sensor nodes typically include only a transceiver module for communication, a sensor and a microcontroller.This is because of the relatively simpler uses for the sensor such as data collection and gathering. In contrast, nodes of a MANET will generally be more complex, being made up of complete laptops, PDAs or other high level communication devices.A third difference is in the data rates. Sensor networks are generally low data rate systems while MANETs have higher data rates. Bit rates in MANETs like 802.11 are measured in Mbps while those in 802.15.4 and Zigbee are in kbps only. Fourth is power consumption, MANET nodes are designed to be mains powered or only to be reliant on batteries for a short amount of time (generally a few hours).On the other hand, sensor n etworks will generally use low power components to stretch the power of the battery for weeks or months on end. Lastly, in MANETs, nodes are envisioned to be constantly sending data to one another while in sensor networks, nodes are expected to be in a sleep or quiet mode for most of the time.This is due to the amount of data exchanged in MANETs compared to sensor networks which may only need to throw data to the server on specified times.If we take the example of the ZigBee sensor network protocol, we can see three layers from the OSI model at work in the ZigBee protocol. In the ZigBee protocol, its uses the IEEE 802.15.4 standard for the PHY and MAC portion of the DLL layer. The ZigBee specification on the other hand serves as the upper layers for the wireless sensor network.

Past and Future Life

Here I am 36 years old and writing a paper on my past, present and future life. In this paper I will present a brief description of a few of my life experiences that I faced growing up. I will also look ahead to the goal I want to accomplish in the future. I grew up in a military family, My father was in the U. S. Army at the Air Force Base in Fayetteville, NC about 2 hours from Jacksonville where he and his family was living. My father and mother met in Jacksonville and from there the rest is history. My earliest childhood memories were growing up between Jacksonville and Georgia. I was the youngest of 2. My dad continued to serve in the Army but for whatever reasons he and my mother decided to divorce. At that point my mother packed me and my sister up and moved back to Georgia to live with her parents for a while. While living there with my grandparents my sister and I never got along she would always do things and blame me for it. I remember one night after eating dinner my sister got up to put her dishes in the sink in the kitchen, so I came in behind her but as I walked up into the kitchen I saw her turning the gas stove on (and you know to use a gas stove you have to light it) she then walked out of the kitchen, so I stayed in there nd washed my dishes up but, before I could finish my mother came in and said that she smelled gas, so I told her that my sister was in here messing with the stove, my mother called my sister in the kitchen to find out what happened and of course my sister sat there and lied and said that I turned the stove on. I then tried to tell my mother that my sister was lying on me but she didn't want to believe anything that I was saying so I got into trouble for something I didn't do. I was never able to tell my side of a story because the first thing my mother would say was shut up because I don't believe a word you are saying. As I got older and into my teenage years I started experiencing things and seeing a lot of things for myself. I started sneaking out to hang out with my friends, I went to parties, sleep overs just so I could get out the house. I wanted to have a boyfriend but my mother told me that I was to young to date. At the age of 16 , I had gotten pregnant I kept it a secret for a very long time, I continued to go to school and work. One day someone called my mother and told her that she may want to take me to the doctor and check to see if I'm pregnant. Well a few days later My stepfather and I was in a car accident and I had to go to the Hospital and et x-rays on my knee because it had gotten busted up in the accident. So when the nurse came in my mother was asked to step out the room and the nurse started giving me a physical and I told her that I believed that I was pregnant and she said well that's funny you say that because your mother wanted me to do a pregnancy test on you. I asked the nurse not to say anything to my mother at that point and the nurse told me that she couldn't do that so I immediately got scared of what was going to happen next. My mother was told the news about me being pregnant and she was not happy at all. I couldn't go back to school because I was unable to walk on my leg from the accident but that really wasn't the real reason it was because my mother didn't want to many other people knowing but they already knew what was going on. Well a few weeks went by and one morning my mother came and woke up it had to be around 3:00am so I got up without any questions my mother , stepfather and I all got into he car and left, I had no idea where we were going so I ended up falling back to sleep until we reached our destination and when we got there my mom asked me â€Å"Do you know where we are? † I aid no so we proceeded to go into the this huge place but once we got in I new what it was from there. It was the abortion clinic in another part of Georgia my mother was getting ready to make me have an abortion and I didn't wan to. Well we went to the back I spoke with the doctor and they had to see how far along I was first before they proceed with the procedure lucky they couldn't perform the procedure because I was to far along in my pregnancy,so then my mother wanted me to have the child and put it up for adoption, she wanted me to give it to one of my step father's brother and his wife but hat fell thru, then she wanted me to have the baby and put his last name the same as hers for insurance purposes at least that's what she told me. I really didn't have a say so when it came to my child, and I had a big problem with that so I went back to work so I can take care of my child. One night I came home from work and before I could get to the steps I could here my baby crying and crying, I walked into the house to see that no one was there to comfort him. I walked through the house to find that my mother was in the bed sound asleep. I was very angry with her at this point so I had to figure a way to et out of that house, so I called and spoke with my oldest sister and we both got in contact with our father and we made plans for him and my uncle to come and rescue us from this mess. I finally turned 18 and my father and uncle came to pick us up from Georgia and brought us to NC I was very glad to be away from that house with my mother. When I got settled in I went back to school and got my high school diploma I was very excited then because I completed the high school and it was time that I find a job so I can continue to take care of my child. I attended the local community college here and eceived my certification as a nursing assistant and from there I went to work for a few nursing homes but then, I got tired of all that hard work for a little bit of pay so I quit working in that field for a while and started doing retail , I enjoyed working in the retail field it was a real learning experience but my passion was still in the health field so I went back to college. In our studies of adult development theory, I was interested to learn about Erikson's theories of psychosocial stages. Erikson believed adolescents †anguish over who they are and how they fit into their social world. (Witt& Mossler 2010, pg. 53). Here I am now with 2 children and working towards my Business degree. It has taken me a really long time to figure out what it was that I really wanted to be doing and where I wanted to be in my life and I have figured it out now. My goal is to finish my business degree and open up my business and then go back to school to obtain my bachelors in healthcare management. I have learned so many things from my childhood growing up, but I can't dwell on the past although sometimes I have to go back in time to relate to the present. Now I have to build a future for me and my hildren so they can see how hard there mother worked and how far I have gotten in life. As our text explains, modeling is an important source of learning (Witt& Mossler,2010) and I also want to set a good examples for my children. My family and friends are very supportive and happy that I have chosen to go back to college and get my degree. With all this support it has helped me to succeed in my courses (chu2010). I believe that you are never to old to go back to school and reach the goals that you have been trying to reach. I think you have to have faith and believe that things will work out.

The breakdown of charactors and main themes of the book Lord of the Flies and how they symbolize society.

The breakdown of charactors and main themes of the book Lord of the Flies and how they symbolize society. The island:I got the impression that the island was comparable to one's most delightful dream. It's a beautiful and peaceful haven, full of serenity and life, which is coincidentally also uninhabited by humans. As soon as the airplane full of children crashes, the island is mentioned as having a scar. Since this book made referrals to the second World War, I believe that Golding was making an allusion to the atomic bombs and the scar that it had made to the islands of Hiroshima and Nagasaki. The people of Japan eventually live on with their lives and recover from the tragedy, however the bombings were so destructive that it will always be remembered as a sort of distinguishing mark. This scar might symbolize the nature of humans and our tendency to destroy ourselves but eventually recover.Golding uses the island to represent the world and the children as society.This image was selected as a picture of the week o...He uses this technique to set up his own miniature world where every c haracter represents an important figure in society, for example Piggy the outcast and Ralph the political leader.Children:I believe that Golding uses children because they are thought of as innocent and pure. He uses these children, that are no older then the age of twelve, to show that it is our human nature to harm others and ourselves.Jack:He is first introduced as the leader of the choir. He has leadership qualities that appear right from the beginning of the book, and because he didn't get to become the leader of children, there is a competitive attitude between him and Ralph. When Ralph is elected leader, he first suggests assigning jobs. Jack quickly volunteers himself and his choir as hunters. As the novel progresses, we watch Jack's obsession with killing grow. In the first...

How to Avoid Common Prepositional Pitfalls in German

How to Avoid Common Prepositional Pitfalls in German Prepositions (Prpositionen) are a hazardous area in the learning of any second language, and German is no exception. These short, seemingly innocent words - an, auf, bei, bis, in, mit, à ¼ber, um, zu, and others - can often be gefhrlich (dangerous). One of the most common mistakes made by the foreign speaker of a language is the incorrect use of prepositions. Prepositional Pitfalls Fall Into Three Main Categories Grammatical: Is the preposition one governed by the accusative, dative, or genitive case? Or is it a so-called doubtful or two-way preposition? The German noun cases play an important role.Idiomatic: How does a native-speaker say it? To illustrate this, I often use the English example of stand IN line or stand ON line- which do you say? (Both are correct, but your answer may reveal which part of the English-speaking world youre from. If youre British, youd simply queue.) And the way a German might say in or on depends on a number of factors, even including whether a surface is vertical (on the wall) or horizontal (on the table)! Using the wrong preposition can also lead to an unintentional change in meaning... and sometimes to embarrassment.English Interference: Because some German prepositions are similar or identical to English, or sound like an English preposition (bei, in, an, zu), you may choose the wrong one. And several German prepositions can equal more than one English prepo sition: an can mean at, in, on, or to- depending on how its used in a German sentence. So you cant just assume that an will always mean on. The word since can be translated into German with either the preposition seit (for time) or the conjunction da (for cause). Below are brief discussions  of each category. Grammar Sorry, but theres really only one way to solve this problem: memorize the prepositions! But do it right! The traditional way, learning to rattle off the case groups (e.g., bis, durch, fà ¼r, gegen, ohne, um, wider take the accusative), works for some people, but I prefer the phrase approach- learning prepositions as part of a prepositional phrase. (This is similar to learning nouns with their genders, as I  also recommend.) For example, memorizing the phrases mit mir and ohne mich sets the combination in your mind AND reminds  you that mit takes a dative object (mir), while ohne takes the accusative (mich). Learning the difference between the phrases am See (at the lake) and an den See (to the lake) will tell you that an with the dative is about location (stationary), whereas an with the accusative is about direction (movement). This method is also closer to what a native-speaker does naturally, and it can help move the learner towards an increased level of Sprachgefà ¼hl or a feeling for the language. Idioms Speaking of Sprachgefà ¼hl, here is where you really need it! In most cases, youll just have to learn the right way to say it. For example, where English uses the preposition to, German has at least six possibilities: an, auf, bis, in, nach, or zu! But there are some helpful categorical guidelines. For example, if youre going to a country or geographic destination, you almost always use nach- as in nach Berlin or nach Deutschland. But there are always exceptions to the rule: in die Schweiz, to Switzerland. The rule for the exception is that feminine (die) and plural countries (die USA) use in instead of nach. But there are many cases where rules arent much help. Then you simply have to learn the phrase as a vocabulary item. A good example is a phrase such as to wait for. An English-speaker has a tendency to say warten fà ¼r when the correct German is warten auf- as in Ich warte auf ihn  (Im waiting for him) or Er wartet auf den Bus. (Hes waiting for the bus). Also, see Interference below. Here are a few standard prepositional idiomatic expressions: to die of/sterben an (dat.)to believe in/glauben an (dat.)to depend on/ankommen auf (acc.)to fight for/kmpfen umto smell of/riechen nach Sometimes German uses a preposition where English doesnt: He was elected mayor. Er wurde zum Bà ¼rgermeister gewhlt. German often makes distinctions that English does not. We go to the movies or to the cinema in English. But zum Kino means to the movie theater (but not necessarily inside) and ins Kino means to the movies (to see a show). Interference First-language interference is always a problem in learning a second language, but nowhere is this more critical than with prepositions. As we have already seen above, just because English uses a given preposition doesnt mean German will use the equivalent in the same situation. In English we are afraid OF something; a German has fear BEFORE (vor) something. In English we take something FOR a cold; in German, you take something AGAINST (gegen) a cold.   Another example of interference can be seen in the preposition by. Though German bei sounds almost identical to English by, it is rarely used in that meaning. By car or by train is mit dem Auto or mit der Bahn (beim Auto means next to or at the car). The author of a literary work is designated in a von-phrase: von Schiller (by Schiller). The closest bei usually comes to by is in an expression such as bei Mà ¼nchen (near/by Munich) or bei Nacht (at/by night), but bei mir means at my house or at my place. (For more about by in German, see By-Expressions in German.) Obviously, there are many more prepositional pitfalls than we have space for here. See our German Grammar page and The Four German Cases for more information in several categories. If you feel youre ready, you can test yourself on this Preposition Quiz.

Stem Cell Research Paper Example | Topics and Well Written Essays - 2000 words

Stem Cell - Research Paper Example The goal of this paper is to provide a general historical and scientific background of the research. First, the scientific background of stem cell research will be discussed. This would entail the exposition of stem cell technology, including the functions and the potential uses of stem cells. It would also entail a description of the various sources of stem cells, that is, adult stem cells and embryonic stem cells. The advantages and disadvantages of these stem cells as a source of stem cell research and therapies will be noted. Stem cell technology An adult vertebrate is estimated to compose of more than two hundred different types of cells (Marshak et al. 4). These cells are the fundamental units of life, the building blocks of all tissue, and the source of all extracellular matrix and interstitial fluids. The cells undergo changes throughout their existence. Sometimes, these changes through extrinsic or intrinsic causes may result in damage or loss of the cells. If the damage or loss of the cells is irreversible, it can be permanently debilitating or lethal, causing degenerative diseases. For instance, the loss of cardiomyocytes may lead to heart failure, the loss of neurons may lead to Parkinson's, dementias, ataxia, stroke, or paralysis, the loss of renal cells may lead to kidney failure, and the loss of hematopoietic cells may lead to bone marrow failures or anemias. Unfortunately, conventional drug therapies (small-molecule chemicals) are unable currently to stimulate fully functional cell or tissue replacement for these diseases (Harley and Rao in Arlene and Mahendra 239). However, research on human stem cells promises the development of alternative therapies for the treatment of these diseases. Stem cell research continues to fuel the expectation that an array of promising novel cellular therapeutics will be developed. It is anticipated that the therapies either comprised of or derived from human stem cells will be effective in treating a broad spectr um of medical conditions that necessitate replacement, restoration, repair, or regeneration of damaged or diseased cells, tissues and organ systems (Fink et al. in Arlene and Mahendra 323). Stem cell technology aims at channeling these special cells with high proliferative capacity into specified differentiation programs within the body for therapeutic uses. Nevertheless, the development of the stem cell therapies will not be an easy task. The successful development of the therapies will depend on the scientists’ ability to direct the cells into specific pathways and then support the survival and differentiation of individual somatic stem/progenitor cells (Zhang in Arlene and Mahendra 145). Stem cell and its functions Stem cells are defined as a cell population that has the capacity both to self-renew and to give rise to at least one kind of non-dividing, fully differentiated descendant (Hogan 189). It is noteworthy that most of the definitions of stem cells include a notion of self-renewal, coupled with a potential to generate one or more differentiated descendant cell types (Lumelsky in Arlene and Mahendra 162). There are three essential properties of stem cells: unspecialized, self-renewal and differentiation. Stem cells are unspecialized cells, that is, they do not posses