The Suppression of the Indian Religion and Culture in the New World Ess

Thesis Statement: I believe that a profound effect on Indian religion practiced in the New World was caused by Columbus and the Age of Discovery. Historical evidence proves that, before there were Europeans on this continent, there were native peoples living in communion with their environment and, very often, each other. Their religious practices were interwoven with their daily lives and religion held a prominent, significant place within their culture. The intrusion by Europeans into this peaceful world had profound effects on the Indians, especially their religious practices. What had been a peaceful, harmonic lifestyle changed dramatically that fall of 1492. The Europeans entered the native people's world in search of a trade route to the Indies. They felt it their "duty" to save these poor creatures in the name of the King of Spain. "It wasn't so much that Europe discovered Americas as that it incorporated it and made it a part of its own special, long-held and recently ratified, view of nature."(Sale p. 75) This arrogance would have profound effects on these natives to last throughout all time, including the present. Let us begin our search for truth by asking ourselves this question: Why are native peoples in the Americas referred to as Indians? The naming of these peoples is credited to Columbus. It was "Columbus, who gave to the peaceable multitude of the islands the name, indios - because he considered their habitat to be "the Indies", of course, but perhaps also because he thought of them as living "in God". (Sanders p. 95) The Spanish word for God is "Dios". Columbu... ...bert F. Jr. The White Man's Indian. New York: Alfred A. Knopf, Inc., 1978. Goodykoontz, Colin Brummitt. Home Missions On The American Frontier. New York: Octagon Books, 1971. Lunenfeld, Marvin. 1492 Discovery, Invasion, Encounter. Lexington: D.C. Heath and Company, 1991. Ronda, James P. and Axtell, James. Indian Missions. Bloomington: Indiana University Press, 1978. Royal, Robert. Columbus On Trial: 1492 v. 1992. (Royal-01 ART and Royal-02 HIS). Sale, Kirkpatrick. The Conquest of Paradise. New York: Plume, 1991. Sanders, Ronald. Lost Tribes And Promised Lands. New York: Harper Perennial, 1992. Shirk, Willis. Encounter With The New World: European Psyche Confronting Its Own Dragons. (Shirk-01 HIS). Usner, Daniel H. Jr., Indians, Settlers, & Slaves In A Frontier Exchange Economy. Chapel Hill: University of North Carolina Press, 1992.

General course on philosophy Essay

The world is comprised of various types of personalities and my personal experience can attest to that. My class is composed of young male and female adults of varying shapes, sizes, heights and colors. During class, I could also imagine that our instructor would perceive us as a sea of hues, all blending together within the space of the classroom. If our instructor did not focus of each one of our faces, it would be impossible for him to differentiate each one of us because we get along well enough to proceed and complete each classroom meeting. Despite the nature of viscosity of our identities, there are also times when certain members of our class would go to opposite directions, especially when philosophical concepts are being discussed. When our instructor would present a controversial topic such as euthanasia, there would be at least three distinct responses from our class. In general, there would be the group that would approve of the concept and the other group would extend an outright disapproval of the topic. The third yet silent group would be that of the neutral ones, who are always known to be nonreactive amidst all the outbursts around them. One should understand that the variations in the responses of the members of our class are not simply comprised of three general reactions. Our instructor is aware that each broad group can be further differentiated according to the principles and beliefs of each individual. For example, if euthanasia were approved in the entire country, the members of the group that is against euthanasia would aggressively react to this. The implementation of euthanasia could be equivalent to the crumbling of their world, as they would envision deaths that are at the mercy of physicians and other healthcare personnel. Looking closer into the reasons behind the disapproval of these individuals to euthanasia may be different for each individual. It is possible that one student disapproves of euthanasia because he is a strong believer of the Catholic religion, which raises the bar in terms of the value of life. Another student may not be in support of the concept of euthanasia because he has lost a loved one through such medical-ethical approach. It is also possible that another student disapproves the topic of euthanasia because his estranged father is a physician who actively participates in such technique, and thus his disagreement is not really about the topic but against his former role model. In order to shed more detail into the finer variations behind the reactions, the instructor should thus know each one of the members of the class. The class is big, as it is mainly a general course on philosophy and thus there are around 200 students in the room. When the instructor walks over to the podium and starts his lecture for the day, our eyes may seem to be tiny lights that would flicker at the very point when he utters a serious topic that needs to be discussed for an hour. He may or may not push some buttons in some of us, resulting in our reactions of support and condemnation. As for the other explosive topics, it may not be a simple button pushing for a number of students, but more of shoving a concept to our faces and asking us to express of thoughts and ideas. The course may be considered as general subject for undergraduate students, yet little do we know that we are unconsciously learning skills on how to analyze concepts. More importantly, these classroom discussions could pave the way to a clear journey for all of us, as we start our movement through an endless tunnel. It may be dark inside this tunnel of the unknown, yet after this long walk, there would be light at the end of the tunnel, leading us to a place that would cushion our identities and provide us slumber. PART II A metaphor can affect a person’s emotions because it allows the writer to symbolize his ideas using things, as well as adjectives, in order that the reader may have a better feel of the narration. A metaphor therefore facilitates in the cognition of an idea, thing or event that the writer wants to describe. This form of language can increase the impact of a narration because it can fully describe thoughts, as well as actions, by the use of transference (Hovecses, 2010). This approach allows the writer to define a certain topic through the use of comparison of two concepts that are generally considered as fully dissimilar yet may be the same in some aspect, viewpoint or perception. A metaphor can affect a person’s emotions because it assists in describing a topic through the use of descriptors of another matter (Wormeli, 2009). It should be understood that the other matter could be something else that is totally different from the topic in mind, yet the application of the descriptors of this matter can increase the weight and impact of the topic in focus. It is probably human nature to employ certain descriptors of one thing in order to provide information on another topic. The use of metaphor allows the narrator to transfer certain features that are unique to one item onto the topic of interest, resulting in a better understanding of the idea that needs to be conveyed. A simple example of a metaphor that could stimulate the emotions of a reader is to use items that are important to the reader, such as the words life, love and world. When a small item means so much to a certain person, the writer could signify this importance by claiming that this small item is equivalent to the life of that person. Once the reader sees this description, he will then feel that the item being presented is indeed so important, thus influencing his emotions to go with the narration. Language can empower or limit the expression of our thoughts because it allows the writer to use analogy in describing a certain topic (Kennedy & Gioia, 2009). The writer is therefore given the freedom to choose which words to employ for his narration. If the writer chooses to use strong words, his ideas are then delivered with great impact, influencing the reader to perceive the same emotions that the writer feels about the topic. On the other hand, a writer may employ subtle words when he feels that there is no need to purposely impart strong emotions regarding a specific matter. Language is therefore a strong tool because it could sway the reader into any direction that the writer wants provide. Every writer has a large reservoir of words that he could employ when describing or explaining a particular topic. In narration, language can be forceful if there is a need to emphasize a certain emotion. Language is empowered through the use of metaphors and other forms of speech because it allows the writer to represent certain topics by analogy (Applebee et al. , 2005). It focuses on describing a certain topic by tapping on the perceptions of the reader through the use of symbolism and analogy. The choice of words that generate a sentence may impact a reader because the writer has the capacity of employ analogy in presenting his ideas. He is capable of identifying one topic by describing features of a separate item, using the latter’s features to emphasize certain points of the former topic. Language is thus a powerful tool that could affect the perceptions and emotions of readers and this is mainly based on the writer’s capacity to apply certain form of speech such as metaphors and similes. Language can take the reader to a place where the writer has been, without physically going to that place. This successful and complete narration of a certain place mainly depends on the capacity of the writer to select words that would fully convey how he feels and sees in the place of interest. It is possible to perceive all the information that we create if we use the correct words that would impart the same effect on the reader. If we would like an audience to feel what we are actually feeling, we can use two general approaches. One approach would be to describe that condition in a straightforward manner, expressing the actual emotion. Another approach would be to employ metaphors, which assist in describing certain topics through the use of analogy. We can therefore present features that are inherent in other matters yet when applied as a descriptor for our topic, it purposefully imparts a sensation in the reader. Metaphors employed as form of speech are thus very helpful in describing and imparting certain emotions that the reader may be directly feel, yet when presented through the use of transference and analogy, could be equivalent to what the writer actually feels. In order to deliver a complete description of a certain topic, we should initially describe the general environment of the topic. For example, if we are describing a person, then the general physical features from a farther point of view should first be presented. These features may include the adjectives such as tall or short in height, lean or heavy in body size and so on. Once this has been provided, finer details of the individual can then be presented, such as wide eyes, or puckered lips or unkempt hair. The organization of the presentation of details of a certain topic is essential in conveying a message to the reader or the audience. This organization of information could significantly influence the reader’s understanding and perception of the topic being presented. If the writer or narrator does not employ this approach, the reader may not fully comprehend the scenario or the topic that is being presented. A disorganized delivery of information to the audience may therefore result in a different understand, emotion and perception of the topic and it may be totally different from what the writer intended to convey. REFERENCES Applebee, A. N. , Bermudez, A. B. & Blau, S. (2005). The language of literature. San Francisco: Holt MacDougal, 1548 pages. Hovecses, Z. (2010). Metaphor: A practical introduction, 2nd ed. London: Oxford University Press, 400 pages. Kennedy, X. J. & Gioia, D. (2009). Literature: An introduction to fiction, poetry, drama and writing. Los Angeles: Longman Publishers, 2256 pages. Wormeli, R. (2009). Metaphors and analogies: Power tools for teaching any subject. New York: Stenhouse Publishers, 264 pages.

Island of the Sequined Love Nun Chapter 58~59

58 Malink's Song â€Å"They're flying the new pilot in tomorrow,† said Sebastian Curtis. â€Å"I told them that Tucker wouldn't fly, so he had to be eliminated. They weren't happy about losing the heart and lungs.† Beth Curtis sat at her vanity, putting on her eye makeup for the appear-ance of the Sky Priestess. The red scarf was draped over the back of the chair. â€Å"Did you check the database? Maybe we can send another set of or-gans back with them. I can pick the chosen tonight and keep them in the clinic until tomorrow morning.† â€Å"The customer already died,† Curtis said. â€Å"Well, I guess he really was sick, then.† She laughed, a girlish laugh full of music. Sebastian loved her laugh. He smiled over her shoulder into the mirror. â€Å"I'm glad you're not concerned about Tucker Case. I understand, Beth. Really. I was just jealous.† â€Å"Tucker who? Oh, you mean Tucker dead-at-sea Case? ‘Bastian, dear, I did what I did for us. I thought it would keep him under control. Write it off as one of life's little missteps. Besides, if he's not dead now, he will be in a day or so.† â€Å"He made it here on the open ocean. Through a typhoon.† â€Å"And with the navigator. Remember, I've seen him fly. He's dead. That old cannibal is probably munching on his bones right now.† She checked her lipstick and winked at him in the mirror. â€Å"Showtime, darling.† Malink trudged through the jungle, his shoulders aching from the basket of food he was carrying. Each day he had been taking food to Sarapul's hiding place. It was not that he didn't trust his people, but he did not want to burden any of them with such a weighty secret. The last of them to see the cannibal saw him covered with blood, gasping in the sand. Malink had told them that Sarapul was dead and that Malink had given his body to the sharks. A chief had to carry many secrets, and sometimes he had to lie to his people to spare them pain. After the third day, Malink was ready to let the cannibal go back to his house on the far side of the island. The guards were no longer searching, and the Sorcerer had stopped asking questions. Perhaps things would go back to the way they were. But maybe that wasn't right either. Malink didn't want to, but he believed the pilot. The Sky Priestess and the Sorcerer were going to hurt his people. He was too old for this. He was too old to fight. And how do you fight machine guns with spears and machetes? He paused by a giant mahogany tree and put the basket down while he caught his breath. He saw smoke drifting in streams over the ferns and looked in the direction it was coming from. Someone was there, obscured by a tall stand of taro leaves as big as elephant ears. There was a rustling there. Malink crouched. â€Å"You're not scared, are you, squirt?† Malink recognized the voice from his childhood and he wasn't scared. But he knew he didn't have to say so. â€Å"I am not a squirt. I am old man now.† Vincent swaggered out of the taro. His flight suit and bomber jacket looked exactly as Malink remembered. â€Å"You're always gonna be a squirt, kid. You still got that lighter I gave you?† Malink nodded. â€Å"That was my lucky Zippo, kid. I shoulda hung on to it. Fuck it. Spilt milk.† Vincent waved his cigarette in dismissal. â€Å"Look, I need you to build some ladders. You know what a ladder is, right?† â€Å"Yes,† Malink said. â€Å"Of course you do, smart kid like you. So I am needing you to build, oh, say six ladders, thirty feet long, strong and light. Use bamboo. Are you getting this, kid?† Malink nodded. He was grinning from ear to ear. Vincent was speaking to him again. â€Å"You're talkin' my ear off, kid. So, anyway, I need you to build these ladders, see, as I am having big plans for you and the Shark People. Large plans, kid. Hugely large. I'm talking about substantial fuckin' plans I am having. Okay?† Malink nodded. â€Å"Good, build the ladders and stand by for further orders.† The flyer began to back away into the taro patch. â€Å"You said you would come back,† Malink said. â€Å"You said you would come back and bring cargo.† â€Å"You don't look like you been shorted on the feedbag, kid. You got your cargo in spades.† â€Å"You said you would come back.† Vincent threw up his hands. â€Å"So what the fuck's this? Western Union? Don't go screwy on me, kid. I need you.† The pilot started to fade, going as translucent as his cigarette smoke. Malink stepped forward. â€Å"The Sky Priestess will tell us orders?† â€Å"The Sky Priestess took a powder fifty years ago, kid. This dame doing the bump and grind on my runway is paste.† â€Å"Paste?† â€Å"She's a fake, squirt. A boneable feast to be sure, but she's running a game on you.† â€Å"She is not Sky Priestess?† â€Å"No, but don't piss her off.† With that the pilot faded to nothing. Malink leaned back against the mahogany tree and looked up through the canopy to the sky. His skin tingled and his breath was coming easy and deep. The ache in his knees was gone. He was light and strong and full, and every birdcall or rustle of leaves or distant crash of a wave seemed part of a great and wonderful song. 59 Call in the Cavalry They had missed Guam and Saipan (passing at night) and all the Northern Mariana Islands (drifting in fog) and Johnston Island and all ships at sea (no reason, they just missed). The sunscreen had run out on the seventh day. The drinking coconuts ran out on the fourteenth. They still had some shark meat that had been smoked and dried, but Tuck couldn't choke down a bite of it without water. They had had nothing to drink for a full day. They were at sea for three days before Sepie came out of her catatonia, and after a day of sobbing, she started to talk. â€Å"I miss him,† she said. â€Å"He listen to me. He like me even when I am being mean.† â€Å"Me too. I treated him badly sometimes too. He was a good guy. A good friend.† â€Å"He love you very much,† Sepie said. She was crying again. Tuck looked down, shielding his face so she couldn't see his eyes. â€Å"I'm sorry, Sepie. I know you loved him. I didn't mean to put him in danger. I didn't mean to put you in danger.† She crawled to his end of the canoe and into his arms. He held her there for a long time, rocking her until she stopped crying. He said, â€Å"You'll be okay.† â€Å"Kimi say he would sail me to America someday. You will take me?† â€Å"Sure. You'll like it there.† â€Å"Tell me,† she said. She grilled Tuck about all things American, making him explain everything from television to tampons. Tuck learned about men, about how simple they were, about how easily they could be manipulated, about how good they could make a woman feel when they were nice, and how much they could hurt a woman by dying. Telling the things that they knew made them each feel smart, and sharing the duties of sailing the boat made them feel safe. It was easier to live in the little world inside the canoe rather than face the vast emptiness of the open ocean. Sepie took to curling into Tuck's chest and sleeping while he steered. Twice Tuck fell asleep in her arms and no one steered the boat for hours. Tuck didn't let it bother him. He had accepted that they were going to die. It seemed so easy now that he wondered why he'd made such an effort to escape it on the island. Roberto hadn't spoken since the first night. He hung from the lines and pointed with a wing claw when Tuck called to him. When Tuck was still reckoning, he reckoned that they were traveling at an average speed of five knots. At five knots, twenty-four hours a day, for fourteen days, he reckoned that they had traveled well over two thousand miles. Tuck reckoned that they were now sailing though downtown Sacramento. His reckoning wasn't any better than his navigation. On the fifteenth day Roberto took flight and Tuck watched him until he was nothing but a dot on the horizon, then nothing at all. Tuck didn't blame him. He accepted his own death, but he didn't want to watch Sepie go before him. At sunset he tied off the steering oar, took Sepie in his arms, and lay down in the bottom of the boat to wait. Sometime later – he couldn't tell how long, but it was still dark – he woke with a parched scream when a tube of mascara dropped out of the sky and hit him in the chest. Sepie sat up and snatched the tube from the bottom of the boat. â€Å"To make you pretty,† she said. Her voice cracked on â€Å"pretty.† Tuck was too disoriented to recognize what she was holding. He took it from her and squinted at it. â€Å"It's mascara.† â€Å"Roberto,† Sepie said. Tuck looked around in the sky, but didn't see the bat. It was beginning to get light. â€Å"You brought us mascara? We're dying of thirst and you brought us mascara?† â€Å"Kimi teach him,† Sepie said. Tuck didn't think he had the energy left for outrage, but it was coming nonetheless. â€Å"You†¦Ã¢â‚¬  Sepie put a finger to his lips. â€Å"Listen.† Tuck listened. He heard nothing. â€Å"What?† â€Å"Surf.† Tuck listened. He heard it. He also heard something else, a rhythmic stirring in the water much closer to the canoe. He looked in the direction of the noise and saw something moving over the water toward them. â€Å"Aloha!† came out of the dark, followed by a middle-aged white man in an ocean kayak. â€Å"I guess I'm not the only one who likes to get out early,† he said. In their first hour at the Waikiki Beach Hyatt Regency, Sepie flushed the toilet seventy-eight times and consumed two hundred and forty dollars' worth of product from the minibar (five Pepsis and a box of Raisinets). â€Å"You poop in here and it just goes away?† â€Å"Yes.† â€Å"In this big bowl?† She pointed. â€Å"Yes.† â€Å"You poop?† â€Å"Yes.† â€Å"And you push this?† â€Å"Yes.† â€Å"And it goes away?† â€Å"That's right.† â€Å"Where?† â€Å"To the next room.† Plumbing. They hadn't talked about plumbing. â€Å"And they push this and it goes away?† â€Å"Look, Sepie, there's a TV in here. You push this and it changes the picture.† Tuck couldn't be sure because they'd never had sex and because she'd told him about how she could fool a man, but he thought she might have come right then. He made her promise not to leave the room and left her there flushing and clicking while he went to the police. The desk sergeant at the Honolulu police department listened patiently and politely and with appropriate concern right up until Tuck said, â€Å"I know I look a little ratty, but I've been at sea in an open boat for two weeks.† At which point the sergeant held up his hand signifying it was his turn to talk. â€Å"You've been at sea for two weeks?† â€Å"Yes. I escaped by boat.† â€Å"So how long ago did these alleged murders happen?† â€Å"I don't know exactly. One about a month ago, one longer.† â€Å"And you're just getting around to reporting them now?† I told you. I was trapped on Alualu. I escaped in a sailing canoe.† â€Å"Then,† the sergeant said, â€Å"Alualu is not a street in Honolulu.† â€Å"No. It's an island in Micronesia.† â€Å"I can't help you, sir. That's out of our jurisdiction.† â€Å"Well, who can help me?† â€Å"Try the FBI.† So Tuck, on the cab ride to the FBI offices, changed his strategy. He'd wait until he got past the front line of defense before spilling his guts. The receptionist was a petite Asian woman of forty who spoke English so precisely that Tuck knew it had to be her second language. â€Å"I'm sure I can help you if you will just tell me what it is that you'd like to report.† â€Å"I can't. I have to talk to an agent. I won't be comfortable unless I talk to a real agent.† She looked offended and her speech became even crisper. â€Å"Perhaps you can tell me the nature of the crime.† Tuck thought for a moment. What did the FBI always handle on television? Al Capone, Klansmen, bank robberies, and†¦Ã¢â‚¬ Kidnapping,† he said. â€Å"There's been a kidnapping.† â€Å"And who has been kidnapped? Have you filed a missing persons report with the local police?† Tuck shook his head and stood his ground. â€Å"I'll tell an agent.† The receptionist picked up the phone and punched a number. She turned away from him and covered her mouth with her hand as she spoke into the mouthpiece. She hung up and said, â€Å"There's an agent on his way.† â€Å"Thanks,† Tuck said. A few minutes later a door opened and a dark-haired guy who looked like a mobile mannequin from a Brooks Brothers window display entered the reception room and extended his hand to Tuck. â€Å"Mr. Case, I'm Special Agent Tom Myers. Would you step into my office, please?† Tuck shook his hand and followed him though the door and down a hallway of identical ten-by-twelve offices with identical metal desks that displayed identical photos of identical families in identical dime-store frames. Myers motioned for Tuck to sit and took the seat behind the desk. â€Å"Now, Rose tells me that you want to report a kidnapping?† Special Agent Myers unbuttoned the top button of his shirt. â€Å"You allowed to do that?† Tuck asked. â€Å"Casual Fridays,† the special agent said. â€Å"Oh,† Tuck said. â€Å"Yes. Kidnapping, multiple murder, and the theft and sale of human organs for transplant.† Myers showed no reaction. â€Å"Go on.† And Tuck did. He began with the offer of the job on Alualu and ended with his arrival in Hawaii, leaving out the crash of Mary Jean's jet, the subsequent loss of his pilot's license and pending criminal charges, anything to do with cargo cults, cannibals, transvestites, ghost pilots, talking bats, and genital injuries. As he wrapped up, he thought the edited version sounded pretty credible. Special Agent Myers had not changed position or expression once in the half hour that Tuck had talked. Tuck thought he saw him blink once, though. Special Agent Myers leaned back in his chair (casual Fridays) and templed his fingers. â€Å"Let me ask you something,† he said. â€Å"Sure,† Tuck said. â€Å"Are you the Tucker Case that got drunk and crashed the pink jet in Seattle a few months ago?† Tuck could have slapped him. â€Å"Yes, but that doesn't have anything to do with this.† â€Å"I think it does, Mr. Case. I think it affects the credibility of what is already an incredible story. I think you should leave my office and go about the business of putting your life in order.† â€Å"I'm telling you the truth,† Tuck said. He was fighting panic. He worked to stay calm. â€Å"Why would I make up a story like that? As you pointed out, I've got enough on my plate just rebuilding my life. I'm not so stupid that I'd add charges for filing a false crime report to all the others. If you have to take me into custody, do it. But do something about what's going on out on that island or a lot more people are going to die.† â€Å"Even if I believed your story, what would you like me to do?† And there Tuck lost it.† ‘Special agent.' Does that mean that you had to take the little bus to the academy?† â€Å"I was at the top of my class.† A rise. â€Å"Then act like it.† â€Å"What do you want, Mr. Case?† Tuck jumped up and leaned over the desk. Special Agent Myers rolled back in his chair. â€Å"I want you to stop them. I want covert action and deadly technology. I want Navy SEALS and snipers and spies and laser-guided smart stealth gizmos out the ying-yang. I want surgical strikes and satellite views and a steaming shitload of every sort of Tom Clancy geegaw you got. I want fucking Jack Ryan, James Bond, and a half-dozen Van Damme motherfuck-ers who can jump through their own asses and rip your heart out while it's still beating. I want action, Special Agent Myers. This is evil shit.† â€Å"Sit down, Mr. Case.† Tuck sat down. His energy was gone. â€Å"Look, I'm giving myself up. Arrest me, throw me in jail, beat me with a rubber hose, do whatever you want to do, but stop what's going on out there.† Special Agent Myers smiled. â€Å"I don't believe a word you've told me, but even if I did, even if you had evidence of what you're claiming, I still couldn't do anything. The FBI can only act on domestic matters.† â€Å"Then tell someone who handles international matters.† â€Å"The CIA only handles matters that affect national security, and frankly, I wouldn't embarrass myself by calling them.† â€Å"Fuck it, then. Take me away.† Tuck held out his arms to receive handcuffs. â€Å"Go back to your hotel and get some rest, Mr. Case. There are no outstanding warrants for your arrest.† â€Å"There aren't?† Tuck felt as if he'd been gut-punched. â€Å"I checked the computer before I brought you in here.† Myers stood. â€Å"I'll show you out.† After another cab ride and another truncated telling of his story, Tuck was also shown out of the Japanese embassy. He found a pay phone and soon he had been hung up on by both the American Medical Association and the Council of Methodist Missionaries. He found Sepie curled up on the king-size bed, the television still blaring in the bathroom, three minibottles of vodka empty on the floor. Tuck considered raiding the minibar himself, but when he opened it, he opted for a grapefruit juice instead of gin. Getting hammered wasn't going to take the edge off this time, and at this rate, the money he'd left on deposit at the desk in lieu of a credit card – the money that Sarapul had found in Tuck's pack – would run out in two days. He sat down on the bed and stroked Sepie's hair. She had put on mascara while he was out and had made a mess of it. Funny, she'd walked into the hotel wearing one of Tuck's shirts – the first time she'd worn a top in her life – looking very much the little girl and now she had on makeup and was passed out drunk. Tuck had a feeling that coming to America was not going to be easy on either of them. He kissed her on the forehead and she moaned and rolled over. â€Å"Perfume tomorrow,† she said. â€Å"You get me some, okay?† â€Å"Okay,† Tuck said. â€Å"A woman who smells good is a woman who feels good.† The phrase rattled off the walls of his brain. He snatched up the phone and punched up information. When the operator came on, he said, â€Å"Houston, area code 713†¦Ã¢â‚¬ 

The Fourth Amendment of the Constitution Essays

The Fourth Amendment of the Constitution Essays The Fourth Amendment of the Constitution Essay The Fourth Amendment of the Constitution Essay The fourth Amendment of the Constitution The fourth amendment to the US constitution was adopted as part of the Bill of Rights in 1791. This amendment forbids any person (especially those directly associated with the government) to search a persons home, businesses, or things to be seized without a warrant obtained by using due process. When the beginning government of the United States came to be, the fourth amendment stated that, The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized (US Const. Art. 4, Sec. 4).With the 4th Amendment, there has to be a reason to believe that the object being searched/seized for is at the place where the search warrant is issued.The passing of the Patriotic Bill of 2001 by Pres. Bush after terrorist attacks to the US has changed what the 4th. Amendment is all about.People are losing their rights as citizens by trailing their invasion of privacy in the following examples:First, telephone and internet conversations between two parties could be listened or read by someone else without knowing about it; and secondly, searching residence without a search warrant obtained by a judge following due process is no longer necessary if someone is labeled as a domestic threat to the nation. According to Pres. Bushs Patriotic Act Bill, courts are required to order the installation of a pen register and a trap and trace device to track both telephone and internet dialing, routing, addressing, signaling information and content, to obtain information ongoing criminal investigation. By intercepting all forms of Internet and telephone activity, the government wants to make it easier to seize the grou

How to Find Your Career Type Based on Your Personality

How to Find Your Career Type Based on Your Personality Decades from now, when you’re sipping some bubbly at your retirement party, what do you want the theme of the day to be? â€Å"She didn’t hate her career all of the time†? â€Å"He broke the record for the number of career jumps in a 10-year period†? Of course not. You want that day to be a celebration of a career that was satisfying and fruitful for you. But in the meantime, how do you achieve that long-lasting career satisfaction? The folks at LifeHacker have a system for determining your career personality, or the type of job that fits your own skills, abilities, values, and preferences. This is important for a variety of reasons.This flowchart from  Truity helps you find your career personality type:  It’s your path forward.Basically, knowing your career personality can not only help you settle on a specific path, but it can also help you set goals. If you have trouble visualizing a five-year plan for yourself, it might very well be because you’re on a career path that makes you uncomfortable. If you majored in accounting in college because it seemed like the thing to do at the time, but now you want to scream after spending hours knee-deep in spreadsheets, well†¦maybe you and accounting aren’t a good match.Figuring out your career personality can help you avoid that spreadsheet rage by narrowing down what would interest and challenge you. Maybe you and your accounting degree would be better suited to a different kind of financial environment- or maybe you should be on cable news talking about the economy. There are ways to adapt skills and interests to different career paths, but you won’t know how to take advantage of that until you take the time to figure out what you can do, and where you should be doing it.Money shouldn’t be the only career consideration.Yes, of course you want the job that pays your bills and maybe even lets you save up for that dude ranch vacation you’ve b een eyeing on Groupon. But if that paycheck comes at the expense of a job that bores the heck out of you, or an intense office environment that leads to epic crying jags in the restroom, that doesn’t seem like a great career investment. Know yourself, know your limits, and know what will make you a satisfied employee.It’s never too late to make a change.Think about the choices you made when you were young. That haircut. The summer you spent as a boy band groupie. The first boyfriend/girlfriend, whose cringe-inducing Facebook posts always make you wonder, â€Å"What was I thinking?† It stands to reason that a career choice you may have made just out of high school or college wouldn’t line up with your life and interests as you get older.Gone are the days where you’d start entry-level with a company, then park there for 40 years. You’re not tied to a particular job, and you’re not even tied to a particular career. It’s totally le gitimate to re-evaluate who you are right now, and what you want out of your professional life. Figuring out your career personality is an excellent first step.You can always do some fine-tuning.If you take the time to map out your career personality, you might figure out you’re on the right general career path. If so, that’s fantastic! You chose well. Your next step should be taking that knowledge, and deciding whether you’re getting all you can out of your career. Perhaps your values and skills would be a better fit at a different company within your field. That’s the kind of self-knowledge that will come in handy if/when you decide to make a job change and start searching for your next step.It makes you a stronger employee.Much like you want to find a workplace that aligns with your own needs and personality, companies are seeking new hires who mesh well with their day-to-day operations. One of the main purposes of a job interview is talking with candi dates and evaluating how they’ll fit in with not only the job, but the company’s existing employees and culture. Knowing where you fit best will make it easier for you to demonstrate confidently how and why you’d be a great hire.So think about what you want, what makes you tick career-wise. You have plenty of time before that retirement party, so make the most of it!

Timeline Essay Example | Topics and Well Written Essays - 1750 words

Timeline - Essay Example The definition of the computer used today is based primarily in von Neumann’s conception that the computer is a device, which is capable of accepting data input, processing data, storing it and producing data output. The history of computing has progressed from the vacuum tube to the transistor, ultimately to the microchip and modem. This paper will provide a comprehensive timeline of the history of computing, describing the evolution of various computing items through timelines such as 2400 BC–1949,  1950–1979,  1980–1989,  1990–1999,  2000–2009,  2010–2019. 2400 BC–1949 In this period, computing devices focused primarily on enhancing people’s capacities to make calculations. The initial devices used for calculation were tally sticks, with the Lebombo bone being the first known to modern archeology. However, the abacus, developed in 2400BC is the first ever calculator, invented by the Babylonians to enhance sim ple arithmetic. The Chinese abacus (suanpan) was invented in 200BC and was widely used before the invention of present day’s calculator (Isaacson, 2011). ... In 1930, American Vannevar Bush developed a partly electronic difference engine with the capacity to solve differential equations. In 1939, German Helmut Schreyer completed a prototype memory using neon lamps and a 10-bit adder prototype using vacuum tubes. In 1942, Americans Atanasoff and Berry made a special-purpose calculator for system solutions of linear equations, later known as the Atanasoff-Berry-Computer (ABC). German Konrad Zuse created the S1, which was the first process computer that measured the surface of wings (Turner, 2006). In 1944, IBM developed the second program machine, which was 51 feet long and weighed nearly 5 tons. In British, in 1949, the Manchesteer Mark 1’s final specifications were completed. This machine was the first computer to utilize the equivalent of index registers, which entered the second generation computing architecture in 1955. 1950–1979 This period appeared to focus intently on the creation of computer communication and intellig ence. In 1950, the Pilot ACE computer, having 800 vacuum tubes with mercury delay lines as its main memory became functional in the UK (Black, 2001). In 1951, Americans J. Prespert Eckert and John Maunchly designed the first commercially operational electronic computer, UNIVAX, which handled both textual and numeric information. This machine’s implementation was the real start of the computer age (Isaacson, 2011). In 1951, the CIRAC (Council for  Scientific and  Industrial  Research  Automatic  Computer) became the first digital computer used to play music. In 1952, IBM introduced the IBM 701, which was the initial computer in its 700 and 7000 series of large scale machines. In 1960, the initial ordered, technical programming

Study skills used by Gateway students Thesis Example | Topics and Well Written Essays - 2500 words

Study skills used by Gateway students - Thesis Example A major contributing factor to the success of students in various examinations rests with the kind of study skills adopted by students (Koduah, 2010). The Education Atlas (2011) explains that a study skill involves a whole lot of concepts including â€Å"developing effective study skills, improving reading comprehension, discovering your own personal study style, learning to manage your time more efficiently and learning the best way to prepare for exams.† This is to say that the study skills adopted by a student envelope the entire study or learning program of the student. Indeed, there cannot be any successful educational program without a study skill in place. Study skills are commonly adopted by students. However, it is very important that educators of the student, most especially teachers of the student play a role in selecting the most appropriate and workable study skill that would work best for a student. This is because not all strategies work best for all teachers. With the professional knowhow of teachers however, they are in a better position to discovering the study skills that work best for each students. The selection of study skills should therefore be a collaborative activity between students and educators. Problem statement The Gateway to College â€Å"serves youth, 16 to 21 years old, who have dropped out of school or are significantly behind in credits and unlikely to graduate† (Gateway to College Organization, 2011). The researcher embarked on this course project to find out the various study skills adopted by students in the Gateway Course; the factors that influence the selection of the various study skills and how the study skills are impacting on the academ ic success of the students. Research Questions The following questions were designed to be delimitation in guiding the researcher in the course of the research. This is to say that data and information collection shall be based on the research questions and not outside the research questions. Again, the research aims and objectives shall be crafted around the achievement of the research questions. The research questions are: 1. What are the factors that account for the selection of particular study skills by Gateway students? 2. What role do educators play in the selection of study skills by Gateway students? 3. What are the commonest study skills used by Gateway students? 4. What are the principles necessary in the selection of a study skill for an individual? 5. How does the study skill used by a student affect his or her learning outcome? Objectives The research is being embarked on to achieve the following objectives: 1. To identify the factors necessary in the selection of stud y skills by students. 2. Identify the role educators (most importantly teachers) can play in the selection of study skills for students. 3. To be abreast with the commonest study skills adopted and used by Gateway students. 4. To scrutinize principles necessary in the selection of study skills for and by students. 5. To identify the role study skills play in the general success of students. Justification This course project is an assignment for a class I am taking in the Gateway to College class. Indeed there were a lot of topical areas that I could have decided to write on. I however decided to write on the study skills adopted by students for a number of justifiable reasons. In the first place, the researcher acknowledges the important role that study skills play in the success of students’ examinations. With the objective of the Gateway to College program being to help students with low academic standings to advance to the higher level, it is extremely important that all