Deception Point Page 70

â€Å"Correct,† Tolland said. â€Å"This species would have fell under its own weight on the off chance that it strolled around on earth.† Corky's temple wrinkled with inconvenience. â€Å"Well, Mike, except if some cave dweller was running a repulsive force mite ranch, I don't perceive how you might finish up a two-foot-long bug is natural in origin.† Tolland grinned internally to think Corky was missing such a basic point. â€Å"Actually, there is another possibility.† He concentrated intently on his companion. â€Å"Corky, you're accustomed to turning upward. Look down. There's a copious repulsive force condition directly here on earth. What's more, it's been here since ancient times.† Corky gazed. â€Å"What the damnation are you talking about?† Rachel additionally looked astonished. Tolland brought up the window at the twilight ocean shimmering underneath the plane. â€Å"The ocean.† Rachel let out a low whistle. â€Å"Of course.† â€Å"Water is a low-gravity environment,† Tolland clarified. â€Å"Everything weighs less submerged. The sea underpins colossal delicate structures that would never exist ashore jellyfish, goliath squid, lace eels.† Corky submitted, yet just marginally. â€Å"Fine, however the ancient sea never had goliath bugs.† â€Å"Sure, it did. It despite everything does, actually. Individuals eat them regular. They're a delicacy in most countries.† â€Å"Mike, who the hellfire eats goliath ocean bugs!† â€Å"Anyone who eats lobsters, crabs, and shrimp.† Corky gazed. â€Å"Crustaceans are basically monster ocean bugs,† Tolland clarified. â€Å"They're a suborder of the phylum Arthropoda-lice, crabs, creepy crawlies, bugs, grasshoppers, scorpions, lobsters-they're completely related. They're all species with jointed extremities and outer skeletons.† Corky unexpectedly looked sick. â€Å"From a characterization angle, they look a great deal like bugs,† Tolland clarified. â€Å"Horseshoe crabs look like mammoth trilobites. What's more, the paws of a lobster take after those of an enormous scorpion.† Corky turned green. â€Å"Okay, I've eaten my last lobster roll.† Rachel looked interested. â€Å"So arthropods ashore remain little on the grounds that the gravity chooses normally for littleness. Be that as it may, in the water, their bodies are lightened, so they can become very large.† â€Å"Exactly,† Tolland said. â€Å"An Alaskan ruler crab could be wrongly delegated a monster creepy crawly on the off chance that we had constrained fossil evidence.† Rachel's energy appeared to blur presently to concern. â€Å"Mike, again excepting the issue of the shooting star's clear credibility, disclose to me this: Do you think the fossils we saw at Milne might have originated from the sea? Earth's ocean?† Tolland felt the explicitness of her look and detected the genuine load of her inquiry. â€Å"Hypothetically, I would need to state yes. The sea floor has segments that are 190 million years of age. A similar age as the fossils. What's more, hypothetically the seas could have supported life-shapes that resembled this.† â€Å"Oh please!† Corky sneered. â€Å"I can't accept what I'm hearing here. Excepting the issue of the shooting star's legitimacy? The shooting star is verifiable. Regardless of whether earth has sea depths a similar age as that shooting star, we sure as damnation don't have sea floor that has combination outside layer, irregular nickel substance, and chondrules. You're getting a handle on at straws.† Tolland realized Corky was correct, but envisioning the fossils as ocean animals had denied Tolland of a portion of his wonderment over them. They appeared to be by one way or another progressively recognizable at this point. â€Å"Mike,† Rachel stated, â€Å"why didn't any of the NASA researchers consider that these fossils may be sea animals? Indeed, even from a sea on another planet?† â€Å"Two reasons, truly. Pelagic fossil examples those from the sea floor will in general show a plenty of blended animal varieties. Anything living in the a huge number of cubic feet of life over the sea floor will inevitably bite the dust and sink to the base. This implies the sea floor turns into a memorial park for animal categories from each profundity, weight, and temperature condition. Be that as it may, the example at Milne was spotless a solitary animal types. It looked progressively like something we may discover in the desert. A brood of comparable creatures getting covered in a dust storm, for example.† Rachel gestured. â€Å"And the second explanation you speculated land as opposed to sea?† Tolland shrugged. â€Å"Gut intuition. Researchers have consistently accepted space, on the off chance that it were populated, would be populated by creepy crawlies. What's more, from what we've seen of space, there's significantly more soil and rock out there than water.† Rachel fell quiet. â€Å"Although†¦,† Tolland included. Rachel made them think now. â€Å"I'll concede there are profound pieces of the sea floor that oceanographers call no man's lands. We don't generally get them, yet they are zones in which the flows and food sources are with the end goal that basically nothing lives there. Only a couple of types of base dwelling foragers. So from that outlook, I guess a solitary animal types fossil isn't altogether out of the question.† â€Å"Hello?† Corky protested. â€Å"Remember the combination outside layer? The mid-level nickel content? The chondrules? For what reason are we in any event, discussing this?† Tolland didn't answer. â€Å"This issue of the nickel content,† Rachel said to Corky. â€Å"Explain this to me once more. The nickel content in earth rocks is either extremely high or low, however in shooting stars the nickel content is inside a particular midrange window?† Corky bounced his head. â€Å"Precisely.† â€Å"And so the nickel content in this example falls decisively inside the normal scope of values.† â€Å"Very close, yes.† Rachel looked astonished. â€Å"Hold on. Close? What's that expected to mean?† Corky looked exasperated. â€Å"As I clarified before, all shooting star mineralogies are extraordinary. As researchers find new shooting stars, we continually need to refresh our estimations with regards to what we consider a satisfactory nickel content for meteorites.† Rachel looked staggered as she held up the example. â€Å"So, this shooting star constrained you to reconsider what you consider satisfactory nickel content in a shooting star? It fell outside the built up midrange nickel window?† â€Å"Only slightly,† Corky terminated back. â€Å"Why didn't anybody notice this?† â€Å"It's a nonissue. Astronomy is a powerful science which is continually being updated.† â€Å"During an extraordinarily significant analysis?† â€Å"Look,† Corky said with an episode, â€Å"I can guarantee you the nickel content in that example is a helluva parcel nearer to different shooting stars than it is to any earth rock.† Rachel went to Tolland. â€Å"Did you think about this?† Tolland gave a hesitant gesture. It hadn't appeared to be a significant issue at that point. â€Å"I was told this shooting star displayed somewhat higher nickel content than seen in different shooting stars, however the NASA pros appeared unconcerned.† â€Å"For great reason!† Corky added. â€Å"The mineralogical evidence here isn't that the nickel content is definitively meteoritelike, but instead that it is decisively non-earth-like.† Rachel shook her head. â€Å"Sorry, yet in my business that is the sort of defective rationale that gets individuals murdered. Saying a stone is non-earth-like doesn't demonstrate it's a shooting star. It essentially demonstrates that dislike anything we've at any point seen on earth.† â€Å"What the damnation's the difference!† â€Å"Nothing,† Rachel said. â€Å"If you've seen each rock on earth.† Corky fell quiet a second. â€Å"Okay,† he at last stated, â€Å"ignore the nickel content in the event that it makes you anxious. We despite everything have an immaculate combination hull and chondrules.† â€Å"Sure,† Rachel stated, sounding neutral. â€Å"Two out of three ain't bad.† 83 The structure lodging the NASA focal central station was a mammoth glass square shape situated at 300 E Street in Washington, D.C. The structure was spidered with more than 200 miles of information cabling and a huge number of huge amounts of PC processors. It was home to 1,134 government employees who regulate NASA's $15 billion yearly spending plan and the every day activities of the twelve NASA bases across the nation.

Sojourner Truth Essays - American Slaves, Sojourner Truth

Sojourner Truth In a regularly changing world , the development of man has been the generally uncommon as far as innovative, ecological, and enthusiastic headway. With extraordinary developments in the different zones referenced before the individual has overlooked the very substance of there presence, and the intensity of thinking, the capacity to appreciate directly from wrong without bending. The Story of Sojourner Truth represents the hardships that were suffered: subjugation, lack of education, underclassing, merciless attacks, and murders. The African - American ladies were classed as disappointing rate in the human scale that was executed by the slaveowners; classified under the whites, at that point under the African-American guys. The African-American ladies were kept in great representing the accommodation of youngster bearing. Overburdened with the hardships of servitude Sojourner Truth had the option to thrive with profound convictions. Sojourner Truth's soundness was made conceivable by a solid faith in the Holy Spirit. God was the significant wellspring of direction, what's more, self discipline from the initiation of the slave exchange until the liberation of bondage. Servitude was coordinated on a mass scale and made the partition of numerous families all together guarantee that slaves would stay with there individual bosses. Compliance to the slaveowners was viewed as hallowed. Slaves were intellectually customized to accept there aces were divine beings. The spouses of the slaveowners were viewed as goddess' ,with there prime goal on down playing the every day work done by the African-American ladies. This was clear with Sojourner's first slave fancy woman, the continuos work schedule that was suffer by Sojourner, was hard for guys to achieved. the slaves faithful to there experts. Obliviousness of the slaves was a crucial point as far as devotion. Considering slave information was constrained, regarding the hereditary appearance, convictions, and language; slaveowners could utilize this in a deigning way to situate themselves as divine beings according to Sojourner and different slaves. As of now she viewed her lord as a God; and accepted that he could see her consistently, even as God himself. 1 Female African-American's were shielded from encountering any type of higher learning, they were limited to normal family unit errands obligations that were befitting of a house keeper. The greater part were sent to perform field obligations. The Narrative obviously shows that Sojourner (a.k.a.) Isabella was exposed to this kind of work all through her grown-up life ,mean while her life started to come to fruition notwithstanding the continuos diminishing of her enthusiastic development. This is legitimately identified with her mom's early declaration about the most noteworthy spirits and the greatness of his capacity in relations to affliction and upsetting circumstances. My youngsters there is a God, who hears and sees you, A God, mau-mau! where does he live? asked the kids. He lives in the sky, she answered, and when you are beaten ,or brutally treated, or fall into any difficulty, you should solicit help from him, and he will consistently hear and support you. She instructed them to bottom and state the Lord's supplication. 2 Underclassing misused the African American ladies generally Sojourner was evaluated inferior by the spouse of her slave driver, the ace was energetic about the slave that would work for quite a long time upon days without rest. Not at all like some other slave Sojourner would work entire heartedly with no type of faltering. As far as perspectives on different outstanding tasks at hand, and distinctive occupation types, a neighborhood. In spite of the fact that Sojourner was exceptionally noted as a slave she was constantly sited as something that was irrespectfull of a human. It was a fine triumph for Sojourner and her lord, and she turned out to be more aspiring than any other time in recent memory to satisfy him; and he animated her aspiration by his tribute, and by bragging her to his companions, revealing to them that that vixen (highlighting Isabel) is smarter to me than a man-for she will do a decent family's washing in the night, and be prepared toward the beginning of the day to go into the field, where she will do as much at raking and authoritative as my best hands. 3 Sojourner's hard working attitudes were received without the motivation of money related increase or responsibility for. Installment was the continuation of life, opportunities to have

6-3

6-3 Its no secret that Course 6-3 (Computer Science) is one of the most, if not the most popular major at MIT. According to the Registrar, there were 757 undergraduate students alone enrolled in Course 6-3 for the Fall 2017 term. Thats roughly a fifth of the undergrad population (that declared a major)! So its not just a meme when people say that if you had to guess what course someone was, its probably 6-3. As such, Course 6-3 often has a fair bit of stigma as a sellout major, since its a) extremely popular and b) associated with a higher probability to earn above-average salaries after graduation. The fact of the matter is that pretty much all the people Ive met who are 6-3 (which is a lot) arent in it solely for the money. 6-3 is actually a fun  major believe it or not, and Ive gotten far enough along in it now to explain what its been like from my perspective. This post was motivated because Ive been corresponding with a prefrosh on Reddit that had a lot of really good questions about 6-3 that I didnt realize wasnt common knowledge becase Id been exposed to 6-3 for so long. So I thought Id make a fair, not but exhaustive, overview. Why is it 6-3 and not just 6? Course 6 (Electrical Engineering and Computer Science), at its heart, is broken down into three separate portions of a spectrum: 6-1, 6-2, and 6-3. 6-1 is pure EE, 6-2 is a hybrid of EE/CS, and 6-3 is pure CS. (Im being a little disingenuous to keep the spectrum analogy: theres also 6-7, which is CS/Biology, and 6-14, which is CS/Economics. However, 6-7 and 6-14 are named because 7 is biologys course number, and likewise for economics, whereas the numbers 1, 2, and 3 mentoined prior dont  refer to Course 1, 2, or 3.) Although its a spectrum, if you weight it based on enrollment, its lopsided towards 6-3: based on the same information from the Registrar, there were 59 people in 6-1, 380 people in 6-2, and 757 people in 6-3 as mentioned before. The fact that its called 6-3 doesnt mean that its a lesser major or a minor, its a full-fledged major that is one of many offered by the Electrical Engineering and Computer Science (EECS) department, which itself falls under the general School of Engineering. What classes do you take? First, lets go over the required classes. Most of this information is provided by the MIT Catalog. Sometimes, you will have to make a choice between two or so classes, like choosing between 6.045 and 6.046 or between 6.034 and 6.036. Feel free to refer to the Catalog for full requirements. If youre new to programming or computer science and dont know some terms as this section goes along, dont worry this blog post is meant to serve as an overview of the major, to give you a sense of whats to come. Notes: There is a possibility I give slightly outdated information for some classes since Im describing them based on the semester I took them, and not the most recent offering. I dont have an opinion on some of the classes, since I havent taken them: so I have several 2E (Next House) friends/alums who are/were 6-3 that will chime in in those cases! 6.0001 Introduction to Computer Science Programming in Python: This class is essentially what the title says. No prior programming experience is required yes, you can be a 6-3 without knowing anything coming in! You learn really basic things in the beginning, like declaring variables and setting them equal to numbers! Then you learn about lists, and tuples, and dictionaries, and functions, and recursion, and then finally you learn about classes and basic object-oriented stuff like inheritance. There are a few problem sets, and theyre comprehensive and long and will serve as the bulk of the class. Its six units, so if youre new to programming, taking four full classes plus this is a great start to your first freshman fall. 6.042 Math for Computer Science: Basically your discrete math class. Really useful, starts off by going over proofs and ways to construct them, then takes you on the tour of counting, graphs, probability, and other fun stuff. The art of constructing proofs are really the backbone of the entire course and you use the skill throughout, which is why its covered first. Its also taught using the flipped TEAL format, which means that you arent in a lecture hall but in a small group setting with around five other classmates. In addition, you learn the material outside of class and apply it in class by working on problems. 6.01 Introduction to EECS via Robotics: If you take this as a 6-3 and intend to go pure CS, itll probably be the most EE class youll take. 6.01 belongs in a trio of courses (6.01, 6.02, 6.03) that are intended to serve as introductions to the general EECS department. 6.02 deals with communications networks, and 6.03 deals with medical technology, but 6.01 deals with robots! When I took the class, there was a final exam, but last semester, it was replaced by a final project instead, which I think is great. 6.01 was broken up into four main modules that took you on a tour of EECS: signals/systems, circuits, (mainly Bayesian) probability, and (mainly graph search) algorithms. You do labs every week that revolve around a cute robot that will be able to do a surprising number of things by the time youre done with it, like follow an infrared sensor around, park itself neatly into a miniature parking space, and find its way out of an unknown maze just by sensing the walls around it! 6.004 Computation Structures: This was a really fun class, although it was also really hard! It takes you on a low-to-high level tour of a typical computational machine (otherwise known as well, a computer). You start by learning binary and how MOSFETs work, and how MOSFETs can be combined to make basic logic gates like ANDs, ORs, XORs, et cetera. Then you start putting the ANDs and ORs together to make some more complicated structures like ALUs (Arithmetic Logic Unit) or ROMs (Read-Only Memory). Theres an actual software program that you can use to build the gates and units yourself as part of labs and homework! Then comes one of the hardest, but coolest parts: you learn the parts of a basic processor, and build your own, called the Beta. After accomplishing this great feat, you get your own sticker your can put on your laptop that says Beta inside. :) Of course, youre not done there: once you have a processor up and running, now you need to know how to use it! Next up is assembly code, where you learn how binary is actually magical and how assembly code translates to actual binary, and then you learn how to wrangle all 32 registers you have to your advantage. Youll eventually be able to code a bubble sort algorithm using assembly. Youll also learn how to pipeline your processor. Then comes the high-level stuff: how caching works, how virtual memory works, how compilers work, how semaphores work and how deadlock happens, what kernels are and how to make your own really tiny OS, how to deal with multi-core structures. Finally, with all this newfound knowledge, youll be challenged to make your Beta run as fast as it can, in the form of a final design project. 6.UAT Oral Communication (CI-M): (i might be biased bc im a GTA for this course this coming semester) One of the most useful courses Ive taken at MIT. Really hones your ability to present and convey ideas efficiently and in an engaging manner. (Break the MIT stereotype that were all just awkward nerds who cant talk!) Your experience is highly dependent on your recitation TA/RI who give you feedback on how to be a better presenter. Tony Eng is a great lecturer and a really nice guy. Tbh would recommend taking this class not your senior year, it helps develop so many soft skills that you can use in other class presentations and interviewing and everything. (Laura P. 19) 6.006 Introduction to Algorithms: 6.042 used a lot of math, but this class was when I really felt like I was starting to put on my thinking cap, and the major went from programming all day all the time! to am I a math major? Instead of programming as the central focus of a class, 6.006 will rack your brain as most of the time you spend on problem sets will be thinking of the solution through lots of metaphorical pen and paper. Youll be in front of the keyboard to implement certain algorithms or type up your pset in LaTeX, but other than that, youll most likely be pacing back and forth (me), whiteboarding with other people in your pset group, or spending long nights at your desk wondering how the heck were going to get this pizza delivered in O(E+V ·log(V)) time. Taking this class during my sophomore fall was an interesting time for me, because a number of things happened: I was sick with a crap disease all semester, I was losing motivation trying to keep up with 18.100A (which ultimately led me to drop it and give up on Course 18), and my feelings for MIT in general were at an all-time low (senior house and its aftermath). In the end, I got a C in the class, which I didnt mind because I felt like I wasnt able to give that semester my best effort anyway, and I was okay with that. 6.006 reassured me that even though I wasnt going to pursue any form of a Course 18 major or minor, Course 6 offers more than its fair share of challenging you in the mathematical sense. Which leads me to 6.046 Design and Analysis of Algorithms: I thought 6.006 was hard. Then I had to take THIS class. Oh my god. Where do I even begin with 6.046. I can safely say that 6.046 picked me up, chewed me up, and spit me out drenched in dense, long proofs, esoteric definitions (I wish I could remember what alpha-convexity means), and hellish psets twice as hard as 6.006. That being said it was a good class because it pushed me a lot, and I was finally able to put in enough effort to where I felt a lot better with algorithmic thinking and proving things related to algorithms. I got a lot better at analyzing asymptotic time/space complexity, understanding harder algorithmic concepts like streaming algorithms and linear programming, and getting used to CS-based math in general. There was a fair share of referenced research done in recent decades, which was cool. There wasnt any programming, which I see as a downside since although I get the general concept of a given topic covered in that class now, Ill still have to put in a lot of effort in if I want to implement those concepts in the future. Also, the curve (read: grade cutoffs) was really good last semester, which gave me a lot of faith that the course instructors knew that the class was really hard. I absolutely got destroyed on the final (two full SDs below average) but managed to pass with a pretty okay grade, to which I say, heck yes. To all your friends that say Course 6 is an easy major, please tell them to look at 6.046. 6.045 Automata, Computability, and Complexity: Basically a sampler of 18.404 (Theory of Computation). Prof has changed, but I had Ryan Williams and he was amazing. Very different from most topics in cs, doesnt require you to have a background in anything, it teaches you a different way of approaching a very unique space of problems. Doing psets is almost like solving puzzles. (Laura P. 19) I can’t really say much about 6.045, but since 18.404 goes over similar material, just perhaps more rigorous and with more proofs, I would definitely recommend. It helps you understand better computing power, the limitations of computers, and sets the basis of why algorithms are important. (Alicia O. 19) 6.009 Fundamentals of Programming: Basically, you get a lot of (Python) programming experience through this class, and this experience is gained through long, educational labs. The Lisp interpreter lab was one of the most fun labs Ive done so far at MIT. Learning how to write a language (especially a cool one like Lisp) using another was just really cool! There were a lot of other fun labs as well: n-dimensional Minesweeper, autocomplete, and a platformer adventure game. :) The labs are probably slightly different now but youll get your fair share of labs you dont care for and labs that are actually pretty darn cool. 6.009 pairs into 6.031, and together they form what used to be 6.005, which doesnt exist anymore. 6.031 Elements of Software Construction: 6.031 is probably my favorite class tbh. Its hard as hell, theres a ton of work, but it was a class that made me go yep course 6 was the right choice. Theres nothing like finally completing a pset, looking at the cool thing you just made with your own two hands (plus computer lol), and just appreciating all the work you put in to get there. Like carlosh said, its definitely made me better at programming, and its How To Software (For Realâ„¢?) (Shavina C. 19) 6.031 is what I knew as 6.005, and it was one hell of a class to go through. They upped it to I think a 15 unit class which is just slightly more representative of the fuckload of work youll have to do for it. I struggled a lot with that class, especially because I had trouble transitioning from knowing only Python and being used to a syntactically lightweight language to something as obscenely verbose as Java. That being said, I am undoubtedly a better programmer as a result of 005, and its essentially How To Not Get Fired In Industry: The Classâ„¢. (Carlos H. 17) 6.033 Computer System Engineering (CI-M): Katrina and Chill. Probably one of my all around favorite classes. Katrina is such an amazing lecturer and youre doing yourself a disservice if you dont go to lecture. Its a CI-M so theres a lot of writing, which some people like to complain about but youre going to be an engineer whos going to have to write and be able to digest technical papers so that practice is welcome. YMMV by a lot with the final project. (Carlos H. 17) Despite being a CI-M, 6.033 has given me the most applicable technical knowledge out of any class Ive taken so far. (Cory L. 20) 6.034 Artificial Intelligence: Winston and Chill Part 1. Gives you a sampler buffet as Winston would call it, essentially brief history of where AI was, where it is now, and where itll be going with the Spiritual/Right Now lectures. Had probably my favorite grading mechanism re: tests, where the final had sections corresponding to each midterm you took, and your score would be max(midterm grade, final grade), so it was a essentially a second shot at your midterm. If you were happy with all your midterm grades, you didnt need to take the final, but if you bombed only one midterm then youd only need to do that section on the final. Didnt do too much in terms of giving you hot marketable ML skills a la 6.036, but was a chill way to satisfy that requirement (chiller than 036 imo but ymmv depending on whether you enjoy the 036 material). (Carlos H. 17) In addition to what Carlos said about 6.034, I really liked the “right now” lectures they do. Like every week, exception being in the beginning they don’t do it as much and at the end it’s almost every lecture, they invite an expert in a field of AI to talk about their research and the applications. I found them inspiring, and honestly a class is much more fun to take when you’re reminded of the end picture/have an answer to “but why are we learning this?”. Also you learn a lot about human intelligence, which you need to understand to do AI. (Alicia O. 19) 6.036 Introduction to Machine Learning: You can take either 6.034 or 6.036 to satisfy the major requirement. 6.036 deals a lot more with the how with respect to machine learning, and probably less of the why than 6.034. You will be *fairly* proficient with numpy (a Python library) by the time youre done with this class. The lecturer last semester, Leslie, is great and also was my freshman advisor so thats a double thumbs up for me when recommending this class. Youll learn a lot, too: from simple linear classification problems to regression, to simple neural nets, to CNNs, to RNNS, to MDPs, and more, this class has a lot of material. Youll be able to make your own neural network for your own projects. :) Those were all the required explicitly named classes, but theres a number of electives you have to take to round out the major, and once again we have people that chimed in with thoughts about classes theyve taken that are related to Course 6-3. Note: some of these classes wont count for the major since theyre in a different department, but theyre still cool classes! Also, this section is growing and more stuff should be updated by tomorrow or so. CMS.609 The Word Made Digital: When I walked into ‘The Word Made Digital’ on the first day, my professor (Nick Montfort) had the game ‘Everything’ pulled up on the projector, and proceeded to play around for about the first 15 minutes of class. He didn’t provide any real context, and he didn’t provide any introduction until he was done, but I already had a feeling I was going to like this class. Looking back, ‘The Word Made Digital’ was a little abstract, a little zany, a little technical, but definitely an all around engrossing experience. In the strict sense, the class looks to analyze non-narrative digital uses of text, using approaches from poetics and computer science. (link) But for me, it was a chance to really explore my creative side by using my technical talents. The class centers on 4 programs, each featuring a unique prompt, and each one giving me a chance to try out programming in an artistic way that I had never even considered before. Overall, the assignments were a really nice break from the concrete instructions of typical course 6 classes, and Prof. Montfort was an incredible resource who helped me think about the unusual and really put my skills to use. To date, this is one of my favorite classes I’ve taken at MIT. (Matt F. 20) Matts programs for the class can be found here. 6.813 User Interface Design and Implementation: You work one 1 UI project for the duration of this course in a group of 6, plus you have a series of psets building web version of candy crush. Good foundation for what defines good/bad UI/UX, kind of a freebie class as long as you turn in the work on time. After taking this course you likely will pay attention to the usability of things and call out the ones with bad UI. (Laura P. 19) 6.858 Computer Systems Security: Hands on security class. Every assignment in this class revolves around breaking systems and building even more secure systems, in a variety of languages. Theres never a correct answer, as long as you find the vulnerability holes and successfully break or fix the system. (Great class if you want that kind of hands on work around security, also it feels awesome when you break things LOL) (Laura P. 19) With a lot of those classes under your belt, do you think youre prepared to go into the industry? Oh god no. Far from it. Course 6-3 is mostly Python before something like 6.031, which means that if you need to learn other languages (to be more employable, to do non-Python projects, do web development) you need to learn a lot of things on your own. I came into MIT with not a lot of programming experience (Course 18 was more my thing). I knew some basic Java and that was about it. Since then, Ive gotten to be fairly proficient with Python, but not much else. Arguably, this is a bad thing, since youre limiting yourself to one language. But after thinking about it, I think exclusively working in Python for almost two years wasnt so bad after all. The exclusivity let me really get into Python and understand a lot about how it works, and how programming languages worked in general. This meant that I could learn other languages on my own much more easily. Im reading/learning Java and Scala right now for my internship, and theyre much less painful experiences because even though I dont have a specific background in those languages, I have a background in general programming and thinking algorithmically/like a CS student. My journey through Course 6-3 is only half over, anyways. I have yet to take 6.031 (I will in the fall), which is like, the  software engineering class, among lots of other fun things. :) Why did you choose Course 6-3? Initially, when I came to MIT, I had no idea what I was going to do, except that I was into math and probably wanted to go into computer science. My dad was into electrical engineering and did programming as a hobby, going as far as getting a software engineering job for a short time in Korea before quitting and moving to the States. So I had a little bit of exposure to programming, but not much. I picked up a couple programming books when I was younger (Visual Basic 6, C++) but didnt get very far because it was all too confusing at the time. I did read a fair amount about Java my senior year of high school, so going into MIT I had a little bit of programming knowledge that served as a really nice cushion while I was taking 6.0001. I took 6.01 and 6.042 after 6.0001 because I wanted to see what the EECS department as a whole was like (motivation to take 6.01) and wanted to see what math in a CS lens was like (motivation to take 6.042). I thoroughly enjoyed both classes, and it was at that time I knew that I wanted to go into some version of Course 6. If I didnt like 6.042 or 6.01, I probably would have tried a different major, probably Course 18 or Course 2-A. To be honest, I could easily be Course 6-1 or 6-2 instead and still be happy: I really enjoyed learning about signals and systems, circuits, and low-level stuff in 6.004. But I think I liked programming just a *little* bit more to stick to 6-3 instead of the others. I appreciate the thought and design that goes into programming languages just as much as the structure of human language (linguistics is cool), even though Im still a noob when it comes to programming language design stuff. Ultimately, I chose to go for an applied 6-3 route instead of a theoretical 6-3 route or 18 because although I love mathematics very much, I get satisfaction and pleasure from working on projects that have relatively immediate positive impacts on other people, and I feel like I get more of that from doing 6-3 over 18. So thats the end of it, for now. Course 6-3 is a really big community with a lot of really great people, some amazing professors, and a lot of opportunities. Obviously, some classes wont hit the mark for you, whether it be the subject matter or bad course management or instructors. This varies with time: 6.036 used to be run poorly (according to general sentiment), but now its pretty alright! Overall, its a great time, and even though it has its stereotypical traits mentioned in the very beginning of this post, its genuinely a rewarding intellectual experience as well. The class list above will be edited over time as more responses come through from friends and others: if youre an alum or someone who has more things to say about Course 6-3, feel free to comment or let me know and I might add your thoughts! :)

The Epidemic Growth Of Information Technology - 2646 Words

Introduction The epidemic growth of information technology has integrated the world into a global economy where exchange of information is very easy, and with this ease of access to information opens up new opportunities for cyber- criminal activities. According to Nir Kshetri cybercrimes is defined â€Å"as criminal activities that uses computers or computer networks as the main means of committing a crime over the internet. Examples include cyber-theft, cyber-trespass, cyber obscenity, critical infrastructure attacks and cyber-extortions†(Kshetri, 2009). In the medical sector the congress approval of the Health Information Technology for Economic and Clinical Health Act in 2009 made an impact on the ease of access to patient medical records. Most physician offices and health care institutions responded to the mandate to create electronic health care records and did away with paper records (Rustagi, Singh 2012). With this mandate came the outpouring growth of medical identity theft and potential for fraud in the medical industry. The objective of this paper is to explore the hypothesis that data breaches and cybercriminal activity are increasing at a significant rate in the medical sector thus resulting to an increase rate of medical identity theft, with the ultimate goal of Suggesting strategies to reduce data breaches. Research Questions The research question for this study include the following: Has the growth of medical identity theft increased in the medical sector?Show MoreRelatedThe Family Nurse Practitioner ( Fnp ) Program Online At South University s Online Program865 Words   |  4 Pagescarry a BMI greater than 95% per the Centers for Disease (CDC) pediatric growth chart. The goal is a target rate of 14.5%, with a current improvement of 10% over the baseline. There are disparities related to gender, ethnicity and race, therefore this is very important public health problem and for the future of our country and health care of our citizens. Obesity is of epidemic proportions so there was a plethora of information found at South University’s library site of which will be reviewed inRead MoreThe Increasing Epidemic Of Childhood Obesity914 Words   |  4 Pages The increasing epidemic of childhood obesity The problem of childhood obesity has been increasing for the past 30 years, many children do not eat family home made meals anymore, like it used to be decades ago, in this new generation children do not have the support they need or the motivation to believe that they can be on shape. According to the Alliance for healthier Generation. 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The demographic transition explain the shift from a preindustrial demographic regime, leaded by head rates of mortality and birth to another industry with strong population growth and subsequently postindustrial, with very low rates of death and birth. There are four phases of demographic transition: 1. The first stage, typical ofRead MoreVeterans Swot Analysis1344 Words   |  6 Pagesmedicine/research †¢ Advanced Technologies †¢ Continuously search for innovative solutions WEAKNESSES: (Internal) †¢ Delays in treatment †¢ Manipulation of records †¢ Long wait times †¢ Overwhelmed caseload †¢ Administrative (claims, medical records, etc.) †¢ Failed internal aspects can result in harm and/or death of Veterans OPPORTUNITIES: (External) †¢ Greater transparency †¢ Technological applications (Apps) †¢ Community-based prevention †¢ Laws that support accountability †¢ Technology-enhanced interventionsRead MoreThe Future Challenges of Healthcare Management607 Words   |  3 Pages Essay March 5, 2016 Health care management denotes the management of clinical information technology and human resources to deliver optimal health care. The health care sector is a very extensive one because it encompasses preventive care, emergency services, follow-up, and rehabilitation. Forecasting the future of health care may be seenRead MoreAn Analysis Of Emily Hoerner s Novel Ide Fostering Literacy By Eliminating Book Deserts1596 Words   |  7 Pages Spreading across the United States is a growing epidemic and while the disease will not maim or kill, it is known to be harmful to the growth and success of children. This epidemic is known as a literary desert. Emily Hoerner defines a literary desert in her 2015 article â€Å"A Novel Idea: Fostering Literacy by Eliminating Book Deserts† as an area â€Å"where children and parents lack access to quality books.† Literary deserts occur due to lack of reading materials and because of a growing loss of interestRead MoreHow Technology Has Changed Our Lives1606 Words   |  7 PagesA few centuries ago, before technology was underdeveloped due to limited resources and knowledge, communication between countries on the opposite end of the world was extremely slow or not possible. Most people did not know much about other lands, people, and cultures. What people thought they knew about the world was often wrong or inaccurate. However, within the past hundred years, the pace of our technology has accelerated rapidly. Nowadays traveling across the globe in less than 24 hours is notRead MoreSmartphone Addiction Essay901 Words   |  4 Pageswith the behavior, temporary sensation, loss of control and suffering negative consequences (Sussman Sussman 2011). Does this sound like the issue today’s youth is facing with their smartphones? Do these younger adults and teenagers realize what epidemic they’re falling into? Using the SAS scale (smartphone addiction scale) it has been proven that teenagers are the most vulnerable to smartphone addiction. The scale shows these phones have led to, and are increasingly leading to, more social problemsRead MoreWhy has Childhood Obesity Become a Paramount Problem in the United States?1609 Words   |  7 Pagesabnormal. This weight can be caused by several elements ranging from bones/muscles to fat (Bresnahan and Saad). It is crucial to understand the contrast between to two to fully grasp the severity that obesity poses. The history of the obesity ‘epidemic’ is short-lived and has only begun to take flight in the early twentieth century. According to an article by Marek Brabec, statistician for the National Institute of Public Health, the BMI’s of teenaged boys increased by nearly seven kilograms,

The Things They Carried By Tim O Brien - 896 Words

Trouble without a doubt is what First Lieutenant Jimmy Cross carried around his shoulders because he was out in war, where mistakes happen. Lost and unknown of his surroundings he had to lead his men into safety, while destroying anything they found. First Lieutenant Jimmy Cross only holds onto one thing for hope and that is Martha, the woman who he hopes is a virgin to come back to. Tim O’ Brien introduces symbolism by adding a character that has a meaning of purity and a pebble, which symbolizes a meaning of separate but together. In the story, â€Å"The Things They Carried†, Tim O’ Brien clearly organizes every detail and puts it into perspective, like how he mentions the soldiers carrying things that comfort them. One person he mentions in the story is Martha. He is very curious to find out if she is a virgin or not. The obsession of virginity means he wanted something pure to come back from battle. Usually someone who is out in war comes back with Post trau matic stress or with other problems and want something pure to help them forget the horrifying images of war. Holding on to that hope of Martha is probably the only thing that is keeping First Lieutenant Jimmy Cross from dying or giving up. There are many themes in the story, which are, memory, death, and storytelling, each of these themes play a huge part and so does the symbolism. Tim O’ Brien is the narrator of the story and also the protagonist. He mentions that every soldier not only carries physical items butShow MoreRelatedThe Things They Carried By Tim O Brien892 Words   |  4 PagesThe Vietnam War was a long, exhausting, and traumatic experience for all of the soldiers and those who came with them. The Things They Carried, by Tim O Brien illustrates the different affects the war had on a variety of people: Jacqueline Navarra Rhoads, a former nurse during the Vietnam war, demonstrates these effects within her own memoir in the book, The Forgotten Veterans. Both sources exemplify many tribulations, while sharing a common thread of suffering from mental unpredictability. DesensitizationRead MoreThe Things They Carried By Tim O Brien1377 Words   |  6 Pageslove to have it as good as we do. Tim O’Brien’s The Things They Carried discusses many veterans who experience the burden of shame and guilt daily due to their heroic actions t aken during the Vietnam War. The book shows you how such a war can change a man before, during, and after it’s over.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I reflect on the many conflicts America has been a part of, none can compare to the tragedies that occurred in The Vietnam war. As told in The Things They Carried (O’Brien), characters such as NormanRead MoreThe Things They Carried By Tim O Brien1457 Words   |  6 Pagesthe theme pertains to everyone regardless of their background. It conveys the same ideas to people from all across our society. Lastly, a classic is timeless, which means it has transcended the time in which it was written. In Tim O’Brien’s novel, The Things They Carried, he offers a new, intriguing way to view war or just life in general and also meets all of the crucial requirements mentioned above to qualify it as a book of literary canon. Though this book is technically a war novel, many peopleRead MoreThe Things They Carried By Tim O Brien1242 Words   |  5 Pagesâ€Å"Tim O’Brien is obsessed with telling a true war story. O Brien s fiction about the Vietnam experience suggest, lies not in realistic depictions or definitive accounts. As O’Brien argues, absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth. Mary Ann’s induction into genuine experience is clearly destructive as well as empowering† (p.12) Tim O’s text, The Things they Carried, details his uses of word choice to portray his tone and bias. Tim O’BrienRead MoreThe Things They Carried By Tim O Brien1169 Words   |  5 Pagesbut are set in the past and borrows things from that time period. A story that fits this genre of literature is The Things They Carried. The story is about Tim O Brien, a Vietnam veteran from the Unite States, who tells stories about what had happ ened when he and his team were stationed in Vietnam. He also talks about what he felt about the war when he was drafted and what he tried to do to avoid going to fight in Vietnam. The Things They Carried by Tim O Brien was precise with its portrayal of settingRead MoreThe Things They Carried By Tim O Brien1004 Words   |  5 Pages Tim O’Brien is a veteran from of the Vietnam War, and after coming home from his duty he decided to be a writer. His work â€Å"The Things They Carried† is about a group of soldiers that are fighting in the Vietnam War. The first part of the story talks mostly about physical items that each soldier carries, and also mentions the weight of the items as well. Though, there is one exception to the list of physical things. Lieutenant Cross is a character of the story, and Tim O’ Brien quickly states theRead MoreThe Things They Carried By Tim O Brien Essay832 Words   |  4 PagesSummary: â€Å"By and large they carried these things inside, maintaining the masks of composure† (21). In Tim O’brien’s The Things They Carried, the American soldiers of the Vietnam War carry much more than the weight of their equipment, much more than souvenirs or good-luck charms or letters from home. They carried within themselves the intransitive burdens—of fear, of cowardice, of love, of loneliness, of anger, of confusion. Most of all, they carry the truth of what happened to them in the war—aRead MoreThe Things They Carried By Tim O Brien1369 Words   |  6 PagesMany authors use storytelling as a vehicle to convey the immortality of past selves and those who have passed to not only in their piece of literature but in their life as an author. In Tim O’Brien’s work of fiction The Things They Carried, through his final chapter â€Å"The Lives of the Dead,† O Brien conveys that writing is a matter of survival since, the powers of s torytelling can ensure the immortality of all those who were significant in his life. Through their immortality, O’Brien has the abilityRead MoreThe Things They Carried By Tim O Brien1407 Words   |  6 Pages       Our introduction stated that in â€Å"The Things They Carried,† author Tim O’Brien tells us not directly of the soldiers of Vietnam, or the situations they find themselves in, but about the things they carry on their shoulders and in their pockets. These â€Å"things† identify the characters and bring them to life.   I find that to be true as the author unfolds the stories about war and the uncommon things one carries in to war both inadvertently and on purpose.  Ã‚  Ã‚  As it was noted: Stories about war –Read MoreThe Things They Carried By Tim O Brien Essay984 Words   |  4 PagesVery few novels and short stories have managed to clarify, in any lasting process, the means of the war in Vietnam for America and for the troopers who served there. With The Things They Carried, author (Tim O’Brien), captures the war s pulsing rhythms and trying dangers. However he goes abundant any. By moving on the far side the horror of the fighti ng to look at with sensitivity and insight the character of affection, courageousness and worry, by questioning the role that imagination plays

Moral values Free Essays

It would be gross injustice to categorize all children and youths as lacking in manners and morals, but the general trend would certainly suggest there has been a major decline among many of them. Family values have changed dramatically in the past few decades, producing a crop of undisciplined teenagers and children who lack morals and manners as a result of poor training. Good manners were once the norm with young people very much aware the older generation. We will write a custom essay sample on Moral values or any similar topic only for you Order Now Saying â€Å"please† and â€Å"thank ou†, giving up a seat on the bus and holding open doors were all considered normal mannerly behavior. Times have changed and we now live in a predominantly me-first society which is reflected in many young people. If good manners are taught at an early age, they will generally continue to be part of the personality of the young child all the way into adulthood. The lack of good manners observed in society in general is no doubt a reflection of the situation found within the home. Without parental xample and training the area of manners, it is likely the children will sadly lack in displaying them. The same can be said of the lack of morals we find in many of today’s youth. A large proportion of children have grown up with little or no respect for authority, for property, for family or even themselves. Living a life of immorality is considered normal behavior today and has produced a bumper crop of young people with venereal disease, unwanted pregnancies and a feeling of emptiness in their ives. Lacking in moral stability, we find young people involved in crime, violence and drug abuse. The so-called freedom they have has actually brought them into slavery to an amoral lifestyle. There is a contrast though in many children and teenagers who are moral and do have good manners, proving that it is still possible to develop these delightful characteristics. It is a real pleasure to come across young people who are mannerly and who have the courage to lead a moral life, not†¦ How to cite Moral values, Papers

Competency Standard for Licensed Practice Nurse

Question: Discuss about the Competency Standard for Licensed Practice Nurse. Answer: CLPN is the Competency Profile for the Licensed Practical Nurse are the set of standards or the safety regulations given by the Canadian Council for Practical Nurse Regulators (CCPNR) federation. The one competency standard that have helped in enhancing the learning experience is the Knowledge based Practice (Standards of Practice for Licensed Practical Nurses in Canada, 2013). This states that Licensed practical nurse should possess the knowledge and critical thinking skills and should involve in continuous learning process. The learning experience have been very significant, because it helped to learn and gain experience through integrated nursing research findings, gathering information from videos, research paper, group discussions, review and development of the care plans. The learning experience, which is gained and that complements with the Knowledge based Practice, as it allowed gaining knowledge and ability about suction pumps, how to use appropriate suction pressure, how to do suctioning of the newborns and infants and how to apply bulb suction for the newborns. This learning experience and knowledge gathering is meaningful, because it helped to demonstrate the skills and ability to perform the procedure of suctioning according to the needs of the patient for deep or shallow suction. I learned to maintain the functioning of the suction, and leaning about different kinds of suctioning like, nasopharyngeal suctioning, oropharyngeal suctioning, oral suctioning and also tracheostomy tube suctioning (Kacmarek, Stoller, Heuer, 2016). I would rate proficiency in the Knowledge based Practice as excellent. For achieving this rating I demonstrated the best ability to use the suctioning equipment, as I was able to apply my knowledge of nursing theories and sciences. I was also able to apply evidences to inform decision making. I was able to access and use the credible and relevant information from the sources. I achieved the skills and attitude, so that my knowledge and learning experience became seamless with my everyday nursing practice. I was also able to provide holistic licensed practical nursing care to the clients, by considering various factors associated to the overall environment of health promotion, preventing illness and restoring health. I was able to demonstrate and understand my role, my interrelation with the patients and other healthcare professionals (Kilpatrick et al, 2013). After being successful in the course I will apply my learning and experience through Knowledge based Practice in my future practice by recognizing the significant practice environment and other environmental factors that can impact health outcomes of the clients and my professional practice. I will apply my knowledge and learning by providing quality care to the clients and developing and modifying care plans and will assure patients well-being and safety. I will apply my knowledge in my clinical practice to impact the clients in positive way and by displaying cultural competence (Towle, 2016). As, becoming a graduate in the future I will apply my knowledge gained in this course by providing quality care to patients, making clinical decision through evidence based practice and applying nursing theories practical nursing environment. I will involve in active and purposeful evidence based practice and problem solving process. I will provide the best possible care to the patients. I wi ll take the challenges and always check for reliability and accuracy of information in evidence based practice. References Kacmarek, R. M., Stoller, J. K., Heuer, A. (2016).Egan's fundamentals of respiratory care. Elsevier Health Sciences. Kilpatrick, K., DiCenso, A., Bryant-Lukosius, D., Ritchie, J. A., Martin-Misener, R., Carter,(2013). Practice patterns and perceived impact of clinical nurse specialist roles in Canada: results of a national survey.International journal of nursing studies,50(11), 1524-1536. Standards of Practice for Licensed Practical Nurses in Canada. (2013). Retrieved from: https://www.clpna.com/wp-content/uploads/2013/02/doc_CCPNR_CLPNA_Standards_of_Practice.pdf Towle, A. (2016). Nurses Must Knock Down Professional Silos and Create Quality, Safe and Effective Interprofessional Teams. From the Inside Looking Out: A Healthcare Providers Experience Being the Family Member. Journal of Nursing and Care.

liberation ideologies essays

liberation ideologies essays We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed... There comes a time when the cup of endurance runs over, and men are no longer willing to be plunged into the abyss of despair... Like a boil that can never be cured so long as it is covered up but must be opened with all its ugliness to the natural medicines of air and light, injustice must be exposed, with all the tension its exposure creates, to the light of human conscience and the air of national opinion before it can be cured... Oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests itself. These were the words of Dr. Martin Luther King Jr., as seen in his letter entitled Civil Disobedience in Defense of God-Given Rights, in which he argues the need for the American nation to live up to the ideal it professes but imperfectly realizes (Cohen 652). His letter was written in hope of provoking moral refle ction and legal reform within the nation. It was a plea for liberation, utilizing deliberate self-sacrifice as a means to provoke such a change. However, Dr. Kings example of an ideology based on liberation is only one of many. Fascism, Nationalism, both liberation theology and fundamentalism, Feminism, and student radicalism are all examples of liberation based ideologies. Any liberation-oriented cause works to achieve some sort of liberation from oppression or reform in a lack of freedom. It is this goal which eventually inspires action within the cause or ideology. Yet, just as in other ideologies such as democracy or Marxism, the specific events or conditions igniting such a need for reform and liberation seem to determine the way, or the system, in which the goal of liberation is achieved. Fascism is an ideology of liberation which centers around three key themes of elitism, irrationalism, and myth. Fascism is...

Reaction Essay

Tips on Writing A Response/Reaction Essay How to Write a Response/Reaction Essay? A response/reaction essay is a tough writing challenge. Not only it reveals students’ ability to represent some pieces of information in a written form, but also to provide arguments and express their own opinion about the topic. As well as many other types of essays, a response/reaction essay should follow several crucial academic requirements: It is supposed to be 100% unique. The slightest sign of plagiarism and you are doomed to failure. It should not contain grammar and punctuation mistakes. It does not matter what type of assignment you write. Each is supposed to be flawless when it comes to writing style, grammar, .etc A response/reaction essay requires responding to multiple information sources. It requires some analysis and research before you start writing. The amplified historical context in a response/reaction essay is obligatory. The main mission is to make your paper as provoking and encouraging for readers’ thoughts as possible. Prepare for a long-lasting work, which is normal for this type of essay. It is not just about summarizing numerous text sources related to the topic. It is also about analyzing, providing evidence, arguments, and proofs in addition to displaying you a general acknowledgment of the topic. Tips on Reaction Essay Formatting Reaction essay formatting appears to be the major problem for the majority of students. On the other hand, proper formatting is the baseline requirement. Once you fail to meet it, your paper is doomed to failure as well. Here are some useful tips that will come n handy when formatting a reaction essay: Stress the main idea of the text you are reading. Divide all facts and ideas into separate lists. Define the key points, arguments, and problems; The next step is to identify the subtext of the information provided. Make it clear for the readers why you opt for particular details and facts. You should explain the meaning of the symbols and highlight their connection with the rest of your paper. Make sure the whole picture is delivered to the target audience; Highlight some strong points and identify the weak. Provide your own attitude to author’s position whether you agree or disagree and why. Make sure you have a set of strong counterarguments; Summaries your thoughts and express them in a strong thesis statement. Mistakes to Avoid When Writing A Reaction Essay Procrastinating is probably the most typical mistake many students do when dealing with a reaction paper. Writing such type of essay requires plenty of time necessary to do the research and analyze tons of literature. Some students try to avoid that work and implement their personal experience, which is wrong. Always keep in mind that a reaction paper has nothing in common with a biographical paper. No one is interested how you would behave in a particular situation. Once you crave for writing assistance, you may find critical response paper samples rather handy. Good luck!

Developing a small business Essay Example | Topics and Well Written Essays - 4000 words

Developing a small business - Essay Example However, Fair fast food forever gives the customers the imagery that it is a impersonator, always reproduction the food recipe also from coffee bar de carol; further additional, it suffered food quality manage and monetary unsteadiness. Upon the aspects of outside surroundings analysis, the Fair fast food has optimistic condition similar to increasing "Not cooking" youthful couples, economic slump period, food preference of younger and young people, its' ascendant position in Kowloon, and Hong Kong is an good-looking traveling metropolis will make additional opportunities for Fair fast food to expand. However, some outside impediments as usual disaster and keen opposition in catering manufacturing will ominously cumber its growth. If we analyzed then we come to know that the part of informative from meeting and analysis can with no trouble get that the Fair fast food eating place has been productively developing from one opening to 11 outlets nowadays due to their organization attitude that always follows the essential rules similar to mechanization, fast, and Utilization of good resources; further additional, its organization Concent... Introduction Small Business, in the UK business that is separately owned and operated, is not leading in its field of operation and can meet the criteria under criteria about figure of employees, average yearly receipts or other decisive factor as outlined by the UK Small Business Management (www.motorola.com). According to the expert analysis running a one-person business is a original, flexible and demanding way to turn out to be your own superior and chart your own prospect. It is about creating a life, as it is concerning creation a living. It takes bravery, determination and forethought to decide to turn out to be an entrepreneur. From the comparatively secure cocoon of the business world, where paychecks reach your destination frequently, you will be venturing into the unchartered country of business. This account covers the inside that analysis of the Fair fast food eating place is how to productively operate and stay alive in the competitive market as a small business starter. Company Profile This research focused on this truth that the primary Fair fast food eating place was recognized in December 1991 in Chung on Street, Tsuen Wan, registered capital of the occasion was HK$5 millions and the whole amount of the employees was 57. The second eating place was opened five years afterward in 1996 in Fuk Wing Street, Sham Shui Po, the total quantity of the staff at that time has been greater than before to 86. Fair prolonged rapidly since then mounting from 5 restaurants to a sum of 11 in 1998, portion over 10,000 clientele daily. Fair fast food eating place is principally busy in service a chain of fast food restaurants in Hong Kong and the People's Republic of China beneath the

APP assignment6 Assignment Example | Topics and Well Written Essays - 500 words

APP assignment6 - Assignment Example hey’s uses the batch process is shown in the division between the processing of cocoa beans, roasting the beans, making the chocolate liquor, and so on. In a way, Hershey’s also uses the assembly method because it employs mechanized fixed production arrangements to produce the same goods. The special hulling machine that takes out the nib or the inside of the bean from the shell is one example of automation used by Hershey’s in its production. Automation regulates the speed of different related activities that are carried out in step (Wilson & Hill 23)—roasting the beans, producing chocolate liquor, mixing milk-sugar and chocolate liquor, mixing cocoa butter with chocolate crumb, conching, cooling the chocolate, then packaging. Hershey’s chocolate making is continuous, not intermittent. Continuous refers to a form of production that operates continually with no irregularities or repeated pauses. In the continuous production method, products are generated continually according to demand estimate (Wilson & Hill 37). Hershey’s mass produce chocolates or manufacture chocolates on a massive scale for selling and supplying. The company does not produce in accordance to customer’s orders. The production method of a chocolate industry is largely determined by the demand projection. The features of a continuous production method that are demonstrated by the Hershey’s chocolate making system are as follows: process production is continuous; mass production; the products are generated on fixed quality criteria; and the products are generated in forecast of demand. If Hershey’s wants to open a new manufacturing facility in the U.S. Midwest it has to consider several factors. First is the availability or accessibility of resources or raw materials. The company should make sure that its facilities are near to a source of cacao. If these facilities are not located near to such sources, then the cost of transportation and sourcing will cut down the company’s

Joint operation planning process

Joint operation planning process The Joint Operation Planning Process, or JOPP, supports planning at all levels and for missions across the full range of military operations. This planning process applies to both contingency planning and CAP. The JOPP is an orderly, analytical planning process that consists of a set of logical steps to analyze a mission, develop, analyze, and compare alternative COAs, or courses of action, select the best COA, and produce a plan or order. Step 1: Initiation. The Joint Operation Planning Process or JOPP begins when the President, SecDef, or CJCS recognizes a potential for military capability to be employed in response to a potential or actual crisis and initiates planning by deciding to develop military options. The GEF, JSCP, and related strategic guidance statements serve as the primary guidance to begin contingency planning. Military options normally are developed in combination with other nonmilitary options so that the President can respond with all the appropriate instruments of national power. Often in CAP, the JFC and staff will perform an assessment of the initiating directive to determine time available until mission execution, the current status of intelligence products and staff estimates, and other factors relevant to the specific planning situation. Step 2: Mission Analysis. The primary purpose of mission analysis is to understand the problem and purpose of the operation and issue appropriate guidance to drive the rest of the planning process. A primary consideration for a supported commander during mission analysis is the national strategic end state -the broadly expressed political, military, economic, social, informational, and other conditions that should exist after the conclusion of a campaign or operation. The primary inputs to mission analysis are the higher headquarters planning directive, other strategic guidance, the Joint Intelligence Preparation of the Operational Environment or JIPOE, and initial staff estimates. The primary products of mission analysis are a restated mission statement and the JFCs initial intent statement, the Commanders Critical Information Requirements or CCIRs, and planning guidance. The figure below describes the key inputs and resulting outputs of mission analysis. Step 3: Course of Action (COA) Development. A COA consists of the following information: what type of military action will occur; why the action is required (purpose); who will take the action; when the action will begin; where the action will occur; and how the action will occur (method of employment of forces). A valid COA will have the characteristics outlined in the figure below. Once a valid COA is developed, the staff converts the approved COA into a CONOPS. COA determination will consist of four primary activities: COA development, analysis and wargaming, comparison, and approval. Step 4: COA Analysis and Wargaming. The commander and staff analyze each tentative COA separately according to the commanders guidance. COA analysis identifies advantages and disadvantages of each proposed friendly COA. Wargaming provides a means for the commander and participants to analyze a tentative COA, improve their understanding of the operational environment, and obtain insights that otherwise might not have occurred. Based upon time available, the commander should wargame each tentative COA against the most probable and the most dangerous adversary COAs. Step 5: COA Comparison. An objective process whereby COAs are considered independently of each other and evaluated against a set of criteria that are established by the staff and commander. The goal is to identify the strengths and weaknesses of COAs so that a COA with the highest probability of success can be selected or developed. The commander and staff develop and evaluate a list of important criteria, or governing factors, consider each COAs advantages and disadvantages, identify actions to overcome disadvantages, make final tests for feasibility and acceptability and weigh the relative merits of each. Step 6: COA Approval. The staff determines the best COA to recommend to the commander. The staff briefs the commander on the COA comparison and the analysis and wargaming results, including a review of important supporting information. This briefing often takes the form of a commanders estimate. This information could include such factors as, the current status of the joint force; the current JIPOE; and assumptions used in COA development. The commander selects a COA or forms an alternate COA based upon the staff recommendations. The nature of a potential contingency could make it difficult to determine a specific end state until the crisis actually occurs. In these cases, the JFC may choose to present two or more valid COAs for approval by higher authority. A single COA can then be approved when the crisis occurs and specific circumstances become clear. Step 7: Plan or Order Development. The commander and staff, in collaboration with subordinate and supporting components and organizations, expand the approved COA into a detailed joint operation plan or OPORD by first developing an executable CONOPS, which clearly and concisely expresses what the JFC intends to accomplish and how it will be done using available resources. It describes how the actions of the joint force components and supporting organizations will be integrated, synchronized, and phased to accomplish the mission, including potential branches and sequels. Contingency planning will result in operation plan development, while CAP typically will lead directly to OPORD development. Voice: Planning initiation begins when the President, SecDef, or CJCS recognizes a potential for military capability to be employed in response to a potential or actual crisis. The primary purpose of the next step, mission analysis, is to understand the problem and purpose of the operation and issue appropriate guidance to drive the rest of the planning process. Next, planners must develop a COA to accomplish the mission. During course of action analysis and wargaming, the commander and staff analyze each COA separately according to the commanders guidance. COA analysis identifies advantages and disadvantages of each proposed friendly COA. Wargaming provides a means for the commander and participants to analyze the COA and improve understanding of the operational environment. During COA comparison, COAs are considered independently of each other and evaluated against a set of criteria, which are established by the staff and commander. The goal is to identify the strengths and weaknes ses of COAs to select the COA with the highest probability of success. Next, the staff determines the best COA to recommend to the commander, which is normally presented in the form of a briefing for approval or further guidance. Finally, the commander and staff, in collaboration with subordinate and supporting components and organizations, expand the approved COA into a detailed joint operation plan or OPORD by first developing an executable concept of operations, or CONOPS. The CONOPS clearly and concisely expresses what the JFC intends to accomplish and how it will be done using available resources. Most often contingency planning will result in operation plan development, while CAP typically will lead directly to the development of an OPORD. Title: Contingency Planning A graphic is shown, which represents the four levels of planning detail: 1) Commanders Estimate 2) Base Plan 3) CONPLAN 4) OPLAN. The following text is shown on the right of the screen in support of the narration: Initiated by publication of the Guidance for Employment of the Force (GEF) and the Joint Strategic Capabilities Plan (JSCP) Conducted during peacetime Develops plans for a broad range of contingencies Compliments and supports other Department of Defense (DOD) planning cycles Facilitates the transition to crisis action planning (CAP) Voice: Contingency planning usually begins with the publication of a new GEF and JSCP. It is a peacetime process that develops plans for a broad range of contingencies with apportioned resources. Its performed in a continuous cycle that complements and supports other DOD planning cycles and facilitates the transition to crisis action planning, or CAP. Contingency planning is accomplished through four planning levels based on JOPES policies and guidance. Title: Contingency Planning Levels Action: On the left side of the screen is a graphic representing the the four levels of planning detail: 1) Commanders Estimate 2) Base Plan 3) CONPLAN 4) OPLAN. The following text is included as pop-up boxes to the matching components of the graphic: Level 1 Planning Detail Commanders Estimate: Focuses on producing a developed Course of Action (COA) Provides the SecDef with military COAs to meet a potential contingency Reflects the supported commanders analysis of the various COAs potential contingency Level 2 Planning Detail Base Plan: Describes the CONOPS, major forces, concepts of support, and anticipated timelines for completing the mission Normally does not include annexes or a TPFDD Level 3 Planning Detail CONPLAN: CONPLAN is an operation plan in an abbreviated format Requires expansion and alteration to convert into OPLAN or OPORD Includes a base plan with annexes, as required by the JFC and a supported commanders estimate of the plans feasibility Produces a TPFDD, if applicable Level 4 Planning Detail OPLAN: OPLAN is a complete and detailed joint plan with a full description of the CONOPS, all annexes applicable to the plan, and a TPFDD Identifies the specific forces, functional support, and resources required to execute the plan Can be quickly developed into an OPORD Voice: Contingency planning encompasses four levels of planning detail with an associated planning product for each level. Level 1 planning detail is the commanders estimate, which focuses on producing a developed COA. These military COAs enable the SecDef to meet a potential contingency. The objective of Level 2 planning detail is a base plan which describes the CONOPS, major forces, concepts of support, and the necessary timelines to complete the envisioned mission. This level normally does not include a detailed transportation feasible flow of resources into the theater. In Level 3 planning detail, the concept plan or CONPLAN is formulated, which is an operations plan in an abbreviated format. It includes annexes as required by the JFC and the supported commanders estimate of the plans overall feasibility. The CONPLAN may have an associated time-phased force and deployment data, or TPFDD, if applicable. Finally, the objective of Level 4 planning detail is a fully-developed operati on plan, or OPLAN, containing a complete and detailed joint plan with a full description of the CONOPS, all annexes required for the plan, and a TPFDD. The OPLAN identifies the specific forces, functional support, and resources required to execute the plan. The OPLAN can be quickly developed into an OPORD. Action: The following text is shown to the right of the planning level detail graphic: An OPLAN is normally prepared when: The contingency is critical to national security and requires detailed prior planning. The magnitude or timing of the contingency requires detailed planning. Detailed planning is required to support multinational planning. The feasibility of the plans CONOPS cannot be determined without detailed planning. Detailed planning is necessary to determine force deployment, employment, and sustainment requirements, determine available resources to fill identified requirements, and validate shortfalls. Voice: Furthermore, an OPLAN is normally prepared under the following circumstances: if the contingency is critical to national security and requires detailed planning; the magnitude or timing of the contingency necessitates the planning; detailed planning is required for a multinational planning effort; the feasibility of the CONOPS demands detailed planning; or if a detailed effort is necessary to determine the levels of force deployment and sustainment. Title: Crisis Action Planning Action: A series of pictures representing Crisis Action Planning is presented on screen. The following text replaces the pictures when mentioned in the narration: Contingency Planning Planning activities that occur in non-crisis situations; relies heavily on assumptions and projections Crisis Action Planning Based on facts and actual planning as a crisis unfolds Action: The series of pictures is brought back with additional images added to it and is now used as a background. Voice: Because its difficult to predict where and when a crisis will occur, planners must be able to rapidly respond to problems as they arise. Unlike contingency planning, which prepares plans in anticipation of future events, crisis action planning allows planners to respond to situations based on circumstances that exist at the time of planning. Crisis action planning procedures parallel contingency planning, but are more flexible and responsive to changing events. In time-sensitive situations, the JPEC follows formally established CAP procedures to adjust and implement previously prepared contingency plans by converting them into OPORDs or to fully develop and execute OPORDs where no useful contingency plan exists. Title: Crisis Action Planning Activities Action: In the background is a graphic representing the activities associated with crisis action planning. When mentioned in the narration, the corresponding parts are highlighted. The graphic shows a graphic labeled Event, directly under a box labeled Situational Awareness. Boxes continue in two rows, showing a linear sequence connected by arrows in a zigzag pattern. An arrow labeled OPREP-3 PCA points from Situational Awareness to Decision. An arrow covered by a document labeled Warning Order points to COA Development. An arrow labeled Commanders Estimate points from COA Development to COA Selection. An arrow covered by a document labeled Planning or Alert Order points from COA Selection to Detailed Planning. An arrow labeled Operations Order points from Detailed Planning to Plan Approval. An arrow covered by a document labeled Execute Order points from Plan Approval to Execution. Graphic bands at the top divide the graphic into three portions. Situational Awareness stretches across the entire screen, lasting throughout the process. Planning covers COA Development, COA Selection, Detailed Planning, Plan Approval, and Execution and the intermediary products. Two arrows across the bottom, labeled Prepare to Deploy Order and Deployment Order, extend across the same region as the Planning band. A band labeled Execution extends from near the end of Plan Approval through the Execution activity. Voice: CAP activities are similar to contingency planning activities; however, CAP is based on dynamic, real-world conditions rather than assumptions. CAP procedures provide for the rapid and effective exchange of information and analysis, the timely preparation of military COAs for consideration by the President or SecDef, and the prompt transmission of their decisions to the JPEC. The exact flow of the procedures is largely determined by the time available to complete the planning and by the significance of the crisis. The following steps summarize the activities and interaction that occur during CAP. When the President, SecDef, or CJCS decide to develop military options, the CJCS issues a planning directive to the JPEC initiating the development of COAs. Next, a WARNORD is issued that describes the situation, establishes command relationships, and identifies the mission and any planning constraints. In response to the WARNORD, the supported commander, in collaboration with subordinate and supporting commanders and the rest of the JPEC, reviews existing joint OPLANs for applicability and develops, analyzes, and compares COAs. Next, the feasibility that existing OPLANs can be modified to fit the specific situation is determined. The CJCS then reviews and evaluates the supported commanders estimate and recommends a COA selection. On receiving the decision of the President or SecDef, the CJCS issues an Alert Order to the JPEC to announce the decision. The supported commander then develops the OPORD and supporting TPFDD using the approved COA. The supported commander then submits the completed OPORD for approval to the SecDef or President via the CJCS. Finally, in CAP, plan development continues after the President or SecDef decides to execute the OPORD or to return to the pre-crisis situation. Title: Campaign Planning Action: The following bullet point list and quote from Joint Publication 5-0 are shown on screen, along with a picture representing campaign planning, in support of the narration: May begin during contingency planning and continue through CAP Primary way combatant commanders achieve unity of effort and guide planning of joint operations Operationalize combatant commander theater and functional strategies and integrate steady-state-activities, including current operations and security cooperation activities Require the broadest strategic concepts of operation and sustainment for achieving multinational, national, and theater-strategic objectives A campaign plan describes how a series of joint major operations are arranged in time, space, and purpose to achieve strategic and operational objectives. Joint Pub 5-0 Voice: It is important to note how campaign planning relates to the two categories of joint operation planning. Joint operation planning and planning for a campaign are not separate planning types or processes. Campaign planning may begin during contingency planning and continue through CAP, thus unifying the entire process. A campaign plan describes how a series of joint major operations are arranged in time, space, and purpose to achieve strategic and operational objectives. Campaign planning is a primary means by which combatant commanders arrange for strategic unity of effort and through which they guide the planning of joint operations within their theater. Campaign plans operationalize combatant commander theater and functional strategies and integrate steady-state-activities, including current operations as well as security cooperation activities. They require the broadest strategic concepts of operation and sustainment for achieving multinational, national, and theater-strategic objectives. Title: Types of Campaigns Action: Background image shows combatant command AOR map of the world. The following text is shown to support of the narration: Global Campaign Encompasses strategic objectives on multiple AORs. More than one supported GCC possible and competing requirements for transportation, ISR assets, and specialized units and equipment. The Global War on Terrorism is an example of a global campaign. Theater Campaign Focuses on activities of a supported combatant commander. Accomplishes strategic or operational objectives within a theater of war or theater of operations. Operations DESERT SHIELD and DESERT STORM comprised a theater campaign in the 1990-91 Persian Gulf Conflict. Subordinate Campaign Describes the actions of a subordinate JFC, which accomplish (or contribute to the accomplishment of) strategic or operational objectives in support of a global or theater campaign. Subordinate JFCs develop subordinate campaign plans Voice: There are three general types of campaigns, which differ generally in scope. A global campaign is one that requires the accomplishment of strategic objectives in joint operations in multiple areas of responsibility ,or AORs. In this case, there could be more than one supported geographic combatant commander, or GCC. Planners must be aware of competing requirements for potentially scarce strategic resources, such as transportation and ISR assets, as well as specialized and unique units and equipment, such as special operations and tankers. Global campaigns will often establish the strategic and operational framework within which theater and subordinate campaigns are developed. The Global War on Terrorism is an example of a campaign that spans all AORs. A theater campaign encompasses the activities of a supported combatant commander. It accomplishes strategic or operational objectives within a theater of war or theater of operations, primarily within the supported commanders AOR. An OPLAN for a theater campaign is the operational extension of a commanders theater strategy, and translates theater strategic concepts into unified action. Adjacent combatant commanders may conduct supporting operations, within the AOR of the supported commander or within their own AORs, under the overall direction of the supported commander. Operations DESERT SHIELD and DESERT STORM comprised a theater campaign in the 1990-91 Persian Gulf Conflict. A subordinate campaign describes the actions of a subordinate JFC, which accomplish, or contribute to the accomplishment of, strategic or operational objectives in support of a global or theater campaign. Subordinate JFCs develop subordinate campaign plans, if their assigned missions require military operations of substantial size, complexity, and duration and cannot be accomplished within the framework of a single major joint operation. Subordinate campaign plans should be consistent with the strategic and operational guidance and direction developed by the supported JFC. Title: Campaign Plan Design Action: A collage of images representing Campaign Planning are shown on screen. The following text is shown in support of the narration: Mostly art, not science-no best way to develop campaign plans Requires thinking creatively to make best use of resources to achieve objectives Involves Operational Art-the employment of military forces to attain strategic and/or operational objectives through the design, organization, integration, and conduct of strategies, campaigns, major operations, and battles Voice: Campaign planning is relatively unstructured compared to contingency and crisis action planning. Campaign planning is mostly an art, not a science; there is no set recipe or best way to develop a campaign plan. It requires a thorough knowledge of enemy and friendly capabilities, forces, and tactics, as well as out-of-the-box thinking and creativity in order to make the best use of resources to achieve the desired objectives. Because campaign planning is mostly art, it is inextricably linked with operational art, most notably in the design of the operational concept for the campaign. Operational art refers to the employment of military forces to attain strategic and/or operational objectives through the design, organization, integration, and conduct of strategies, campaigns, major operations, and battles. This is primarily an intellectual exercise based on experience and judgment. Action: A diagram is show to represent the three key elements of operational design in the following narration. The diagram shows: understand the strategic guidance, bracketing the first and second levels of the diagram, which are national strategic objectives with conditions (effects) branched underneath; next level is identify critical factors which brackets level three in the diagram, centers of gravity; finally, develop an operational concept is the last section bracketing actions under the centers of gravity boxes. Voice: There are three key elements of operational design. First, planners must understand the strategic guidance from the civilian leadership. This involves determining what the desired end state is and what has to be accomplished militarily to get there. Once planners understand what military conditions must exist to achieve strategic objectives, they must determine how to effect those conditions. The key to this is identifying the adversarys critical factors-their strengths and points of vulnerability, called Centers of Gravity (COGs). Finally, the planner must develop an operational concept, which describes the sequence of actions and the application of forces and capabilities necessary to neutralize or destroy the enemys COGs. Title: Joint Air Estimate Action: On the right of the screen, operational airpower images are shown. The following text and footer are shown on the left of the screen in support of the narration: Culminates with the production of the Joint Air and Space Operations Plan (JAOP) May be employed to support deliberate and crisis action planning The Joint Air and Space Operations Plan (JAOP) guides the employment of air and space capabilities and forces from joint force components to accomplish the missions assigned by the Joint Force Commander (JFC) Voice: Weve discussed joint operation planning in a very general sense, but how does the Joint Force Air Component Commander (JFACC) fulfill his specific responsibility to develop the air and space portion of the Joint Force Commanders (JFCs) campaign plan? The Joint Air Estimate Process is a six-phase process that culminates with the production of the Joint Air and Space Operations Plan (JAOP). The JAOP is the JFACCs plan for integrating and coordinating joint air and space operations. It guides the employment of air and space capabilities and forces from joint force components to accomplish the missions assigned by the JFC. A Joint Air Estimate Process may be employed during contingency planning to produce JAOPs that support Operation Plans (OPLANs) or Concept Plans (CONPLANs). It may also be used during crisis action planning in concert with other theater operation planning. Title: Joint Air Estimate Process Action: The following text is shown in support of the narration: Mission Analysis Joint Intelligence Preparation of the Operational Environment (JIPOE) is initiated; JFCs mission and guidance analyzed Situation and Course of Action Development JIPOE refined; Friendly and adversary COGs are analyzed to assist in COA preparation Course of Action Analysis Advantages and disadvantages of each COA are identified Course of Action Comparison COAs are compared to predetermined criteria to identify best employment options Course of Action Selection Staff briefs recommended COA to JFACC Joint Air Space Operations Plan (JAOP) Development Selected COA developed into JAOP Action: A link to Joint Publication 3-30 is provided at the bottom of the page. Each of the bold text above are linked to the following pop-up text: Mission Analysis: Mission analysis is critical to ensure thorough understanding of the task and subsequent planning. It results in the Joint Force Air Component Commanders (JFACCs) mission statement that includes the who, what, when, where and why for the joint air operation. Anticipation, prior preparation, and a trained staff are critical to a timely mission analysis. Staff estimates generated during mission analysis are continually revisited and updated during the course of planning and execution. Situation and Course of Action (COA) Development The first two tasks of situation and course of action (COA) development are expanding and refining the initial JIPOE completed in Phase I and COG analysis. Expanded JIPOE is essential to developing and analyzing both enemy and friendly COGs. This is especially critical for air and space planning given the perspective and scope of air and space operations. The third task is the development of friendly COAs. Air and space planners develop alternative COAs by varying the ends, ways, means, and risks. The operational objectives normally fill the what guidance for COA development; the supporting tactical objectives, effects, and tasks help define the how for planners. Once planners define the objectives and supporting effects, they further refine potential air and space COAs based on the priority, sequence, phasing, weight of effort, matched resources, and assessment criteria. The result of COA development is a minimum of two valid COAs or a single valid COA with significant branches or s equels. The final step is a risk analysis of the COA in terms of both operations and combat support Course of Action (COA) Analysis COA analysis involves wargaming each COA against the adversarys most likely and most dangerous COAs. Wargaming is a recorded what if session of actions and reactions designed to visualize the flow of the battle and evaluate each friendly COA. Wargaming is a valuable step in the estimate process because it stimulates ideas and provides insights that might not otherwise be discovered. Course of Action (COA) Comparison Comparing the COAs against predetermined criteria provides an analytical method to identify the best employment options for air forces/capabilities. This begins with the JFACC staff comparing the proposed COAs and identifying the strengths, weaknesses, advantages and disadvantages of each. This is often followed by rating each COA based upon the established criteria. Course of Action (COA) Selection COA selection begins when the staff presents their recommended COA (usually in the form of a briefing) to the JFACC. This briefing includes a summary of the estimate process that led to the recommended COA. Based on the amount of JFACC involvement throughout the planning process and the degree of parallel planning the commander accomplishes, COA selection will vary from choosing among alternatives to direct approval of the staff-recommended COA. Joint Air Operations Plan (JAOP) Development The JAOP details how the joint air effort will support the JFCs overall Operation Plan (OPLAN). The JAOP accomplishes the following: integrates the efforts of joint air and space capabilities and forces; identifies objectives and tasks; identifies measures or indicators of success; accounts for current and potential adversary COAs; synchronizes the phasing of air and space operations with the JFCs plan; indicates what air and space capabilities and forces are required to achieve the objectives. Voice: While the phases of the Joint Air Estimate process are presented in sequential order, work on them can be either concurrent or sequential. The phases are integrated and the products of each phase are checked and verified for coherence. The Process begins with Mission Analysis. This first phase incorporates: a

America’s Involvement In the Spanish-American War Essay

In the late 19th century the United States began to dramatically reshape their foreign policies, and they soon found themselves in a bloody war that would shape the future of the country for years to come. When the United States was first created George Washington recommended limited foreign involvement, this all changed in 1823 with the Monroe Doctrine. This document set out the entire western hemisphere as the United States sphere of influence. However, at the time the Unites States did not have the power or the navy to back up this demand, until the late 1880’s when support for imperialism began to take off. People began to support imperialism because all other great powers had empires, strategic objectives became important, expanding the foreign market would support the economy, and social Darwinism was applied to nations, which meant that only the countries with the greatest wealth and largest empires would survive. As the 19th century came to a close, the United States saw an opportunity to put the Monroe Doctrine and a new sense of imperialism into action. At the time, Cuba was under going serious change, and was in the middle of a civil war with Spain. In 1895 a war escalated in Cuba to the point that 500, 000 Cubans were put into camps because of the reconcentracion policy.1 This policy had disastrous consequences causing nearly 200, 000 people in the camps to die because of the lack of proper food, sanitary conditions, and medical care.2 The policy generated severe anti-Spanish sentiment in the United States. As anger continued to rise among the American people, short-tempers eventually shattered into a gruesome war. The United States’ own President McKinley said that he â€Å"had no desire to go to war with Spain†, thus one must ask what were the overwhelming factors that pushed the American nation into another war?3 Historians have suggested numerous reasons for the United States to enter into war. Many authors, such as Ivan Musicant4 and Frank Friedel5, believe the Yellow Press and their extraordinary stories pushed the American public to their limits, forcing the McKinley administration to finally intervene in Cuba. However, writers such as Wayne Morgan suggested that the United States pursued a peaceful policy toward Cuba, attempting to force Spain to reform the island, but the Spanish failure to do so provoked American intervention.6 The overwhelming causes of the Spanish-American War can be attributed to a combination of five factors listed in order of importance. The Yellow Press, American economic interests, McKinley’s political agenda, and the sinking of the Maine. With these four factors in mind, the American motives for war will be accurately examined. When the American people saw an opportunity to make money by investing in Cuba’s sugar plantations, they immediately took advantage of the opportunity. However, once they saw their economic interests were endangered by the civil war in Cuba, American people wanted to protect their valuable investments. One of the main reasons Cuban Nationalists revolted against Spain was because they thought the U.S. would likely come to their aid. They had good reason to think this because at the time the United States was investing increasing amounts of money into Cuban sugar production, $50 million by 1895 and conducted trade with Cuba worth $100 million annually. The United States also had a strangle hold on the Cuban economy with 87% of all Cuban exports going to the United States in 1890.7 This newly found American-Cuban relationship also had its negative sides; it brought with it an increasing concentration on sugar production. As the Cuban revolution continued, more and more sugar plantations were being destroyed, disrupting trade, and seriously hurting the American investments. Not only would Americans be able to protect these investments if they went to war, but they would be able to acquire other Spanish colonies, for example the Philippines, and expand their foreign market. As Massachusetts Senator Henry Cabot Lodge said, â€Å"Free Cuba would mean a great market for the United States; it would mean an opportunity for American capital; it would mean an opportunity for development of that splendid island.†8 Freeing the rebellious nation would not only protect the withstanding American investments, but would also allow Americans to spread their influence around the Caribbean nations and capture the foreign market. America’s future as an industrial power depended on foreign markets for American products. One of the major causes of the Spanish-American War was the American public opinion, which was extremely negative towards the Spaniards. The articles written by the Yellow Press drastically swayed this public opinion. The Yellow Press was a newspaper war in New York City between William Randolph Hearst and Joseph Pulitzer. These writers sensationalized the news and often exaggerated the truth and provoked a demand for intervention in Cuba. The American public used these newspapers as their information center for all events that were occurring in Cuba. Hearst and Pulitzer were able to greatly benefit from influencing Americans, increasing their readership from 400, 000 in 1897, to over 1 million readers during the Spanish-American War in 1898.9 Whatever Hearst or Pulitzer had to say was accepted by Americans without thought to the information’s validity. A good example of the Hearst’s Journal exaggerating the truth is an article on the Spanish General Weyler, â€Å"There is nothing to prevent his carnal animal brain from running riot with itself in inventing tortures and infamies of blood debauchery†.10 Biased information like this would be handed to the American public day after day, forcing the people to believe that the situation in Cuba required intervention. On February 8, 1898, Hearst once again added fuel to the fire with the publishing of the de Là ¯Ã‚ ¿Ã‚ ½me letter. The Spanish Ambassador wrote the letter, which was published in the Journal, to a friend, in which the diplomat called U.S. President William McKinley â€Å"†¦ a weak man and a bidder for the admiration of the crowd†¦besides being a common politician†¦Ã¢â‚¬ .11 The letter enraged the American and drove them â€Å"to a new level of hysteria†.12 Although the letter did not have major economical or political impact, besides on McKinley’s ego, the social implications were enormous. Hearst and Pulitzer were not the only people who wrote about the conditions in Cuba, there was also E.L. Godkin who was the editor of the weekly Nation. Godkin frequently spoke out against Hearst and Pulitzer accusing them of gross misrepresentation, deliberate invention and unnecessary recklessness. He said â€Å"They were firebrands, tossed into the American crowd in an attempt to ignite a war.†13 No matter how much Godkin spoke out against Hearst and Pulitzer, they continued to dominate the American public with their embellished stories and pro war slants. The American public’s humanitarian concerns came into play after reading these articles. They soon believed how terrible the Cuban conditions were and began to plead the government to take aggressive steps towards Cuban independence. When the U.S. naval ship, the Maine, exploded in Havana Harbor, the American people, and their government were confused about what had happened and who had done it. Many fingers began to point at Spain, but even if Spain had not committed the crime, the suspicion alone by the American people was enough to push the war envelope a bit further. One of the final peaceful solutions to the problems in Cuba, presented by McKinley, was autonomy. This granted the country the right of self-government, however, a large portion of the Cuban population opposed autonomy and soon riots broke out. The battleship Maine simply arrived in Havana for a â€Å"friendly visit† on January 25, 1898 in response to pro-Spanish mobs.14 Suddenly, on the evening of February 15, 1898, at 9:45 PM, the Maine blew up, killing 268 of the crew.15 The explosion was an enormous blow not only to the American people, but to the Spanish and Cuban people as well. Immediately Madrid authorities as well as McKinley want ed to know what had happened and began thorough investigations. On March 21 the U.S. court determined there were two explosions: the first was of a mine under the keel of the Maine, and the second touched off by the initial blast.16 The court however did not fix responsibility for planting the mine. The Spanish board of inquiry, however, had a contrary conclusion, which said that the blast had been sparked by spontaneous combustion of coal.17 The American people were not told about the contrary deductions, but instead were heavily influenced by the Yellow Press who placed the fault of the incident solely on the Spaniards. The public was up in flames and was in agreement that the U.S. would get their revenge on Spain for taking American lives. The Maine explosion, combined with the anti-autonomy riots in Havana effectively changed the American public’s demands from Cuban autonomy to complete independence, which could only be achieved through war. When McKinley was inaugurated as president in 1896 his main political goals were to improve the United States economy and avoid war at all costs. However, McKinley found himself in a tough situation weighing peace against winning the upcoming 1900 election and the strategic benefits of acquiring Cuba. As McKinley was well aware of, the Yellow Press had misconstrued the situation in Cuba, causing the majority of the American population to become eager for war. If McKinley expected to win the upcoming election, he would have to give in to the people’s demands. McKinley also saw the beneficial strategic implications if the U.S. were to acquire Cuba and the Philippines through war. The United States would gain massive sea power by setting up naval bases, and Cuba would be the key to the future security of a U.S. canal in the Caribbean. With this political agenda in McKinley’s mind, he came up with two peaceful courses of action before he would have to declare war. McKinley’s first course of action was a proposal to buy Cuba for $30 million, but Spain quickly rejected this offer.18 Next, on March 29, 1898, Ambassador Stewart Woodford presented the final United States proposal on Cuba, requiring Spain to abandon the reconcentracion policy, proclaim an immediate armistice, and finally accede to Cuba’s independence.19 The Spanish government offered to withdraw the reconcentracion policy and to grant a cease-fire at the insurgents’ request, but refused to grant Cuba its independence.20 The American people were furious with the news, but McKinley, following through with his ultimatum asking Congress, on April 11, 1898, for permission to intervene directly in Cuba. The request was passed once the Teller Amendment, an agreement made disclaiming any intention of annexing Cuba, was adopted.21 The United States had finally entered a war that McKinley had feared, while the American people had been pushing for it all along. There were many factors that created the atmosphere necessary for the Spanish-American War to occur. No one event in itself was enough. But rather, it was the culmination of a sequence of events that created an atmosphere leading to war. The contributing factors that led to the Spanish-American War were economic interests, McKinley’s political agenda, and the sinking of the Maine. The major factor that eventually pushed the United States into war was the Yellow Press and its influence on the American people. The Yellow Press conveyed the facts to the American people in a negative manner, prompting the American people to plead for Cuban intervention through any means necessary. However, historian Wayne Morgan suggests, â€Å"war would have come without the Yellow Press†. 22 Once the nine-month war had ended, with only three months of fighting, the war concluded with the Treaty of Paris, 1898. This treaty gave the United States the colonies of Guam and Puerto Rico, along with the Philippines in return for $20 million.23 Although the Cubans did receive independence from Spain, in 1902 the U.S. created the Platt Amendment, which put Cuban foreign policy under U.S. control and all Cuban economic decisions under subject to U.S. approval.24 Life for Cubans was better, but they still did not have complete independence. Because the United States received the new colonies from Spain, they began to accomplish their imperialistic goals, and increase their national status to compete with the other world powers. President McKinley had tried his best to avoid a war, but the American public left him no choice, nevertheless McKinley succeeded in winning the 1900 elections.25 The Spanish-American War provided the United States with both opportunities and challenges. In 1899, when the United States occupied its new empire, Assistant Secretary of State John Basset Moore observed that the nation had become â€Å"a world power†¦Where formerly we had only commercial interests, we now have territorial and political interests as well.† 26 1 Michael Golay, America At War: The Spanish-American War. (New York: Facts on File, Inc., 1995), 5. 2 The Spanish American War, 1898, [May 2, 2007]. 3 Golay, America At War, 13. 4 Ivan Musicant, Empire By Default: The Spanish-American War and the Dawn of the American Century. (New York: Henry and Company, Inc., 1998), 81-83. 5 Frank Burt Freidel, The Splendid Little War. (Toronto: Little, Brown and Company Limited, 1958), 5-8. 6 Wayne Morgan, America’s Road To Empire: The War With Spain and Overseas Expansion. (New York: John Wiley and Sons, 1968), ix-x. 7 The Spanish American War, [May 2, 2007]. 8 Golay, America At War, 14. 9 The Spanish American War, [May 2, 2007]. 10 Golay, America At War, 7. 11 Irving Werstein, 1898: The Spanish-American War. (New York: Cooper Square Publishers, 1966) 10. 12 Musicant, Empire By Default, 152. 13 Golay, America At War, 12. 14 Freidel, The Splendid Little War, 8. 15 Albert Nofi, The Spanish-American War, 1898. (Conshohocken: Combined Books, Inc. 1996), 42 16 Nofi, The Spanish-American War, 43. 17 Causes of the Spanish American War. [May 2, 2007]. 18 Causes of the Spanish American War, [May 2, 2007]. 19 Nofi, The Spanish-American War, 44. 20 The Spanish American War, [May 2, 2007]. 21 David Goldfield et al, The American Journey: A History of The United States. (Toronto: Prentice-Hall Canada Inc., 2002), 427. 22 Morgan, America’s Road To Empire, 14. 23 The Spanish American War, [May 2, 2007]. 24 Goldfield, The American Journey, 430. 25 Goldfield, The American Journey, Appendix A-15 26 Goldfield, The American Journey, 427.