Ancient Egypt :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ancient Egypt was a very important time in our time period. They had their own way of life. Egyptians had their own writing, burials, government, religion, cooking, and games. They were educated people with many talents. They were good with their hands and brains. Ancient Egyptians were a magnificent race of people.   Ã‚  Ã‚  Ã‚  Ã‚  The Ancient Egyptians called their country Kemet, which means â€Å"Black Land.† The dark soil from the Nile River was very fertile. The Nile overflowed at the same time every year, leaving farmers with very fertile soil. The Nile provided much needed water for their crops during the dry season by using their irrigation system. The Nile River also provided the Egyptians with drinking water, and a way for them to travel, allowing them to explore and trade. In addition, the desert around the river was called â€Å"Red Land† by the Egyptians. This is where they lived, grew and prospered. The desert provided much gold for the Egyptians to trade with other countries or to keep for themselves. They brought back silver from Syria, cedar wood, oils, and horses from Lebanon, copper from Cyprus, gems from Afghanistan, ebony, wood, and ivory from Africa, and incense from Punt.   Ã‚  Ã‚  Ã‚  Ã‚  Egyptians cherished family life the way we cherish food or money. Children were considered a blessing. They prayed for them and used magic to have children, but if a couple could not conceive they adopted. Men were the head of the household and the oldest son inherited everything of the father’s.  Ã‚  Ã‚  Ã‚  Ã‚  Egyptian women were to obey their fathers and husbands, but were equal in many other ways. For example, women could have jobs, some rights in court cases, and they were able to own land. Women were also allowed to own businesses. Only noble women, however, could be priestesses. The women raised the children and took care of the house. Wealthy families would hire maids and nannies to do such things. Divorce was not common in Ancient Egypt, though it was an option. Problems were talked about between families, and if they could not be settled a divorce would take place. Some women became rulers but only in secret. The only woman who ruled as a phara oh in the open was Queen Hatsheput. Ordinary men normally had one wife, while pharaohs and kings had several. Most marriages were arranged by parents. Most girls married at age twelve while boys were usually a little older.

The Captivity and Restoration of Mrs. Mary Rowlandson Essay -- Mrs. Ma

The Captivity and Restoration of Mrs. Mary Rowlandson In â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson,† Mary Rowlandson, a Puritan mother from Lancaster, Massachusetts, recounts the invasion of her town by Indians in 1676 during â€Å"King Philip’s War,† when the Indians attempted to regain their tribal lands. She describes the period of time where she is held under captivity by the Indians, and the dire circumstances under which she lives. During these terrible weeks, Mary Rowlandson deals with the death of her youngest child, the absence of her Christian family and friends, the terrible conditions that she must survive, and her struggle to maintain her faith in God. She also learns how to cope with the Indians amongst whom she lives, which causes her attitude towards them to undergo several changes. At first, she is utterly appalled by their lifestyle and actions, but as time passes she grows dependent upon them, and by the end of her captivity, she almost admires their abil ity to survive the harshest times with a very minimal amount of possessions and resources. Despite her growing awe of the Indian lifestyle, her attitude towards them always maintains a view that they are the â€Å"enemy.† In the beginning of the narrative, Mary Rowlandson describes the manner in which the Indians invade her home, kill many of her friends, and drag her away from her husband and two children. She watches as the â€Å"murderous Wretches [burn] and [destroy]† her home before her eyes. It is the â€Å"dolefullest day that [her] eyes have ever [seen].† At this point in time, Mary has no knowledge of the Indian lifestyle, or even of their motive for ravaging the land of the colonists. She sees them merely as merciless heathens who come from Satan. Mary writes that before the incident, she said that if â€Å"the Indians should come, [she] should choose rather to be killed by them then [be] taken alive,†(124) but when that choice actually comes to her, she chooses to go with them, despite her unwillingness. At this point, she puts her life into the Indians’ hands. Once they leave the town, Mary and the Indians begin a series of â€Å"removes,† or moves to di fferent areas of the New England wilderness. Mary describes the celebration rituals of the Indians, where they dance and chant, and â€Å"[make] the place a lively resemblance of hell!† Their unchristian lifestyle... ...en she goes home to her family and friends, her attitude toward Indians in general changes greatly. At first, living with Indians is the most appalling thought that she could ever have. Over time, she realizes that she must somewhat befriend them in order to survive adequately. In the end, she even appreciates the Indians, and the experiences she has had with them. Her captivity also brings her closer to God, because during every hardship, she turns to her faith to help her through it. Her time with the Indians also gave her the affliction that she had always hoped for. Mary lived in prosperity before, and had too many comforts of the world around her. The journeys with the Indians give her a kind of reality check, because she sees that not everyone lives in prosperity as she did. The biggest lesson that she learns is to â€Å"look beyond present and smaller troubles, and be quieted under them, as Moses said, Exodus.xiv.13, Stand still, and see the salvation of the Lord.† Work Cited Rowlandson, Mary. A True History of the Captivity and Restoration of Mrs. Mary Rowlandson.In Women’s Indian Captivity Narratives. Ed. Kathryn Zabelle Derounian-Stodola. New York: Penguin Books, 1998.

Critical Issue Analysis

University of Phoenix Material Critical Issue Analysis After reading the selected critical issue, use the following questions to analyze the issue. Issue 3 – Is Psychological Debriefing a Harmful Intervention for Survivors of Trauma? 1. What are at least two facts presented by each side of the critical issue? Devilly & Cotton who represent the con side of the agreement present many different facts. Two that stand out is: that psychological debriefing â€Å". . . more of a â€Å"moral maintenance† intervention qua gesture of employer support, rather than a clinical intervention influencing distress and clinical symptomatolgy. Halgin, 2009, p. 68. ) Devilliy & Cotton also point to the fact it is a company’s way to protect again unwanted litigation. By providing employees with psychological debriefing it keeps them from later having an employee suing the company for damages from the traumatic event. Mitchell points out that crisis intervention is a support system f or those who have suffered trauma. Also note that for a fact that Critical Incident Stress Management â€Å". . . program includes many tactics and techniques, but it is not limited to. . . Crisis assessment services and strategic planning programs Family support services Individual, peer-provided crisis intervention services. Pre-crisis education programs Large group crisis interventions The provision of food and fluids to work crews Rotation and resting of work crews Advice to command staff and supervisors Small group crisis interventions Follow up services and referral services Post-crisis education And many other services. (Halgin, 2009, p. 77). 2. What are at least two opinions presented by each side of the critical issue? Con: 1.They claim that â€Å"During times of organizational upheaval and personal and interpersonal crisis, organization frequently access the services of psychologist to help mitigate the long-term consequences of these occurrences. † Halgin, 2009, p . 61) 2. The claim that CISD and CISM may be one in the same; or may or may not have a definite procedure detailing it. . These seem to be just claims and there is no evidence supporting the claims. Pro: 1. That Mitchell claims CISM to be psychological debriefing, but then state â€Å"crisis intervention is a support service, not psychotherapy or a substitute for psychotherapy. (Halgin, 2009, p. 78). This claim to me states it is not psychological debriefing. 2. Mitchell’s opinion that â€Å". . . negative outcome studies represent a hodgepodge of different types of intervention which do not equate the actual CISD but which loosely use the terminology â€Å"CISD†Ã¢â‚¬ . (p. 81). This seems like a personal opinion in that it the CISD did not work due to the ones using it not following the proper protocol. I would like to see how these other programs that did not work which he calls hodgepodge to see if they did use it correctly or if he was maybe offended by it not w orking. 3.What are some of the strengths associated with the Pro side of the issue? What are some of the weaknesses? Mitchell strengths would be that he seems to be the leader in the Critical Incident Stress Debriefing, as he first wrote about it in 1983. (Halgin, 2009, p. 78). Mitchell’s response to Davilly & Cotton is what their weakness was. They response to their statements, rather than spend the time to show how critical Incident stress debriefing or critical incident stress management works in practice. I think that would have been a better response to Davilly & Cotton, so layout how it works, show examples and give some test study data. . What are some of the strengths associated with the Con side of the issue? What are some of the weaknesses? I believe the strength of Davilly and & Cotton was that they took the time to define and try to show the differences between Critical Incident Stress Debriefing and Critical Incident Stress Management. As well as defining what ps ychology debriefing entails. Their weakness would be it was how to read, it did not flow easy for the readers and somewhat confusing. Also another weakness which was pointed out by Mitchell was that they did not seem to do much deep research for other papers written on the topic. 5.How credible were the authors of each argument? Explain your answer. Davilly & Cotton when to detail on what psychological debriefing was and how there are many different forms of it with: Critical Incident Stress Debriefing and Critical Incident Stress Management. Also how these two really kind of play hand in hand and might be the same thing. Therefore it is hard to tell the difference between the two. They tried to break down how these two systems work and the outcomes of such programs. Mitchell was credible in from the first paragraph notes that â€Å"In 1983 I wrote the first article ever written on Critical Incident Stress Debriefing. . â€Å" (Halgin, 2009, p. 78). Uses the programs during an eve nt rather than after. 6. Based on the statements presented in this critical issue, which author do you agree with? Why? While both sides had concrete evidence supporting their claims; I think I would have to agree with Davilly & Cotton. But can see how both work so I do not think one is better than the other. They provided more studies and data in comparison to Mitchell who just mentioned them. I might be swayed the other way if I went and did my own research.Also Mitchell noted that they call it â€Å"Crisis intervention is a support service, not psychotherapy or substitute for psychotherapy. † (Halgin, 2009, p. 78) That sentence literally stuck with me while I read the rest of their response to Davilly and Cotton. With that statement to me it does not seem that are really using psychological debriefing. I feel that Mitchell is using a type of assessment to see who then needs to move forward with psychology debriefing. Also that critical incident stress management is a proce ss which is used doing an ongoing traumatic event such as natural disaster.Without doing my own research on the matter on the article he mentioned I cannot say he clearly defended themselves. With Mitchell’s claims on critical incident stress management provides help during an traumatic event could be helpful, but I would like to see more studies on how it has worked or hasn’t. Therefore I side with Davilly and Cotton more than Mitchell. While I do not feel psychological debriefing would work for everyone I am interested in the topic and feel more research is need to learn more about it. 7.Which side of this critical issue does contemporary research support? Please provide specific examples in your response. In my personal opinion I would think that contemporary research would support Mitchell’s claim that psychological debriefing is indeed a good thing. I think this to be true because of the being on hand during the event to help those who are facing the experi ence firsthand and how it will relay to the aftermath and how and if treatment is provide for those victims and first responders after wards.

Curricular Ramifications

The employment of computer technologies in elementary school education has significantly increased across the globe. The benefits and advantages of computer-based learning have been comprehensively discussed, yet it is also important to enumerate the ramifications associated with this endeavor. However, it is imperative to determine whether this technologically intense activity is appropriate for application to young children attending elementary school education. This paper will identify several issues that are associated with the use of computers in teaching basic lessons to young school children.One of the most alarming reports regarding the ramifications of computer-based instruction at the grade school level is that the brains of young children are inundated with so much information at an early age (Healy, 1998). It has been earlier established that the brains of young children are still undergoing further development and thus it is best to allow time and the normal activities t o enhance the young individual’s brain capacity as he grows through adolescence and adulthood.The exposure of young children to computer programs is thus a novel experience that has not been fully examined with regards to its long-term effects of human behavior and cognition (Kay, 1992). It is acceptable that adults employ computers at work and at home, yet allowing young children to use computers at such an early age may be rushing their underdeveloped brains to mature at a faster pace. Another issue associated with the employment of computers in elementary school education is that the quality of software programs may significantly vary, depending on the designer or creator of the program.There are currently so many software programs that assist a computer user in uploading, integrating and consolidating different types of information on a computer. It is thus possible that the computer program that is used by a certain elementary school has not been reviewed and endorsed by the school district and thus the school children may be affected in terms of their learning skills and behavior. The ideal computer program that could assist in teaching grade school children should not only include lessons on how to count or read, but also instill good morals, as well as conduct (Cassell and Jenkins, 1998).It may thus be possible that the computer program employed by a certain school was simply purchased based on the price of the software packaged. There are so many versions of tutorial software that are featured with violent activities that attempt to teach children how to count or read. It is therefore important that computer programs are designed as a simulation of classroom lessons, which will always include teaching of proper attitudes and behaviors.Another issue that may result from the use of computer programs in teaching lessons at the elementary school level is the decrease in interpersonal interactions among students (Whitley, 1997). One features of elem entary school education is that these children are allowed to interact with other children of the same age, as they also learn lessons from their teachers. The employment of computers in teaching lessons to these young children therefore removes the social interactions that are important in shaping the personality of a child.Computer programs will thus accumulate more time spent sitting on a desk and staring at a computer screen. The young schoolchildren will thus lose significant time in playing and interacting with other children. Computer-based learning may also decrease the opportunities for a young child to learn the concept of cause and effect, which is strongly linked to social exchange with other children. It is generally observed that compassion is often learned at children and this is mainly through seeing what happens when one child is affected by a particular stimulus in the environment.In the case of employment of computers in elementary schools, children will be left w ith less time interacting with children and thus they might not learn how to appropriately interact with other people. The effect of this setting may not be immediately seen unless they have already grown older as full adults (Whitley, 1997). Another issue associated with computer programs in the elementary school level is gender difference in the use and appreciation of computers (Barker and Aspray, 2006).According to earlier reports, grade school-age boys are more comfortable in using computers than girls, thus reflecting the concept of male dominance in computer technology use (Butler, 2000). This gender difference may therefore affect the performance and learning capacity of the female school children, as these do not fully appreciate the reason why they have to use computers in learning specific lessons at school. In addition, there are reports that describe that elementary school-age girls develop an increase in their negative perception of computers when they reach the age ra nge of 12 to 13 years of age (Kay, 2006a).On the other hand, boys of this same age range show an increase in their interest on computers, and thus reflect the significant improvement of their test scores from computer lessons and activities (Kay, 2006b). It has been suggested that this correlation between boys and computer use is influenced by the sense of confidence that this gender feels as they use such technological gadgets. Another obstacle that is associated with the use of computer technology in elementary school instruction is the difficulty of teachers in integrating this technology in their curriculum (Jenson and Rose, 2003).It is critical to understand that computers have only been employed in most human activity in the last twenty to thirty years. In addition, it has only been in the last 15 years that communication methods such as the email and short message service have been fully appreciated by society. It is thus possible that there are certain teachers in elementary schools around that world that are still not comfortable with using computers in their teaching curriculum.There are some teachers that would rather stick with the old classical method of instruction, especially when they have been teaching young children with only the basic lessons of reading, mathematics and writing (Howe, 1997). In the case where the Department of Education or the school district obliges all elementary school teachers to integrate computer programs in their teaching curriculum, this may present some form of stress of certain teachers that are not used to this technology.It is thus important that teachers be highly trained with regards to the use and the recognition of the advantages of including computers in their curriculum. It will be disappointing to see reports in the futures which describe teachers that are misguiding young school children in their classroom lessons because the teacher himself is not familiar with using a computer program. Given these ramif ications on the curriculum of elementary schools, it is thus important that the decision and choices made with regards to computer use be thoroughly reviewed and assessed.Elementary schoolchildren’s brains are highly malleable and thus it is critical that the appropriate and relevant measure are undertaken in order to ensure good educations among these young individuals. References Barker, L. J. and Aspray, W. (2006). The state of research on girls and IT. In: Cohoon, J. M. and Aspray, E. (eds. ). Women and Information Technology. Cambridge, MA: MIT Press, pages 3–54. Butler, D. (2000). Gender, girls, and computer technology: What's the status now? Clearing House, 73, 225–229. Cassell, J. and Jenkins, H. (1998). From Barbie to Mortal Kombat: Gender and computer games.Cambridge, MA: MIT Press. Jenson, J. and Rose, C. B. (2003). [email  protected]: Listening to gendered relations of power in teachers’ talk about new technologies. Gender and Education, 15, 169–181. Healy, J. (1998). Failure to Connect: How Computers Affect Our Children’s Minds – For Better or Worse. New York: Simon & Schuster. Howe, K. (1997). Understanding Equal Educational Opportunity: Social Justice, Democracy and Schooling. New York: Teachers College Press Kay, R. H. (1992). An analysis of methods used to examine gender differences in computer-related behaviour.Journal of Educational Computing Research, 8, 323–336. Kay, R. H. (2006a). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34, 187–211. Kay, R. H. (2006b). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology and Education, 38, 383–408. Whitley, B. E. (1997). Gender differences in computer-related attitudes and behaviors: A metaanalysis. Computers in Human Behavior, 13, 1–22. .

Health Care Informatics Essay Example | Topics and Well Written Essays - 2000 words

Health Care Informatics - Essay Example 2. Improve efficiency through faster transmission of results between physicians and departments. That means that if, for example, a patient has undergone lab tests, an MRI, a CT and a stress EKG, all the results should be readily accessible at the time that the doctor makes a therapeutic or diagnostic decision. 3. Improve billing cycles. This means getting the necessary information to the billing department in a form which can be submitted to an outside agency for reimbursement. Even in a heavy private-pay and HMO setting, such as this fictional clinic, it is important to have such an access. In a hospital which does, for example, $360 million in Medicare, Medicaid and third-party insurance billing per year, a 1-day saving in time from procedure to billing can shave $1 million off that hospital's accounts receivable (i.e. free up cash of $1 million for every day saved). 4. Make healthcare delivery more efficient and productive. Hospitals are in a service business, but are relatively people-intensive and unorganized. To the extent that a hospital can use computer tools to reduce staff per patient, staff per procedure, or staff per dollar of patient revenue, those computer tools help the hospital to be more efficient and productive. 5. Link to outside institutions which refer patients to our facility. Hospitals which value their high-margin operations, such as cardiology, oncology and orthopedics, depend on outside referral from primary care physicians and community hospitals. The better the connectivity between the referring doctor and this institution, the more likely that this hospital will receive those patients. Three strategic goals 1. To become the number one hospital in the region for patient referrals for tertiary care. That means that this hospital needs to establish, then maintain, a better outcomes record than other hospitals in the region. 2. To reach out to patients directly, in a way that involves the referring physician, but gives the patient the ability to help understand and direct his/her health care. 3. To use computing to supplant humans as the primary mode of communication. The longer-term goal is to eliminate paper, entice the health care professionals to use computer tools more thoroughly, and thereby to improve productivity. 2. Search the Internet for information about joint application design (JAD). Summarize the information you learned in the form of a memo to your supervisor outlining the use of JAD in the development of an RFP. Memo To: Mr. Supervisor Re: Relevance of applying Joint Application Design (JAD) to our implementation of new computer infrastructure. Dear ___, This memo covers the application of the tools of JAD to our specific situation at the Clinic. I believe that proper application of this technique will help us in developing a

Web activity 2 Research Paper Example | Topics and Well Written Essays - 250 words

Web activity 2 - Research Paper Example The value proposed by these scientists is higher than VAP measure because the VAP measure does not account for increased number of immigrants along with convicted felons while calculating the total population that can vote in presidential elections. This is why the VEP has been able to calculate a higher rate of turn around as compared to the VAP. While calculating the figures of voting population one should use the VEP measure because it takes into consideration the demographics of the population that is technically eligible to vote. The population that passes the eligibility test is the ones who are registered to vote. It eliminates those who can not register or vote which includes those who are non citizens and those who are considered as felons (United States Elections Project 2008). VEP is more appropriate than VAP because the registration has become easier than before; new programs such as mail services have been used by the US to register voters. Due to introduction of technology in voting registration, the numbers have increased and should be clearly taken into account. The total turnaround rate of US is higher than the total turnaround rate of Texas even though several new ways of voting have been used such as the mailing and online registration system. This is due to several reasons which mainly include socio and economical reasons. One of the main reasons is that the education and literacy rate of Texas is quite low and a huge number of the population is below the eligibility age. Secondly due to lower literacy rate, the population of Texas has failed to use the advance ways of registering and voting. The total population of Texas is heavily covered by minorities who do not get a chance to vote or fear

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

Carabba Restaurant - Case Study Example In two words the character could be described as "cozied up". Deep comfortable booths would be installed to make you feel pampered and a combined Venice beach/Italian dcor that takes you back to another era. Front and centre would be a huge photograph of the boardwalk as it was in 1910, when ladies took their parasols along for the stroll and the men wore straw hats. Posters and signage on the walls come from the days when wine and grappa were still being served as a matter of course. e. Promotion - At the opening of the season I would present my own Carnivale on the boardwalk thus creating my own Italian Boardwalk. The website provides some amusing promotional ideas such as the "in love" campaign. In addition to that I would seek to bring children into the contest as well. I would have them tell me what is their favorite Italian dish, or maybe even do an outdoor cook off with kids cooking their favorite Italian dish and the winning dish has a place of honor on our children's menu. Depending on reception, this would be a once a month contest. a. Media selection - A new restaurant is usually a highly-anticipated event in many smaller cities. Heighten this anticipation by promoting the restaurant even while you're still working on construction. Make sure you hang a banner announcing the arrival of a new and exciting restaurant. Generate positive word of mouth advertising through radio spots and print media. By the time you are ready to open the doors, you should have a crowd of hungry customers waiting. Restaurants typically enjoy a 'honeymoon' period where business is booming and new customers are pouring in. What I want to do is keep enough of those customers coming back for more. Within reason, I would promote our best dishes with 'two for one' deals or other heavy discounts b. Message content I'll want to find a theme for the restaurant that is exciting and innovating, or at least different than the competition. Basically, a good restaurant environment seduces the customer into ordering higher-ticket specialty foods and also encourages return visits. But 'gimmicks' must be kept to a minimum for long-term success. I would decorate the walls with theme-related items, such as antiques or imported Italian delicacies. Uniforms that match the theme and decor of the restaurant. Background music is essential, and offers a chance to emphasize the theme even more.