Tragedies While Climbing Mount Everest Are Caused by Human Error Essay

Tragedies While Climbing Mount Everest Are Caused by Human Error Especially in terrible weather, every second counts while nearing the top of Mount Everest on an expedition. A step in the wrong place or a rope hooked to the wrong crag may send a climber falling thousands of feet into a deep crevasse. Turning an oxygen level the wrong way may leave the air non-breathable to a climber after a few short minutes. These errors happen every season on Everest, no matter what the conditions are. Whether errors in judgement or just simple mistakes, accidents on Mount Everest are caused by human error. During pushes up the mountain, it is easy for climbers to make subtle decisions that may have grave consequences later on the hike. The climb in May 1996 provides a good example of an accumulation of such mistakes. The most obvious lapse in judgement appeared when the guides of the Adventure Consultants and Mountain Madness expeditions, Rob Hall and Scott Fischer, respectively, did not force climbers who had not reached the summit to turn around at the designated time. Fischer passed a few of his clients while descending but allowed them to continue to the top. The final client reached the summit at 4:00 P.M., a full two hours after the designated turn-around time. Unfortunately for those climbers who kept pressing for the peak, a storm arrived around 4:30 P.M. and caused blizzard conditions. If climbers had retreated by 2:00 P.M., they may have had a much better chance to survive. Other climbers later speculated that the two guides wanted to give those who had previously climbed to just short of the summit time to reach the top on the 1996 attempt; unfortunately, the reinforced push cost those clients their lives. Even the Sherpas, who were renowned for their experience and knowledge of climbing Everest, made costly errors that led to even more tragedy in the spring of 1996. During the morning of the ascent, sirdar Ang Dorje refused to fix the ropes for the other climbers because Sherpas from the Mountain Madness team were not willing to help and "apparently, he was tired of doing more than his fair share." (ITA, 183-4) Ultimately, four climbers had to advance in front of the groups and create paths, resulting in the loss of valuable time for all parties involved. Meanwhile, at Camp Four the Sherpas designated by Rob Hall to help in the case of any emergen... ... because he believed Scott Fischer would have benefited from the publicity of getting such a celebrity to the top of the peak. Lopsang reasoned, "Scott wants all members to go to summit, and I am thinking Sandy will be weakest member...so I will take her first" (qtd. in ITA, 178). The task left Lopsang visibly exhausted for the majority of the climb after that point. Without exerting that much physical effort, Lopsang may have been able to help other climbers during the tragedy. He could have shown his devotion to Fischer by escorting him down the mountain when the guide became too weak to move on his own. Because of his inability to help on the descent, Lopsang contributed to the amount of human error that occurred on the peak. Human error, including lapses of judgement and simple physical mistakes, causes the tragedies on Mount Everest to occur. The horrible timing of the blizzard in 1996 took many of the climbers in the Mountain Madness and Adventure Consultants expeditions by surprise. Unfortunately, the climbers would have had a much better chance of being safe at Camp Four during the blizzard if they had followed their own predetermined plans while ascending the mountain.

Crossing the Rubicon Essay

Crossing the Rubicon By: Emalie Von Douche In Crossing the Rubicon: The Decline of the American Empire at he End of the Age of Oil, there are three main points where Mr. Ruppert tries to blame the entire tradjety of September 11, 2001, better known as 9/11, on the acting Vice President at the time, Dick Cheney. At first glance this seems to be a bold if not insane accusation against the Vice President of the United States of America, but Ruppert does make a few points that will make you think. The first point of Ruppert is Dick Cheney had the Ability to pull off this plan if he wanted to. According to Ruppert, Cheney was acting as Commander in Chief on 9/11 due to the terrible threat on the United States. This means he was in control and was calling the shots. Ruppert also has reason to believe that Cheney was leading a â€Å"completely separate chain of Command & Control via the Secret Service, assuring the paralysis of Air Force response on 9/11. The Secret Service has the technology to see the same radar screens the FAA sees in real time. (Kane) Ruppert claims that President Bush was kept out of a leadership position on purpose by the Secret Service men around him as he was reading to school children the morning of 9/11. He also claims that the Secret Service, acting through Cheney, had control over the FAA, Airforce (including the Fighter Jets), and President Bush. One question I would ask Ruppert is â€Å"Why? † Why would Cheney and the Secret Service go throu gh all of this trouble to attack his own country? The answer, according to Ruppert, is simply Oil. Cheney’s plan was to start a never-ending war to take control of the Middle Eastern oil and use it for American purposes. Ruppert claims that there was a peak in the oil reserves around the world from 2000-2007. After 2007, oil will become more rare and extremely more expensive. â€Å"By way of confirmation, people in and close to the oil industry are reporting that increased drilling is not resulting as yet in significantly increased supply. † (Ruppert) Upon hearing of this news, Cheney had to go into action. He just needed the right time to plan his so called â€Å"Attack†. According to Ruppert, the â€Å"right time† was any time that Cheney chose because as of May 8, 2001, Dick Cheney was put into control of all training exercises of all branches of military and government. This means he could set up â€Å"fake† hijackings by calling them training situations just in case anyone would ever want to hijack airplanes and fly them into buildings. Cheney did call for these training simulations, except he did it on the morning of 9/11. Also, Cheney called for another training simulation that send all the fighters from D. C. into Canada and Alaska to train just incase an attack came from Russia. This meant that the Air Force could not do anything to prevent the hijacked airplanes from crashing into anything they pleased. Also, the Secret Service had control over the FAA flight path screens and put fake hijacked airplanes in the air to confuse air traffic control. At one point the FAA thought there was 11 hijacked airplanes. All of this was put into motion by Dick Cheney and people taking orders from Cheney. He is guilty for singlehandedly putting this plan into motion and being successful. The scary part if these accusations by Ruppert are true, is that Bush and Cheney were re-elected the following term.

How to Get Your MLA Citation Format Right?

How to get your MLA citation format right Well, the help is right here. When you are asked to write an essay or report in an MLA format, you might be confused how to reference your sources to avoid plagiarism. The MLA citation format is designed by the Modern Language Association, and the latest, 8th edition gives you simple guidelines to follow when providing direct quotes or referring to works you used to write your essay. It is mostly used for liberal arts, literature, and humanities course works. The requirements for in-text citation and reference list have been updated, due to the different types of electronic sources used by students. Find out below how to create a Works Cited page in MLA and avoid plagiarism. How to Format Your MLA Citation: General Guidelines Before you create your Works Cited page in MLA, you need to make sure that you get the order right. The following information is needed on the page in the following order: Author’s name Title of source (book or article Title of journal or collection Other contributors or editors Version number or â€Å"updated† information Number of the publication Publisher’s name Publication date Location of the publication Unlike in other academic formats, such as Chicago and Harvard Manual of Style , the date of the publication is in the very end of the citation. The updated 8th edition MLA style guide has simplified some of the references, so you can easily quote websites and online sources, too.Author’s InformationThe name of the author should be in a surname-first name order. If there is only one author, you need to write their full name, not only the initials, followed by a full stop. If there are two authors, connect their names with an â€Å"and†. If thereTitle PageThe titles of books should be written in Italics, but if you are using a website, the site’s title needs to be in quotes. When citing a journal article in an MLA format, you need to put the article’s title in quotes and the journal’s name (container) in italics. Music track titles should also be cited in italics.Container (collection or journal)As a general rule the container always has to be in Ital ics and title case. This includes the website where you found an article used as a source for your essay.Translation and CommentaryYou need to add this information after the basic (title and container) information, such as: â€Å"Translated by† or â€Å"Explanatory notes written by† followed by the name.Publisher and Publication DateIf you know the version of the source, you add this, followed by the publisher’s name and the date of the publication.Sample MLA Citation:Your MLA references should look like this: Contributors’ names. â€Å"Title of Resource.† Journal Name, Last edited date.In-text MLA CitationsYou can use direct or paraphrased quotations in MLA format. Unlike in APA and Harvard, you will not need to use the date when citing the source, only the name of the author, and the page number if you have taken an idea directly from a source, even if you paraphrased it. As a general rule, if you refer to the author in the same sentence, you will not need to add their name in the MLA format citation again, only the page number. For example, you can write the following sentence: â€Å"Greene claims that â€Å"urban neighbourhoods are declining† (226). You still have to note the page number for direct quotations, without the letter â€Å"p† or a full stop after the page number. If your MLA sources have more than one authors with the same surname, it is recommended that you use their first initial to identify them clearly in in-text citations. If there are two authors, write both of their surnames, and if there are three or more, only write the first author’s surname followed by â€Å"et al.†. When you quote indirect sources, you will need to add â€Å"qtd.in† and â€Å"name of the author† to your MLA citation.What are Parenthetical Citations?Any idea that you take directly from a source is a parenthetical citation, even if you do not quote it word-for-word. You always have to identify the source by page number to avoid plagiarism.What is the Main Change in the 8th Edition MLA Citation Guide?In previous versions, you were required to write web sources in a format that starts with http: or www. In the new version, you do not need to add either, simply start with the web address without the â€Å"www†.How to Format Your MLA Citation Page?You need to write â€Å"Works Cited† centred on the top of the MLA citation page. This is followed by tge alphabetical list of your sources used to write your essay. Order your sources based on authors’ surname. Do not start your source indented, but every second and following line of the same source needs to be indented half an inch. Do not put extra paragraph space between sources. If your Works Cited page is longer than one page, you do not have to use â€Å"Works Cited† on the next pages as a title. How to Check your MLA Referencing is Correct? There are several ways you can make sure that you have your MLA sources listed correctly. You might want to use the simple solution and use Google Scholar for referencing, however, it is not a hundred percent reliable. There are also tools you can use to create your MLA citations, such as citation machine. When you use the tool, you need to make sure that you select MLA 8th edition, as the references are created in 7th edition format as standard. Simply choose the type of source, and add your title and author, so you get your MLA references formatted for you. If you are not sure whether or not you have created the right format of citation or want to make sure you are not accused of plagiarism, and included all your sources, you can get in touch with our experienced academic editors at our site to help you out.Do you need help writing your Dissertation OR Custom Essay? Order Dissertation Today OR Call Now 855-997-2158Summary Article Name How to Get Your MLA Citation Format Right? Description Looking for some help on how to get your MLA citations right, then look no further, a brief guide is here. Author our site – Admin – Laura Publisher Name our site Publisher Logo

Gathering Data-Interviews or Observations Essays

Gathering Data-Interviews or Observations Essays Gathering Data-Interviews or Observations Essay Gathering Data-Interviews or Observations Essay Gathering Data-Interviews or Observations Name: Institution: Gathering Data-Interviews or Observations : Introduction Interviews and direct observations are methods of collecting qualitative data, which is useful in conducting research. There are various ways of conducting an interview. According to ‘The ethnographic interview’, the author, Spradley says that an interview could start by taking a physical or verbal tour and asking about important places along the way. Another way is by simply preparing a questionnaire with questions relating to the data, which the researcher intends to collect. Observation could be done by watching of certain behaviors from a distance while taking notes of all the changes that are occurring with that particular child or environment. Responses to the Questions Asked Relationships That Researchers Should Have With Children Researchers should establish a friendly relationship with the participants to make the data collection process easy. They must ensure that the participant is in a safe environment, and should be friendly to them to reduce fear in them because children tend to feel frightened in an unfamiliar environment or with unfamiliar people. General Knowledge Required Before Research There are numerous facts that researchers should have about children prior to conducting a research on them. Family background, likes, dislikes disabilities either physically or mentally, and ages of the children are some of the details that should be noted. Age, for example, is a very important fact to note because it enables the researcher to know how to address a specific participant and the language to be used. Additional Skills Required Observers and interviewers should be extremely efficient in order to conduct a good research. Additional skills like organization and neatness when collecting data, increases the efficiency of a researcher. This allows easy retrieval of information when needed. A research process is a method of collecting and analyzing raw data to deduce useful information in solving a problem. Researchers should also be keen to detail, especially when using the observation method because observed details are more accurate than recorded results, in terms of time. Useful Knowledge and Dispositions Researchers should have some form of knowledge when it comes to observing and listening to children. It is crucial for researchers to possess attitudinal knowledge, which is the knowledge gained because of previous experience by researchers. A disposition is ‘a pattern of behavior exhibited frequently’ (Katz 1993 pg16). They should also have desirable dispositions to improve children’s understanding of various concepts. Relevance of Interviews and Direct Observation to Other Topics Employing the use of interviews and direct observation is useful when handling certain topics in early childhood. Most children, in early childhood, are unable to distinguish clearly good from bad. As a researcher, observing their behavior is essential, correct them if wrong and educate them on the importance of doing good. It is also crucial to engage them in interviews, which create a forum for them to discuss topics, which require adult mentorship. Evaluation of Using Interviews and Direct Observation Using interviews and direct observation methods are both useful in doing early childhood research. As much as both have their advantages and disadvantages, observing is a more suitable approach to the topic in question. This is because observation takes an account of events as they happen, therefore, the data collected is more accurate. Interviews rely mostly on spoken word, and it is difficult to trust that a participant is being entirely honest. This, in turn, deems observation more efficient. References MacNaughton, G., R., S. Siraj-Blutchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd Ed.). New York, NY: McGraw-Hill. Spradley, J. P. (2011). The ethnographic interview. Belmont, Calif: Wadsworth. (86)

ERIKSSON Surname Meaning and Origin

ERIKSSON Surname Meaning and Origin Eriksson  is a patronymic surname meaning son of Erik, or Eriks son. Eriksson is the fifth most common surname in Sweden, behind Johansson, Andersson, Karlsson, and Nilsson. Swedish patronymic son names traditionally end in -son,  not -sen.  In Denmark the regular patronymic is -sen.  In Norway, both are used, although -sen  is more common. Icelandic names traditionally end in -son  or -dotir. Thus, Eriksen or Erikssen is the most common Danish, Norwegian, Dutch and German spelling, while Erikson or Ericson is the most common spelling found in the United States. Surname Origin:  Swedish, Danish, Norwegian,  English, German Alternate Surname Spellings:  ERICSSON, ERIKSON, ERIKSSEN, ERICSSEN, ERIKSEN, ERICSEN   Fun Facts About the ERIKSSON Surname Many Danes, Norwegians and Swedes who emigrated to America with the last name Eriksson or Erikssen, dropped the extra-s  after their arrival.   Famous People with the Surname ERIKSSON Leif Ericsson - Scandanavian explorerErik Erikson - German psychologist Genealogy Resources for the Surname ERIKSSON Erikson DNA PortalLearn how to best approach DNA testing when you have a Scandinavian  patronymic surname such as Eriksson. Eriksson Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as an Eriksson  family crest or coat of arms for the Eriksson surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted.   Eriksson Family Genealogy ForumSearch this popular genealogy forum for the Ericson surname to find others who might be researching your ancestors, or post your own Ericson query.   FamilySearch - ERIKSSON  GenealogyExplore over 3.7  million  historical records which mention individuals with the Eriksson surname, as well as online Eriksson family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints. GeneaNet - Eriksson  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Eriksson  surname, with a concentration on records and families from France and other European countries. ERIKSSON  Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Eriksson surname. DistantCousin.com - ERIKSSON Genealogy Family HistoryFree databases and genealogy links for the last name Eriksson. The Eriksson  Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Eriksson  from the website of Genealogy Today. - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

The Way We Were (1973) Essay Example | Topics and Well Written Essays - 500 words

The Way We Were (1973) - Essay Example Love of literature and love of political affairs, apparently, are two distinct worlds with which Morosky and Gardner are especially drawn as lovers who struggle to resolve huge differences yet find themselves growing apart and wearied by human nature of holding on to individual professions and sense of individualism. â€Å"The Way We Were† emerges to embody a film that demonstrates how complex dimensions of history and philosophical culture of arguments may give birth to love which later finds itself walking out of the conflict with which it is built. At the onset, it is rather less difficult to assume possibility that forces of attraction could govern between Katie and Hubbell as college students of the 30s who initiate with the point of gaining interest over something peculiar or strange given that it is normal for their youth to understand complements as well as the tendencies of fascination and fondness attached with them. So, basically, this is the type of setting that prevails as a typical WASP encounters a Young Communist League member as if two distinct worlds settle to satisfy curiosities of each other in the hope of discovering further wonders that are established by the opposites. Hence, the way each one is becomes an object of consideration for the other to the extent that in the real time of love, individual temperaments are set aside. Certainly, this stage must take place in a film that is expected to justify its romantic theme, thus, with some degree of success Katie and Hubbell necessitates a formal bond. Beyond marriage, however, remains a question of intrinsic priority and stronger yearning to proceed with the essentials left behind without proper closure. In the story, Gardner could not help the desire to become a Hollywood screenwriter for which Morosky expresses fervent disagreement. Eventually, the opposites are too sharp to handle, no longer constituting the character that

Applying theories to learning Essay Example | Topics and Well Written Essays - 1500 words

Applying theories to learning - Essay Example This paper explores the relevance and impact of learning theories, especially in relation to my personal practice within a secondary school. In addition, the paper seeks to attain insights into the harmonies and conflicts that may prevail within the current educational discourse. In a special way, the paper explores diverse ways in which instructors model their teaching styles and strategies in order to match the learners’ needs and preferences. Theory and Practice of Teaching and Learning Learning theories and models are diverse and encompass behaviourist, cognitivist and constructivist, social, situational, motivational and humanist. Behaviourist perspectives hold three assumptions. To start with, they focus on observable behaviour rather than internal cognitive processes. Secondly, learning and behaviour are critically influenced by the environment. Thirdly, the principles of contiguity and reinforcement are principal to the explanation of the learning process. This approac h has inspired educational practices such as systematic design of instruction, behavioural and performance perspectives, programmed instruction, and instructor accountability. Cognitive orientation to learning, on the other hand, address processes that occur inside the brain and nervous system as a person learns. This approach shares the assertion that people actively process information, and that learning takes place via the efforts of the learner (Leonard 2002, p.5). Cognitive approach encompasses mental processes comprising of inputting, organizing, storing, retrieving and constructing links between information. Humanist orientation to learning emphasizes the potential for individual growth within the learner. Humanists introduce affective functioning of a person into the arena of learning. Humanists favour the notion that human beings can control their own destiny. In addition, they hold that humans are intrinsically enjoyable and desire a better world for themselves and others. Thus, any behaviour is a consequence of a person’s choice and that people are active agents in learning (Phillips & Soltis 2004, p.3). Social approach to learning highlights the interactions between people and views them as the central mechanism of learning. According to this approach, learning is grounded in observation of others within the social setting. The educational concepts that arise from this approach include motivational strategies, locus of control, social role acquisition, and the efficacy of interaction of learner with the environment and the other learners (Sullo 2007, p.4). Constructivist approach to learning perceives the learning process as involving construction of meaning from experience. According to this approach, the locus of learning lies in internal construction of reality by an individual. Learning Styles and Strategies Learning styles can be regarded as cognitive, affective, and psychological behaviours that are comparatively stable signs of how le arners perceive, interact with, and react to the learning environment. The physical domain of learning style incorporate visual, auditory and motor styles while cognitive domain spotlights concrete, abstract, sequential, and random styles (Hawk & Shah 2007, p.5). Affective domain, on the other hand, encompasses external and internal physiological and psychological factors that influence how people feel. The Index of Learning Styles (ILS) proposes four