California Gold Rush :: essays research papers

California Gold Rush: by Lauren Burt James Wilson Marshall was a skilled carpenter trained by his wheelwright father in New Jersey. Marshall was building a sawmill for California land developer John Sutter in Coloma Valley near Sacramento when he observed something glittering in the new millrace that had been allowed to flow overnight. He described the nugget as "half the size and shape of a pea." "It made my heart thump," he later recalled, "for I was certain it was gold." Examining the nugget, he exclaimed to his fellow workmen, "Boys, by God, I believe I have found a gold mine." The impact of Marshall's find that afternoon at Sutter's Mill in the Sierra Nevada foothills was enormous, and became known worldwide. Although Marshall's discovery occurred in 1848, the electrifying news did not reach the East Coast and other parts of the world until a year later, triggering the Gold Rush of '49, the greatest stampede of gold seekers in history. The only hope was to keep the discovery quiet. Sutter and Marshall swore the mill workers to secrecy, but word got out. When Jacob Wittmer took two wagons up to the mill on February 9, the Wimmer children apparently told him of the gold. When he scoffed at the story, it was confirmed by Mrs. Wimmer and the other adults. Wittmer brought the news back to the fort, and even used some of the gold to buy a bottle of brandy at the fort store. The store operator sent word to his partner in San Francisco, the enterprising Sam Brannan. Henry Bigler shared the news with three of his fellow Mormons who were working on the new flour mill near Sutter's Fort. They visited Coloma and then on the way back to Sutter's Fort prospected at a spot that shortly became the rich diggings of Mormon Island. On February 10, Sutter himself wrote his impatient creditor, General Mariano Vallejo: "My sawmill is finished and I have made a discovery of a gold mine ... which is extraordinarily rich." As the word seeped out, Sutter was soon openly telling visitors to the fort about the discovery. The first printed notice of the discovery was in the March 15 issue of "The Californian" in San Francisco. Shortly after Marshall's discovery, General John Bidwell discovered gold in the Feather River and Major Pearson B. Reading found gold in the Trinity River.

My Arrest and Rebirth :: Law College Admissions Essays

My Arrest and Rebirth With great embarrassment and pain, I must tell you that I have once been arrested; it was over a fight with my brother Jacob. The police attribute Jake's behavior to chemical dependence; my parents blame it on some unknown incident while he was at school. I don't know, myself; I do know that I returned from Israel to find Jake had taken over my room, as well as anything else in the house he could manipulate or control. The TV, VCR and computer were his absolute domain; I missed a calculus final because he took the car without permission. He refused to engage in any conversation at all with my parents. His "conversations" with me and Sol were primarily a barrage of put-downs and insults. He kept lists of "crimes" other people had committed, for which he sought revenge, by stealing things or just hiding them. Nothing was secure or safe at home; I didn't feel secure or safe there. Home was worse hell than the army had ever been. How can I explain how traumatic this was for me? Imagine being asleep on the sofa (the only bed I had) and being awakened in the middle of the night by the blasting of the TV. If I complained, I would be either ignored or screamed at. If I pretended interest, he would start changing channels, or switch to the stereo. If I called my parents, my "crime" got added to his list for later revenge. I pleaded with my parents to intervene, but they just called me selfish; couldn't I see that I had a sick brother, that I had to "help" him by tolerating his behavior until he magically got well? "Magically" because we couldn't seek any help; that would require letting an "outsider" know We had a problem. After he beat up my brother Sol, my father ordered Jake to leave until he cooled off, the first time he had ever intervened. But Jake called my father's bluff; he disappeared for two weeks. This pattern of violence, abusiveness, drinking and disappearing escalated throughout the summer. After one particularly violent outburst, I finally tried to show my parents that by refusing to deal with Jake's illness, they were hurting Sol and me. I staged a suicide attempt with sugar pills I had placed in an aspirin bottle.

International Student Essay

Nowadays , Education play an important role in our life . However , there are some countries which have poor education , poor teaching and learning strategies . Actually , Those students will go to higher education institutions country . It calls ‘’ International Students ‘’ . More importantly , United Kingdom is the most famous about education . The term ‘’ international students ‘’ is taken here to mean those students who have been educated in a national education system outside the UK and who on the whole are likely to be non-native speakers of English . There is a real story in the UK ‘’ Nicos Story’’ http://www.economicsnetwork. ac. uk/showcase/bamford_international Nicos was a postgraduate student at the Business School. He was diligent and conscientious and achieved good marks on his MA programme. He was expected to gain an overall distinction grade. He had excellent English language skills. An excerpt from Nicos’ email: ‘I really wanted to finish my dissertation by September so that I would not have to go back to London again, but I broke down, I suddenly felt that I could not do it. I was going crazy and could not write a word anymore. I would stand in front of the computer for hours just writing a paragraph. So on Sunday I left and came to Greece. Today I went to the airport for the flight back, so that I could see you in the morning but as soon as I had to leave my parents and go to the boarding gate, I freezed and panicked. I could not picture myself alone again in the same places for even an hour. The last few days I have started feeling a human being again. I can talk with people and they are people who care about me, I go out with friends for coffee and I want to cry. The first morning I woke up, I started crying because my mother had washed my bag, someone had done something for me. ‘ Common diffiuculties for International students. According to this story , there are clearly challenges for international students studying at higher education institutions in the UK . As University City London adds that major problems for International students They go on to say that culture shock . ‘’ As well as having to cope with a new institution and educational environment, international students are having to adjust to a different national culture with often unfamiliar social customs and conventions. They may become very homesick. Where English is not the first language, having to converse with strangers all the time in a foreign language is a strain. Some women students come from cultures where they have had a sheltered life and spent little time on their own or in the company of males outside their family. They may be vulnerable in certain social situations or upset by conventions that they do not understand ‘’. Secondly , ‘’ Students for whom English is a second language may struggle with their courses, International students are often under considerable pressure to succeed academically and their expectations of themselves may be unrealistic. The transition to a different educational system and new approaches to study is often more challenging than to home students. For example, students from abroad are sometimes unaccustomed to active learning situations, such as participating in discussion and working on a team project. They may have had a much more formal relationship with their teachers and thus be less inclined than home students to seek help from their personal tutors ‘’ Thirdly, ‘’ The number of students experiencing financial difficulties has increased significantly in recent years and is likely to continue doing so. Some students are more or less permanently hard up; others create short-term difficulties for themselves by managing their money badly . It is expensive to come to university ‘’. More exactly , According to J. K Bamford ( 2008 ) ,’’ The first of the these challenges concerns English language ability, or rather consideration of the fact that many international students are non-native speakers of English. This has two aspects to it. Firstly, there is a minimum language requirement for entry for all overseas students and secondly, even if students have more than met this entry requirement they may not be familiar with technical terminology for a specialist subject area. For some students who have only just met the criterion for language, studying in English particularly at Masters level can prove onerous and stressful. In this case study this aspect of language ability , that is those students who had just met the language entry requirement, covered half of the students and the levels of independent study required at a very early stage of the course caused a lot of stress. Secondly, there are those that are confident in their language ability and who feel that language support classes do not meet their needs as the classes are too generic and what they are seeking is further explanation of specialised terminology, little time is spent in addressing the more specialist support required by these students. As a consequence, there is frustration expressed by these students as lecturers can mistake their lack of knowledge regarding technical or even political or cultural terminology as the students having difficulties with language, which is not the case. In addition the students have different levels of English, which can hinder the educational experience of the whole group. One student commented in a focus group that ‘there are some people who come from different backgrounds – I don’t know enough about how people are taught in China but we have different levels of English and different backgrounds – some people just receive and not give’. Not speaking up in class can also make it difficult for tutors to gain a clear picture of the levels of English language ability and the understanding of the students. ’’ The second issue is that of the social and cultural adjustments of the students. Volet and Ang (1998) comment that ‘tertiary institutions have a social responsibility to design learning  environments which foster students’ developments on intercultural adaptability’ (1998:21) While students did not feel that a lack of social and cultural knowledge of the UK had affected their ability to study, there was a feeling that lecturers should incorporate the knowledge of the students’ native cultures into their class discussion as this could benefit everyone. Class contribution can also be a traumatic experience but this can be facilitated by tutors who make the students feel more comfortable in discussing subjects with other students that they don’t know. The importance of class interaction for overseas students is reinforced by Jackson (2003) who comments on the necessity for building a ‘considerable rapport’ with the group. This rapport is seen as one of the most effective learning and teaching techniques for overseas students. As De Vita (2001) observes, different discourse styles create tensions that affect a students’ performance. Groupwork may also be an issue and the cultural diversity of groups requires students to use intercultural skills which require training. Understanding the International Student Experience. Moreover , Catherine Montgomery ( 2010 )has written a clear, small study of international students at one UK university, how they network and how they change. Its value lies in the depth of insight into student thinking. She has not drawn her conclusions from a one-off survey, which is the main research tool used to study international students. In surveys of students from non-English-speaking backgrounds, the prior assumptions of the researcher define the issues and pre-set the potential for discovery, the voices of the students are muted and anything different or unexpected is screened out in advance. In contrast, after a tour through part of the literature, Montgomery uses participant observation of the daily lives of seven networked students from China, India, Nepal, Indonesia, Italy and the Netherlands over a period of six months. The resulting picture challenges conventional thinking about international students. International students are often typecast as slow learners with poor English, limited class-participation skills, inability to think critically and a dodgy approach to referencing. In short, they are in learning deficit – if not social deficit. It is no wonder they are studying abroad, goes the thinking, because their home systems are of a poor standard. They badly need our help. Montgomery turns all of this on its head. Her students are mature, curious and quick to respond and to learn. They are high achievers – and a couple are truly exceptional within their milieu. After an initial period of academic adjustment, they learn to intervene and they power past the locals. They are conspicuously better motivated, focused and more aware of the benefits of higher education. These students are studying in an English-speaking country not because its culture is intrinsically superior but because English is the global language of business, professions and knowledge. They do not need to abandon the educational backgrounds and cultural identities that they brought to the UK, but they are eager to layer new learning and new identities on top. The effects of being a foreign student ‘’ Usually becoming a foreign student in order to study in another city can change your life in many aspects. Living in a city far away from home can bring many consequences and effects which almost always change a student’s form of life. When I became a foreign student, many things changed or had to change. You do not live with your family, so usually you have to learn how to live in harmony with others, how to do things by yourself, how to move to other places, etc. Being a foreign makes you learn a lot of things, but at the beginning it can be somewhat difficult, as it happened to me. That is why the purpose of this paper is to discuss the three main effects of being a foreign student. The main effect and the one that affects you most is the fact that you do not live with your parents and in your house, which means that you will not enjoy its commodities. It was so good when your mom cooked for you, and when the house maid used to make your bed. Your dad took you to school, and when classes finished, you returned to your room and made yourself completely comfortable. But becoming a foreign student implies that you will live in a dormitory or that you will rent an apartment . Usually you have to take care of dirty dishes, messy rooms, and cooking. This means you have to learn many new things, like how to cook several dishes. In a few words, you have to learn how to be independent. Another effect is that you have to find your way around the city, so you have to know the main parts of the city. If you have a car, it may be easier to explore the city. You can just get lost and see where each street takes you, and then find a way back home. But if you don’t have a car, you need to learn how to get around by walking, in buses, or with taxis. For this you may find out about bus routes or find out how much costs to use taxis, and in this way you can plan the time it will take you to get from your house to school, for example. This will force you to plan your time better, and maybe you will have less available time along the day. This may decrease the time you have to make homework or to hang out with your friends, for example. But over time, you learn how to plan your activities in a better way. A foreign student may also find himself feeling somewhat lonely, since arriving in a new city means you don’t know anyone. You may be lucky if another friend from your city comes with, but usually you are alone. It is important to start meeting people and making friends. In this way it will be much easier to get used to being a foreign student. You will have new people with who to hang with, with whom to go to parties. Besides you won’t have to be quiet all the time in classes like when you don’t know someone. Sometimes friends can also help you in a lot of situations, like when you have problems about running out of money, when you need to go to your house quickly but you don’t have a car, or when you need to get something that is not easily found. But most of all, with friends you can have a great time and learn a lot of things. Leaving your house and going to another city to study is an experience in your life that cannot be compared to any other experience in your life. You learn how to be independent, and you get to meet tons of people. It may be somewhat difficult to live without your parents and in another city, but this makes you learn how to live your life better and how to appreciate what you have, like your parents and your belongings. Besides, you get to appreciate the things you achieve during your life because you learn that your goals are not achieved easily, but that they cost a lot of work and effort. In conclusion, being a foreign student is great! ‘’

Forensics Text Questions Essay

1. What is liver mortis? How might this reveal information about the time of death? Liver mortis is one sign of death that occurs when blood settles in the lower parts of the body. The part where the blood accumaltes can be discolored or turn a purple color after a certain time and reaches its limit at 8-12 hours after death and can help investigators reveal info about time of death. 2. What three aspects does a forensic autopsy seek information about? Describe each of these aspects? They seek information about the cause of death, mechanism of death, and manner of death. The cause of death is the medical reason that caused or led to the death. The mechanism of death refrences to a tool or mechanism used to cause the death. The manner of death has to do with if the death had to do with murder or suicide, not natural causes of death. 3. How can digestion rates give information to forensic scientists about the time of death? Digestion stops whenever somone dies so that means investigators can look at how far along a food eaten by the viticm is along in the digestion process. 4. What is mummification? Mummification is the drying of tissues and bones. 5. How can human bones give forensic scientists an indication of age? Describe some of the aspects that would give this information. Investigators can get some indication of the bones size by looking at the length of the bones or how much wear the bones have. If the bones are smaller then this could indicate that it was a child. If the borns have arthritis or wear in the joints, this can help them iindicate that it was an older person or adult. 1. Imagine that you are at a crime scene. You find skeletal remains, but the skeleton is not complete as some of the smaller bones are missing. The bones are within a twenty feet radius. Based on this information, what would you be able to ascertain about the time of death and the individual who was killed? Investigators could indicate how long it has been since time of death by the location of the bones. The time of death would probably be around a year if the bones are 20 feet apart and smaller bones are missing. The missing bones could have been carried away by animals or insects. 2. Out of the different methods to help determine the time of death, which one do you think is most effective? Why? I think algor mortis is effective  becuase the body starts to cool down after death. If a body is cold or at room temperature, investigators can indicate that the victim has been dead for awhile whereas if the body is warm they can indicate the time of death has been not too long. 3. Do you think you would like to participate in an autopsy? Why or why not? I would like to participate in an autposy because I would be interested in seeing how the death affected the boody. It would be interesting the inspect a body and try to figure out the actual cause of death instead of what was said about the cause of death.. It’s like you be able to have the facts instead of just what was heard. 4. If you were a forensic anthropologist and were studying human remains, what information would you look for in the bones? Why would this information be helpful? I would look for the location of the bones to figuer an estimate of time of death. I would also look at bone lengths to figure out the age or sometimes gender. I would also look at the wear of the bones and wear around the joints to get an estimate of the age of the victim. I would also look for any arking to see if they had a disease that could have caused the death. I would also look for any fractures or injury in the bones to figure the cause of death. 5. What can the distribution of bones tell a forensic scientist? What do you think would be the most challenging aspect of collecting skeletal remains at a crime scene? The distribution of the bones can help investigators get an estimate of the time of death. If the bones are not atached and spread out, then the time of death is longer then if they were attached. I think the most challenging aspect in collecting skeletal remains would be figuring out the age oof the victim. There are only few methods in figuring oout the age and it wouldn’t be that precise either, just a guess of around an age.

Why Do I Want to Teach

I was born and raised in the Bronx, New York. I attended NYC Public School 77, JHS 127 & Alfred E Smith Technical & Vocational HS. The Glee Club under the direction of Edna Floyd was my first step in to the world of music. It was in elementary school, that I received valuable training in singing as well as music theory and history. I marched in the drum line as a member of the New York Lancers Jr. Drum & Bugle Corps based in the Bronx where many of my instructors where themselves, public school educators. After 3 years with the Lancers, I decided to Audition for the Garfield Cadets, a drum corps from Garfield, NJ. Garfield competed on a national level where the competition level was very high. We captured the world championship title four out of six years as a marching member and one of two years as an instructor. We won the best percussion trophy twice scoring a perfect score for one of the wins. It was at Garfield where I began to develop very valuable teaching skills under the direction and guidance of some of the best educators in the activity. I have taught many young people in various places of different ages, races and economic position. Young people want to be challenged and they love to develop skills they never knew they had. Most of all, they love to play music. The benefits conveyed by music education can be grouped in four categories: * Success in society * Success in school * Success in developing intelligence * Success in life I can teach & train your percussion ensemble if one already exist, or we can start one up, either way the students get great training and information but most of all we have fun. We can have the group training culminate with a recital where the musicians get to perform live. Students learn a combination of marching and hand percussion techniques. It’s fun for those looking for a musical outlet as well as those who desire to study music in college. I believe that music education is a very important element to the development of a young mind. Scientific evidence proves that an education in the arts makes for better math and science students and enhances spatial intelligence.

Motivation Theories Essay Example | Topics and Well Written Essays - 2750 words

Motivation Theories - Essay Example 121-123). In fact, without this fuel human beings would be inactive, leading a mundane life. According to the dictionary meaning of motivation, it is 'an internal state or condition (sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction'. In the field of psychology, human motivation has long been studied as a way to explain an individual's behaviour. In reality, motivation is inferred rather than measured. The inference is made due to behavioural changes that result from external stimuli. It is also a performance variable because changes in a person's motivation are frequently of a temporary nature; with many people, what is high priority today may become singularly unimportant tomorrow. Abraham Maslow first introduced the theory of Motivation in the year 1954 in his book Motivation and Personality which stated how people satisfied various personal needs in the context of their work. He postulated, based on his observations as a humanistic psychologist, that there is a general pattern of needs recognition and satisfaction that people follow in generally the same sequence. He also theorized that a person could not recognize or pursue the next higher need in the hierarchy until her or his currently recognized need was substantially or completely satisfied, a concept called Prepotency (Gawel, 1997). His theory influences a number of fields, including education. This wide influence is due in part to the high level of practicality of Maslow's (1954) theory. Many people find they can understand what Maslow (1954) says. They can recognize some features of their experience or behavior which is true and identifiable but which they have never put into words. Below is given th e original model of Maslow's hierarchy of needs (1954). According to Maslow et al. (1954), there seems to be a hierarchy into which human needs arrange themselves, as per the above figure. The psychological needs form the base of the model and hence require being satisfied first. These are the basic human needs to sustain life itself-food, clothing, and shelter. Until these basic needs are satisfied to the degree needed for the sufficient operation of the body, the majority of a person's activity will probably be at this level, and the others will provide little motivation. When these needs are somewhat satiated, other needs emerge. Once physiological needs become gratified, the safety, or security needs become predominant. These needs are essentially the need to be free of the fear of physical danger and deprivation of the basic physiological needs. In other words, this is a need for self-preservation. In addition to the here and now, there is a concern for the future. Once physiological and safety needs are fairly well satisfied, social or affiliation will emerge as dominant in the need structure. Since people are social beings, they have a need to belong and to be accepted by various groups. When social needs become dominant, a person will strive for meaningful relations with others. After individuals begin to satisfy their need to belong, they generally want to be more than just a member of their group. They then feel the need for esteem- both self-esteem

Computers and Construction Dissertation Example | Topics and Well Written Essays - 22500 words

Computers and Construction - Dissertation Example Importantly, the literature review will give the study a rather vital starting point and framework, especially for an incisive comparative analysis of the current, past and future status of BIM and other technologies in the construction industry. Generally, the last three decades have seen a tremendous upsurge in the number of literatures written on BIM and other computer technologies applied in the construction, architecture and engineering sectors. In some of the old and even recent literary materials, BIM is also portrayed as a comparatively new subject, serving the interests of the AEC sciences and the construction industry (Wong & Wong, 2010). These literatures also emphasise the role of BIM in availing excellent opportunities for academics, researchers and practitioners to significantly contribute to the development and further implementation of BIM across AEC sectors of economy. Among the most popular topics in the reviewed literatures include BIM implementation in architectur al and construction practice, the influence of BIM on construction management, the changes that BIM creates to the cost estimation, virtual construction development and collaborative technique in construction industry. ... While countries such as England, Canada, Scandinavia, Australia, Singapore Slovenia, the USA and Hong Kong have reported considerable progress in the development of BIM, accompanied by adequate and valuable case studies, surveys, publications and researches, other regions such as Africa, South America, Ireland and Russia are lagging behind in BIM adoption and implementation (McGraw-Hill Construction, 2009). Similarly, big construction firms such as AutoDesk, Bentley and McGraw-Hill Construction have made tremendous steps in BIM adoption and implementation while their smaller counterparts such as those involved in building residential homes lag behind in this regard. The following sections review some of the literatures and studies related to BIM and the economic importance of its implementation. Past Publications and Results If the evidences from past and current studies and literatures on Building Information Modelling are anything to go by, BIM can be said to have immense economic value not only to its designers, owners and constructors but also to the users of the built structures (Rice & Gerber, (2010). The achievement of this project’s objectives is likely to be dependent on the information that will be assembled from past studies and literatures on the subject of the economic value of BIM. Although individual writers and researchers have also covered the subject of BIM in general and that of the economic impacts of the technology in particular, most of the authors and researchers are corporate organisations in the construction, engineering and architectural industries (McGraw-Hill Construction, 2009). One such authors and researchers is McGraw-Hill Construction. One publication by this organisation, which touches on the economic importance and impacts