The Beginning of the Modern World

The Battle of Kettle Creek in the Revolutionary War

The Battle of Kettle Creek in the Revolutionary War The Battle of Kettle Creek was fought February 14, 1779, during the American Revolution (1775-1783). In 1778, the new British commander in North America, General Sir Henry Clinton, elected to abandon Philadelphia and concentrate his forces in New York City. This reflected a desire to protect this key base following the Treaty of Alliance between the Continental Congress and France. Emerging from Valley Forge, General George Washington pursued Clinton into New Jersey. Clashing at Monmouth on June 28, the British elected to break off the fighting and continue their retreat north. As British forces established themselves in New York City, the war in the north settled into a stalemate. Believing support for the British cause to be stronger in the south, Clinton began making preparations to campaign in strength in this region. Armies Commanders Americans Colonel Andrew PickensColonel John DoolyLieutenant Colonel Elijah Clarke300-350 militia British Colonel John BoydMajor William Spurgen600 to 800 militia Background Since the British repulse at Sullivans Island near Charleston, SC in 1776, little significant fighting had occurred in the South. In the fall of 1778, Clinton directed forces to move against Savannah, GA. Attacking on December 29, Lieutenant Colonel Archibald Campbell succeeded in overwhelming the citys defenders. Brigadier General Augustine Prevost arrived the following month with reinforcements and assumed command in Savannah. Seeking to expand British control into the interior of Georgia, he directed Campbell to take around 1,000 men to secure Augusta. Departing on January 24, they were opposed by Patriot militia led by Brigadier General Andrew Williamson. Unwilling to directly engage the British, Williamson limited his actions to skirmishing before Campbell reached his objective a week later. Lincoln Responds In an effort to bolster his numbers, Campbell commenced recruiting Loyalists to the British cause. To enhance these efforts, Colonel John Boyd, an Irishman who had lived in Raeburn Creek, SC, was ordered to raise Loyalists in the backcountry of the Carolinas. Gathering around 600 men in central South Carolina, Boyd turned south to return to Augusta. In Charleston, the American commander in the South, Major General Benjamin Lincoln, lacked the forces to contest Prevost and Campbells actions. This changed on January 30, when 1,100 North Carolina militia, led by Brigadier General John Ashe, arrived. This force quickly received orders to join Williamson for operations against Campbells troops at Augusta. Pickens Arrives Along the Savannah River near Augusta, a stalemate ensued as Colonel John Doolys Georgia militia held the north bank while Colonel Daniel McGirths Loyalist forces occupied the south. Joined by around 250 South Carolina militia under Colonel Andrew Pickens, Dooly agreed to begin offensive operations in Georgia with the former in overall command. Crossing the river on February 10, Pickens and Dooly attempted to strike a British camp southeast of Augusta. Arriving, they found that the occupants had departed. Mounting a pursuit, they cornered the enemy at Carrs Fort a short time later. As his men commenced a siege, Pickens received information that Boyds column was moving towards Augusta with 700 to 800 men. Anticipating that Boyd would attempt to cross the river near the mouth of the Broad River, Pickens assumed a strong position in this area. The Loyalist commander instead slipped north and, after being repulsed by Patriot forces at Cherokee Ford, moved another five miles upstream before finding a suitable crossing. Initially unaware of this, Pickens crossed back into to South Carolina before receiving word of Boyds movements. Returning to Georgia, he resumed his pursuit and overtook the Loyalists as they paused to camp near Kettle Creek. Approaching Boyds camp, Pickens deployed his men with Dooly leading the right, Doolys executive officer, Lieutenant Colonel Elijah Clarke, commanding the left, and himself overseeing the center. Boyd Beaten In devising a plan for the battle, Pickens intended to strike with his men in the center while Dooly and Clarke swung wide to envelop the Loyalist camp. Pushing forward, Pickens advance guard violated orders and fired on the Loyalist sentries alerting Boyd to the impending attack. Rallying around 100 men, Boyd moved forward to a line of fencing and fallen trees. Frontally attacking this position, Pickens troops engaged in heavy fighting as Dooly and Clarkes commands were slowed by the swampy terrain on the Loyalist flanks. As the battle raged, Boyd fell mortally wounded and command devolved to Major William Spurgen. Though he tried to continue the fight, Dooly and Clarkes men began to appear from swamps. Under intense pressure, the Loyalist position began to collapse with Spurgens men retreating through the camp and across Kettle Creek. Aftermath In the fighting at the Battle of Kettle Creek, Pickens sustained 9 killed and 23 wounded while Loyalist losses numbered 40-70 killed and around 75 captured. Of Boyds recruits, 270 reached the British lines where they were formed into the North and South Carolina Royal Volunteers. Neither formation lasted long due to transfers and desertions. With the impending arrival of Ashes men, Campbell decided to abandon Augusta on February 12 and commenced his withdrawal two days later. The town would remain in Patriot hands until June 1780 when the British returned following their victory at the Siege of Charleston.

Slavery Trade Essay Example | Topics and Well Written Essays - 1000 words

Slavery Trade - Essay Example As the report stresses various abolitionist laws were instituted, though slave trade still grew dramatically spreading to the Northern parts of the American continent.   During this time, there was a gradual growth and expansion of the cotton industry. With the tremendous expansion of the cotton industries which were mostly found in the southern part of the American continent, labor force became a challenge to the industry stakeholders. Acquiring and retaining an adequate workforce that could carry out the day to day activities within the cotton industry became a major challenge to the industry players thus they had to seek a solution.From this paper it is clear that  most of the laborers within the cotton industry at that time were of British origin and were only available as indenture servants. These laborers offered their services in the cotton fields and industry on contractual basis, thus were never reliable to the industry players. They had the tendency of signing contracts that were indenture in nature. They in return received payments in various forms for their services in cotton industries and fields. In most cases, the laborers received payment in the form of upkeep. The cotton field owners and the industry stakeholders had to offer upkeep for the laborers as payment for the services they offered in their fields and cotton industries. Either, the laborers received passage from the cotton field owners and industry owners for the services they offered.

CASE STUDY Essay Example | Topics and Well Written Essays - 1500 words - 5

CASE STUDY - Essay Example The organization has expansive plans to increase the state coverage as well as the concentration of its services in the seven states. In this regard, the organization has set up new hospitals in the states and also has plans to set up more health facilities. An example is a proposal to construct a modern health facility at Fort Collins. The move is aimed at increasing Banner Health presence and also bringing quality healthcare closer to the people. Banner Health has partnered with institutions of higher learning to expand its services on cancer treatment (Banner Health, n.d). Specifically, Banner has engaged University of Texas MD Anderson Cancer Center to increase accessibility to cancer treatment for its patient. Under this partnership, Banner has built its cancer treatment center in Arizona. The organization has plans to increase its cancer treatment centers across the states where it has operations. The growth plan of Banner Health also includes opening of new health clinics in the country. The ANA anticipates that the demand for health care will increase significantly in the next decade. As such, bigger health institutions are likely to be overstretched. As such, clinics that are closer to the population are will be ideal for early detection and commencement of treatment. Also, clinics are important in primary care. The efforts to consider and address future needs makes Banner Health more prepared for future health needs. The American Nursing Organization has stipulated that the country will experience nurse shortage by 2020. The reason for the shortage includes lack of admission slots for new nursing students and nurse turnover. Banner health is cognizant of this issue. As a result, the Banner Center for Health Careers provides a long-term strategy of gathering details of qualified nurses and other medical professionals. The organization can then replace nurses from the pool or recruit new nurses

Design of an Interactive Graphics Framework

Design of an Interactive Graphics Framework Design of an Interactive Graphics Framework to Instruct Students on Computer Architecture Hardware Literature Review: The curriculum recommended by the ACM/IEEE-CS joint task force and documented in the computing curricula (ACM, 2013) defines a body of knowledge incorporating a wide variety of core topics one of which is computer architecture. Many of the topic areas within the body of knowledge are abstracted from a specific hardware implementation, computer architecture is one area for which specific implementation is essential (Taipala, 2014) as this course plays an important role in the computer science curriculum and also Students need to understand computer architecture in order to structure a program so that it runs more efficiently on a real machine. In selecting a system to use, they should be able to understand the trade off among various components, such as CPU clock speed vs. memory size. The pie chart below shows that computer technicians contribute more to total growth in science and engineering occupations which can be inferred as more number of jobs and a student can manage to get a job easily after graduation but few of the students from engineering and technology and majority of students from contrasting fields face difficulties in understanding computer architecture The computer involves many inter-related topics: digital logic, microprocessors, embedded systems, operating systems, and compiler and programming languages. This inter-relationship is pointed by Nisan and Schocken (2005) in the following way: â€Å"Of course machine language is also an abstraction an agreed upon set of binary codes. In order to make this abstraction formalism concrete, it must be realized by some hardware architecture. And this architecture, in turn, is implemented by a certain chip set, registers, memory units, ALU, and so on. Each level hides the artifacts and mechanisms of the previous lower level which makes the subject even more difficult to understand for students. This abstraction can be described by a top-down as well as a bottom-up approach. To encompass the whole domain and deal with its growing complexity, Knuth (2003), in his keynotes, recommended using a bottom-up education approach but this approach may not be efficient as in this hierarchy, the asse mbly language is the lower programming language and each of its instruction is the translation of one unique machine instruction which is the microcode of hardware activation. Hyde, in his book the Art of the Assembly Language, wrote that although assembly language has a pretty bad reputation, it is required to understand the backstage operation of computer processors (Hyde, 2003). It is a means of making the interaction of the hardware (CPU, memory, I/O) and software (the program) comprehensible (Yehezkel. 2003). The importance of learning computer architecture and the difficulties encountered by teachers assisting the students in understanding the course have been well documented (IEEE Micro, 2000; Cassel et al., 2000). Hence to improve the teaching of computer architecture, instructors must search for better pedagogical methods and tools. Moreover, at the curriculum level (as shown in the previous section), great efforts have to be invested to integrate the theoretical and practi cal aspects of computer architecture topics. Methodology: Based on a survey of software tools and technology Processing and Virtual Reality Modeling Language (VRML) are the computer graphics languages which are appropriate for doing the above mentioned work. These open source software are can build interactive programs easily with 2D or 3D outputs. Firstly an inventory of concepts needs to be created and sorted. These concepts are converted to interactive graphical simulations in order to help students understand better. To build an effective graphics framework data must be collected both from students who are enrolled in the computer architecture course and faculty who teach that course. Data can be collected by questionnaires or by conducting formal interviews with students and professors involved with computer architecture course, interview with faculty members gives the subject of study and interview with students helps in finding out on what topics they need more emphasis (Leibovitch, 2011), results from these interviews and questionna ires collectively outputs the ultimate topics which have to be converted to interactive graphical simulation. â€Å"Cheryl A Schmidt’s Complete CompTIA Guide to PCs† book covers all the fundamental topics of computer architecture and hardware which is appropriate for this research. Purdue University Calumet offers a course named computer architecture (ECET -11000) to freshmen which uses the above mentioned book as textbook and the course syllabus is designed according to the book. Information in their website clearly describes that the class attracts at least 20 students every semester since five years hence 20 counts of data can be collected. After looking at the results of interviews the topics can be finalized and can be converted to interactive 3D models and simulations (framework). Pre test and post test are given to students and these test results can be analyzed to check if this research helps in making the computer architecture course interesting, fun and easil y understandable. Data Collection: Eight to ten computer architecture text books from well established publications and authors need to be analyzed to create the inventory of concepts and these concepts are given as questionnaires to students to finalize and sort based on complexity. Questionnaire 1 (Sample questions to students, questions subject to change): The first three questions reveals about the knowledge of students about computers and their academic background, fourth question outputs the need for this research to be done and the rest of the questions are aimed at gathering the difficulty level of the course which presents the primary data that has to be converted to 3D models. Years and extent of association with computers? Concentrated major? Did you take any computer course(s) before, if yes please list them? How efficient is conventional learning experience with textbooks and labs? On a scale of 1 to 5 please rate the level of difficulty of the below mentioned concepts. Identification of parts of a mother board Mother board connections (assembling and disassembling a PC) Identification of different ports and their uses Different memory devices and their classification Configuring memory (RAM) Installing Hard Disk Redundant array of inexpensive disks (RAID technology) Sound drive installation Optical drive installation How a printer works Encrypting a file folder After analyzing the data from the above questionnaire the interactive graphical framework can be completed by using graphical tools and then be tested in class with the students and tests can be conducted, the students are tested on few computer architecture topics without the frame work then they are provided with the framework and tested again on the same questions. Analysis of the test score data can be used to draw conclusion about the efficiency of the framework in helping the students to deeply understand the course making it easy, fun and interesting. Test 1 (Sample test questions to students): The following test questions are designed according to the topics which are converted to 3D models and simulations, since the actual data is not yet collected these questions are subject to change. This test is conducted twice once without the framework and again with the framework. Even the questionnaire 1 will be given to students as post test after they have used the framework to see if they change the options from difficult to easy. What steps have to be taken while disassembling a PC? What is the use of RAID technology? How do you encrypt a file folder? How does a printer work? How do you configure RAM and calculate video memory Mention any five ports and write their uses. What type of hard disk will be chosen according to the type of CPU? Compare PATA, SATA, SCSI and SAS hard drives. Identify the parts of the below given motherboard In the following section, the basic units of the computer are presented. Illustrate, using arrows, the connection between the units. Describe the function next to each arrow. Data Analysis: The objective of this project is to help students to learn computer architecture course with building an ease in understanding and interest. To achieve this objective the interactive graphics simulator must be tested for its effectiveness. Questionnaires and interviews from students and faculty of computer architecture courses reveal the topics which are complex and have to be built in graphic simulation to make them look simple and easy. Questionnaires given to students have a scale of one to five which can be marked according to the level of difficulty of the specific concept. By analyzing the data quantitatively which is the concepts which get four or five marked in majority will be chosen to be converted to simulation. After the simulation is completed it is given to students and faculty to explore and go along with the computer architecture course. The main data analysis method to get the best result for this project is prestest and posttest. Description of the Pretest and Posttest The pretest was conducted before the course began, with the aim of determining the prior knowledge on the subject. The posttest was conducted at the end of course with the intention of determining the level of comprehension. Since the actual data is not collected the results cannot be interpreted and the questionnaires can be subject to change. The results of questionnaires before the simulator and after using the simulator are compared, if the student score in the posttest has increased drastically the simulator is considered to be effective and if there is no change or very less increment in the score then the simulator has to be developed more effectively. The figure below shows the example overall score of each student when compared to the percentage of correct answers vs prestest and posttest. Figure 1 In figure 1 the student has improved drastically after using the simulator but on the other hand if the results are opposite the simulator has to be developed more effectively. To develop a more effective simulator each question has to be compared with itself from pretest and posttest. The bar chart below represents the sample comparison of each correct answer to the question by the number of students from pretest and posttest. Figure 2 shows answers to questions which have improved and which have not improved. The first four questions in the questionnaire give the data about acquaintance of course to the student hence these four questions are removed from the comparison chart in Figure 2. From this result analysis can be made that the answers which have not improved are the concepts which are still difficult for the students to understand and be given a second thought to improve them in a different manner in the simulator thus improving its effectiveness. This way the simulator can be developed to achieve one hundred percent of usage in the class of computer architecture making the course easy, interesting and fun. Figure 2 References: Taipala, D. (2014) Teaching Computer Architecture in an Online Learning Environment using Simulation and Peer Instruction, 30(1), 87-98. Lazowaka, E.D. (2010). Where The Jobs are†¦ Retrieved from  http://www.cccblog.org/2010/01/04/where-the-jobs-are/ Nisan, N., Schocken, S. (2005) The Elements of Computing Systems, Building a Modern Computer from the First principles, MIT Press Stephen J. A., Roberts, E. (2008, July) â€Å"Point/Counterpoint. Technology curriculum for the early 21st century, Communications of the ACM, 51(7), 27-32. Leibovitch, C. Y. R., Levin, I. (2011). Reinforcing and Enhancing Understanding of Students in Learning Computer Architecture.Navigating Information Challenges. Hyde, R. (2003, September). The Art of Assembly Language Programming. Chapter 6: Memory Architecture. Retrieved from: http://webster.cs.ucr.edu/AoA/Windows/HTML/MemoryArchitecture.html. Lazowaka, E.D. (2010). Where The Jobs are†¦ Retrieved from  http://www.cccblog.org/2010/01/04/where-the-jobs-are/ IEEE Micro. (2000). Special Issue on Computer Architecture Education, 20(30). Joint Task Force on Computer Engineering Curricula: IEEE Computer Society/Association for Computing Machinery, Computer Engineering 2004: Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering, 30-31. Retrieved from: http://www.eng.auburn.edu/ece/CCCE/ Yehezkel, C., Ben-Ari, M., Dreyfus, T. (2007). The contribution of visualization to learning computer architecture, CSE on Special Issue on Teaching Hardware-software, 2(17), 117-127. Yehezkel, C. (2003). Making program execution comprehensible—one level above the machine language. 35(3), 124 – 128. Knuth, D. (2003). Bottom-up education, keynote in Proceedings of 8th annual conference on Innovation and technology in computer science education. Retrieved from: http://iticse2003.uom.gr/Iticse_day3 Kumar, D. and Cassel, L. (2002). A state of the course report: Computer organization and architecture. SIGCSE Bulletin, 34(3), 175 – 177. Purdue Calumet Class schedule. Retrieved From: https://banwebf.purduecal.edu/pls/proddad/Webctlg.P_CtlgProcInput?inputsubjcode=ECETinputsymbol==inputcrsenumb=11000inputcoursetype=2inputreqind=2callpage=clistquery Cheryl A(2014). Complete CompTIA Guide to PCs. Sample pages retrieved From: http://ptgmedia.pearsoncmg.com/images/9780789749765/samplepages/0789749769.pdf

Personal values and the market Essay -- business ethics research paper

Business is a game, which requires and demands both special strategy and an understanding special ethics. It gives main part to the profit but in the same way the ethics also plays a very important role in business because without ladder we cannot reach the high building like that without ethical thinking business cannot be done. Private morality is a respect for truth and that the closer a businessman comes to the truth he deserves more respect. According to Henry Taylor’s Statement he says that Ethics of a business are game ethics, different from the ethics of religion so he means that ethics related to business are like games and they are different from religion. Ethics means dealing with moral and in that truth plays the important role so he quoted and pointed that â€Å"Falsehood ceases to be falsehood when it is understood on all sides that the truth is not expected to be spoken†. In a business many businessman feel forced every day to say yes to their bosses whe n they furtively believe no and that this is generally accepted as permissible strategy when the alternative might be of losing the job. Entering into a business may be like forced into a game situation because business is a game in which there are many problems and many solutions. It is fair to say that if the individual refuses to bluff from time to time and if he feels forced to tell the truth the whole truth is nothing but it is one type of heavy weakness to the business opportunities in his business dealings. It is very difficult for each and every businessman to reconcile to the trick in which he plays a part. Before any individual can make a profitable use to strategy he should understand that in this bluffing he will not lose his self-respect and will not be emotionally disturbed. If he wants to reconcile his personal identity and high standards of honesty in business he must be ethically justified by his feeling of bluff. Business is a game that is played at all levels of corporate life, from the highest to the lowest. No one should think worse of business because its standards of right and wrong differ from the current traditions of morality in our society. Now a days there are many competitors that if we do business with morality i.e. like always telling the truth and do which is good for business because sometimes which is good for business is not right for us but then also we have t... ...f justice are structurally identical distributions are equally just. The very good example of the time slice principle is the welfare of economics. Example: if some persons are in prison for the murder or war crimes, we do not say that to assess the justice of the distribution in the society we must look only at what this person has, and that person has, and that person has†¦. at the current time. Justice is historical and the historical principles of justice hold that past situation or actions of the people can create differential entitlements or different deserts to things. Another very good example is given by Nozick is of the basketball teams of chamberlain. He tells us that people go on crazy and has given their twenty five cents to the Chamberlain instead of using that money for their own like watching movies and many more. This happens because they care about things other than needs. The general point is any favored pattern would be transformed into one unfavored by the principle, by people choosing to act in various ways like people exchanging goods and services with other people. And to stop this one should stop people by transferring resources as they wish to.

Prison Is Not a Cure for Crime Essay

There has been a great deal written about the fact that the number of crimes have dramatically increased in recent years. Educators have debated whether criminals should be put in jail or not. One idea that has received much attention is that prison plays an important role to reduce criminals. This essay will explain that prison is a cure for crime as fas as punishment for offenders and transformation of criminals into better citizens are concerned. One of the most important reasons why prison is a cure for crimes is that it is a punishment for culprits. For one thing, when someone commits a crime or does not obey to the law, he must be punished. In other words, offenders have to pay because of their wrong behaviours. For example, one of my friends who has committed a serious offence such as assault must spend a long time in jail. In addition to this, a long-term prison sentence will act as a deterrent for someone who is thinking about committing a crime. For another, innocent citizens will be hurt by culprits if government do not lock them into cells. Many countries use prisons like a tool in order to isolate and separate criminals from community. Public will live under constant fear when culprit’s have freedom outside prison. For instance, it would be difficult for an ordinary person if a murderer is living next to his door instead of in jail. Another reason is that the crucial purpose of prison is rehabilitation of criminals. First,many researchers claim that prison is a place where offenders have an opportunity to learn to be responsible for their mistakes. If someone behaves badly/ , other people should allow them to see what they have done is guilty whilst in prison, where they will learn how to prevent themselves from the evils. Criminals should be educated in prison in order to be sure they can be more and aware of their actions and not to re-offend. Also, jail provides culprits some skills in which they will be able to gradually make their way back into society without being discriminated for their work. For example, my close relative was sentenced for two years in jail when he committed multiple thefts. In prison, he realized several/ quite a few valuable lessons about life. After his release/ being released, his in-prison education/ training and skills helped him to turn into a good citizen. It is clear that priso n serves a great purpose to the community when criminals are steered in the right direction as well. Opponents of imprisonment may claim that prison is a convenient environment to help criminals learn a lot of skills to commit even more severe crimes. Moreover, the fact that governments put offenders to jail does not help to decrease the number of ctiminals. They have a point in thinking like that. On the other hand, they forget why we should put criminals to jail. The answer for this question is the more freedom offenders have, the more serious evils are conducted. For these reasons, jail is the best solution to limitation of crimes in the community. In conclusion, it is undenianle that prison serves a function in educating criminals. First, it helps to turn bad people into good ones before giving them the socond chance to rehabilitate. Furthermore, those who are guilty deserve the serve punishment so as not to re-offend. If this trend continues, the work will be a much safer place to live in and parents will be no longer frightened of the evils awaiting for their children.