System Development Assignment Example | Topics and Well Written Essays - 250 words

System Development - Assignment Example As SDLC is comprised of seven distinct stages: planning, analysis, design, development, testing, execution, and maintenance. This paper takes a detailed explanation on whether or not all systems development projects use the SDLC. Further, will determine whether or not it’s wise to recommend the SDLC as a CTO for all my organizations’ technology projects. In every project there must be activities associated with project initiation, planning, analysis, design, execution, and deployment. The use of the SDLC framework is mandatory for all major  information technology  development projects and is also applicable for smaller IT efforts. The nature of the project determines the best approach to use. In order for the information system to succeed, it’s mandatory to use all seven phases. Although SDLC has many different versions of information systems, follow-up with different steps as well (Avison & Fitzgerald 2006). Sarkar et al (2006), note that there are advantages and disadvantages in the SDLC systems. By understanding and learning these differences will help in the process of considering using an SDLC system. Whether or not you or your organization will ever become interested in using these systems; the knowledge of their existence and the capabilities that they offer will be an asset of ones awareness. The Software development lifecycles (SDLC) help to describe the processes, procedures, and artefacts a team is used in an organization. When recommending the SDLC implementation, all of these methodologies they have places where they work well and where they do not. Cockburn (2000) indicates that the factors that go into selecting an SDLC include team location, team size, the risk of errors, when to market, the number of probable changes, how long the project last, and maintenance releases will be required. Further, understanding the basic concepts of software development

Robinson Crusoe Essay Example | Topics and Well Written Essays - 1250 words

Robinson Crusoe - Essay Example Daniel Defoe had done a good job to bring Robinson to the wilderness of deserted island by a shipwreck, which was essential for the rebuilding of his own future. It was the only event which was a turning point in the life of Robinson Crusoe. It was the ending of his otherwise prolonged journey. The moments he spent there were teaching him new lessons. Slowly he recognized the environs, the features, the objects which were offered to him. In his own words, â€Å"the total nature itself fetch him essentials for his life†. The fear of solitude surrounded him there. This led to the construction of his shelter. It was necessary for him to become self sufficient in every matters like food, drink, animal husbandry, and plantations. When he noticed the miraculous growth of the corns he realized that these are the results of fate ,"for it was the work of Providence as to me, that should order or appoint, that the ten or twelve grains of corn should remain unspoiled, as if it had been d ropped down from Heaven" ( Defoe, 79). Man has such a particular nature to develop special qualities for the improvement in a totally alien surroundings. Defoe filled his hero with the power and strength. For this he uses his own religious believes also. It is Crusoe’s Christianity that helps him to attain richness both spiritually and financially. In that way he became a real colonizer. Thus Defoe represents the island as a symbol of the outside world. All the time Crusoe was trying to recreate his past life. There was surely a conflict arises in the mind of Crusoe, a conflict that of a civilized man and unsophisticated circumstances. Every actions of the hero were that of a civilized man. He learnt to meet all the necessities from the neighboring materials itself. The materials and the nature itself generated ideas in the mind of the hero. These ideas can be treated as intuitions or insights the primitive man was

Environmental Distractions to Study Habits Essay Example for Free

Environmental Distractions to Study Habits Essay Every student is required to study the lessons given by the teacher. By means of proper time management, a student becomes successful in his entire intellectual endeavor. But what if there are environmental distractions in his study habits? What will happen to his learning activities? Environmental distractions in study habits make a student at a disadvantaged position if it cannot be fully determined and avoided. Therefore, environmental distractions are a hindrance to the intellectual development of a student. Environmental Distractions In order to avoid environmental distractions, it is required that a student must identify the things that gives problems to his studies. After all, how could he be successful in avoiding environmental distractions if he may not be able to identify them? Hence, correct identification of environmental distractions that might hinder the student from studying should be done. The environmental distractions to study habits may include emotional, physical and external distractions. Learning Support Center Paradise Valley Community mentioned that physical environment of the study area of a student relates to external distractions (â€Å"Improving Your Memory†). In other words, if the environment is noisy and unorganized, study habits of a student may be hampered. Since we are aware that studying includes memorization, a student cannot effectively study when there television is opened or used within his environment, when there are any people chatting around him and when sound effects around him is very disturbing. Therefore, the best way for a student to avoid external distractions is to find a place conducive for learning like a noise-free room. Learning Support Center Paradise Valley Community also mentioned that the study area of a student must have quite surroundings or those places that really intended for studying (â€Å"Improving Your Memory†). Moreover, Glendale Community College stated that a good study environment must be free from distractions that might hinder memorizing and understanding reading materials (â€Å"Study Skills†). There should also be rules to follow like having a desk intended totally for studying; not using television, radio and telephone while studying; closing the door of the study room so that people passing by it cannot distract a students attention; the study area should not be cluttered and unorganized and that the study environment should be clean and spacious (â€Å"Study Skills†). If all these can be followed, there is no doubt that a student can study properly. Lastly, a student must not dwell long to problems of the family and friends and even personal situations that can surely affect study habits. The environment should be free from emotional distractions so that the mind of a student will remain fresh and able to absorb new ideas being studied daily. Conclusion   A student needs a study area that is free from environmental distractions. This paper mentioned that environmental distractions involved emotional and physical distractions as well as external ones. Emotional distractions include family problems while physical and external distractions include television, radio, noisy environment and unorganized study area. Finally, the best way to attain an environment that is free from distraction is to identify the things that can distract a student and avoid them all. References Glendale Community College. (2008). Study Skills. Retrieved August 14, 2008, from   http://www.glendale.edu/new/services/counseling/study.htm. Learning Support Center Paradise Valley Community. (2008). Improving Your Memory. Retrieved August 14, 2008, from http://www.pvc.maricopa.edu/lsc/services/tips _improving_memory.htm.

The Army as a Profession of Arms Essay Example for Free

The Army as a Profession of Arms Essay As the Army transitions from the battlefields of Iraq and Afghanistan, the organization is well served to take a long look in the mirror. After ten plus years of deployments, our combat tested warriors are sure to possess more than enough valuable knowledge to reinforce and improve upon our status as a profession. A Tracdoc  published paper explains â€Å"to be a professional is to understand, embrace, and competently practice the expertise of the profession. † I believe the profession of arms exists and there are many components that reinforce this argument. Among these components, initial entry training and institutional learning, shared values, and a monopoly on our mission are three of the most important tenants. All Soldiers must graduate from Basic Combat Training and all officers must graduate from a commissioning source. Similar to medical school or law school in other traditional professions, these schools set the foundation for years of practice that will lead to expert work. From the first day in these schools, Soldiers are taught the seven Army values and the Soldiers creed. Comparable to the Hippocratic Oath, these words set basic principles all Soldiers must live by. Last, no other organization has the knowledge, material, or will to ensure national defense and security. The Army’s unique and expert work ensures it is a profession in the truest sense of the word. First, the Army provides specialized training and qualifications for its members. This initial training starts with BCT and a commissioning sources and continues through Advanced Individual Training for enlisted and the branch specific Basic Officer Leader Courses. Starting at the beginning of IET Soldiers are basically apprentices. All share knowledge common to members but unique to our organization. NCO’s and Company grade officers could be looked at as Journeymen. Have proven skills and knowledge. Senior NCO’s and Field Grade and Senior Officers are Master’s. All are professions but on different training paths. Also, Soldiers continue to qualify in the form of Military Occupational Specialty training, Army Physical Fitness Tests, and weapon qualifications that demonstrate a members potential for service throughout a career. According to Tracdoc commander General Robert Cone, it takes â€Å"years of hard work to reemphasize training and doctrine and years of individuals seeking to professionally improve themselves and the profession† to reach the desired end state of masters in the profession of arms. Second, the Army is governed by two related ethos. On the first day of initial training Soldiers are taught the importance of the seven Army values and begin to memorize the Soldier’s Creed. Like doctors and lawyers, â€Å"the military is an expert group, charged by its client to conduct work governed by a professional ethic† according to Lieutenant General Robert Caslen. A recent study commissioned by the Army found that 93% of Soldiers share their personal with the one set by the Army. Again, according to Caslen â€Å"the Army Values have sustained our institution through some of our most difficult years and will continue to be the foundation of our profession. † Last, no one else can provide national level security. A monopoly on the expert work that is to be performed is true of all professions. Caslen states that the American people â€Å"expect us to stand in the gap between the evil that is out there and our Nation’s values and our citizens themselves†¦Ã¢â‚¬ . This overwhelming charge is true to the profession of arms and can only be expected of experts in our given field. In conclusion, I believe the United States Army is a profession led by masters who are constantly training and mentoring expert replacements who execute their mission with the core values that have guided us for years. According to Brigadier General Sean MacFarland, â€Å"when we examine the key attributes of our profession, we can never lose sight of this underlying truth, because it sets us apart from all others. †

Example Essay on Professional and Ethical Practice in Nursing

Example Essay on Professional and Ethical Practice in Nursing The Royal College of Nursing (RCN, 1981) and the Nursing and Midwifery Council (NMC, 2004; 2008) described the word accountability as ones responsibility to somebody or for something, in this case nurses are accountable to the patients, the employers and the NMC principles. Responsibility is being accountable for ones action or omission to patients in our care. Whereas Sempre Cable argued that responsibility relates to ones accountability to what one does and accountability is one responsible to the consequence of what one does (2003). Nurses are accountable to the NMC which legislates and regulates all nurses, midwives and specialist community nurses in the United Kingdom and it is the responsible of all registrant to abide to its principle. Therefore, the author will weave the tapestry of this essay to demonstrate that the NMC (2008) guidance may appear simple but it is a difficult responsibility to fulfil by nurses in practice. As the guideline relates to the first paragraph of t he principles of The Code, firstly, trust in relation to caring of patients health and wellbeing will be defined and the discussion will posit around the kind of treatment received by patients as individuals without discrimination, and respecting their dignity and be an advocate for them whilst they are in the nursing care. Secondly, respecting their right to confidentiality as is of paramount importance and it is enshrined in the Data Protection Act (1998) and also the Human Right Act (1998) which makes it legal. Confidentiality will be defined and note that patients information cannot be disclosed without the patients consent. Thirdly, for nurses to respect the dignity of patients, to advocate for them and respect their confidentiality nurses must be able to use therapeutic communications to get the necessary information and nurses must be able to communicate with other health professionals to support the patients in their care. Nurses must be able to communicate with the patient in a language that is understood by the patient. Fourthly, the principle of ethics in the discharging of the roles of nurses is important to complete the jigsaw of this complex essay. Lastly, to bring theory into practice by using the five steps of nursing process model (Christensen and Kenney, 1990, 1995; Roper, Logan Tierney, 1976; Pearson et al, 2005) will be explained by using the framework of the Clinical Governance (Department of Health (DH), 1999) as the benchmark for quality practice to explain the reason that it is a difficult responsibility for nurses to balance the different agendas. Hence, before an attempt is made to answer the topic of this essay theory of nursing is explained and the definition of nursing is postulate for the reader to understand the direction that this topic will be taken. Theory provides a template for practice as it provides the embodiment of nursing philosophies, presenting the beliefs, understandings, and purposes of nursing. It also guides research and education. A theory helps the understanding of nursing by the general public (Seedhouse, 1986). Theory is also a thinking process especially when a nurse is reflecting on the nursing process (assessment, diagnosis, planning, implementation and evaluation) of a patient (Bell Duffy, 2008). Peplau (1952) argued that nurses use therapeutic communication as a way to tease out information from the patients in order that nurses gain the patients trust and they are treated with respect and dignity. (, patients most of the time are seeing the nurse for the first time,) Orems (1971) used the self- care model where he stated that nurses used the continuous self-care action to care for patients when the patients self-care exceeds their own abilities to meet their needs (self-care deficit). Though Horan et al, (2004); Rogers (1970, 1980), Neuman (1980) and Parse (1987) stated that nursing is both an art and science whereby the main aim is to help patient to achieve biological system homeostasis equilibrium after an illness and to sustain their health and wellbeing not forgetting their respect and dignity. RCN stated that the use of clinical judgement in the provision of care to enable people to improve, maintain, or recover health, to cope with health problems, and to achieve the best possible quality of life, whatever the disease or disability, until death (RCN, 2003 pg 3). Health and wellbeing, respect patients dignity The World Health Organisation (WHO) stated that health is a human state of biopsychosocial wellbeing in the absence of illness. Seedhouse (1995) argued that the WHO definition is too broad and difficult to achieve and it does not take into consideration the different definition of illness. Roper et al (2000) argued that health is an important factor in the model for nursing. Therefore, one of the roles of nursing is not only caring for ill patients but the healthy clients especially when doing health promotion. Furthermore, patients must be treated as individuals and their dignity respected irrespective of whatever cultural and ethnical background, gender, age, sexual orientation and physical and or mental abilities or disabilities they should not be discriminated against. Peplau (1952) stated that therapeutic communication is a vital aspect of health care and it enables nurses to form a partnership with patients and it is central to their quality of care thereby their quick recovery . In communicating with the patients nurses are able to gain insight into patients personal details that they would not normally tell to another person thereby a trust is constructed. As a result of the trust then the nurses and patients relationship is born and it is through respect. Dignity of the patients is paramount for that respect to be fostered further. Nurses should bargain with the patients to identify their preferences regarding care and respecting these within the limits of the professional practice. Fern (2007) noted that a patient may become aggressive especially after post-operative procedure as a novice nurse are into the nursing goal might be able to note vital signs that the patient is in distress than an experience of the nurse will. Gallagher and Seedhouse (2002) argued that patient may feel undignified if they are not communicate to properly, embarrassed and degraded. Nurses are accountable for any actions or omissions if they do not respect the dignity of patients (NMC, 2008; Woolrich, 2008; Burnard, 1997). The NMC (2008) principles clearly state that and it is further reinforced by different National Health Service (NHS) policies such NHS Plan DH, 2000 which has increased the role of nurses without increasing the number of nurses employed. This it itself is causing more complaints among the. Dignity in Care (DH, 2006) Cultural diversity can cause problem (Baillie et al, 2009) Caring for different cultural can be problematic since on a ward that might be patients from different ethnic background and one have to be mindful of their preferences () Maintaining the dignity of patients is not always easy as each patient has their own agenda and sometimes being sick make people behave abnormally. Patient must be treated kindly and considerately. Nurses should act as an advocate for those in their care by helping them to access relevant health and social care information and to support them. Confidentiality and its responsibility for nurses and patients Patients right to confidentiality is of paramount importance and is enshrined in the Data Protection Act (1998), furthermore, it is in the Human Right Act (1998) which sets the right of an individual. Confidentiality is defined as . Any employee of the NHS has the confidentiality guidelines written in their contract of employment irrespective of what type of job the employee is doing. The employers have a safeguard of confidentiality written in each staff employed in the NHS Ethics and its moral dilemma when caring for patients health and wellbeing Ethics are standards of behaviour which nurses are expected to act on when caring for patients and others (Tschudin, 1986; Edwards, 1996; Holland et al, 2008; Kozier et al, 2008) whereas moral is ones personal standard of the difference between right and wrong in conduct, character and attitude. Ethics are found in the NMC Code of conduct and nurses are accountable for their ethical conduct (Kozier, 2008). Ethics and moral are sometimes used interchangeably in some literatures. Beauchamp Childress (1989, 2009) developed a framework stated that there are four moral principles that nurses can work under. They are autonomy, nonmaleficence, beneficence and justice as explained below. Autonomy states that a patient is an individual and his/her wishes should be respected eventhough the decision runs contrary to our own ethical issues. Nonmaleficence the patient should not be placed do no harm it could happen intentionally, placing someone at harm risk or unintentionally causing harm. Beneficence doing good implement actions that benefit patient and their supports person. Justice fairness justifying one action against another action. (Nursing theorists may say when a nurse in faced with a dilemma the decision should be based on two ethical models utilitarianism one that brings the most good and the least harm for the greatest number of people or deontological theory action is not judged on its consequences but is judged on whether it agrees with moral principles) Ethics can sometimes provide moral dilemmas that nurses face when caring for a patient especially if the patient has been diagnosed with an incurable disease whereby the family and their employer do not want it to be disclosed to the patient. In such circumstances the conflict it between ethics and moral dilemma that is enshrined in the NMC (2008) Code of Ethics their role as nurses and moral duty to the patient who wants to know the truth and the patients health and wellbeing (Benjamin Curtis, 1992; Edwards, 1996). Thompson et al (2006) stated that ethics and moral cannot work in a vacuum further added that in order to justify moral judgement nurses need prior knowledge of ethical theory. Beauchamp and Childress (2009) added that one needs understanding of moral theory to be able to justify ethical decisions. This demonstrates the extra burden imposed on nurses thereby finding themselves constrained by the difficult responsibilities placed on them to fulfil the NMC (2008) Code of E thics furthermore those of their employers. (Nurses must have professional accountability and responsibility regardless of how simple or difficult the task may, they are personally accountable for their practice and are answerable for any action and omission committed whilst discharging their role. In this case responsibility refers to the accountability or liability associated with the duties undertaken by nurses). Conclusion Definition of important words Before the essay tapestry is weaved some words definition are given to set the tone whether the NMC (2008) guidance appears simple and/or is it difficult responsibility to fulfil in nursing practice. The Essence of Care (DH, 2003) is an NHS Policy helping health practitioners to take a patient-focused and structured approach to sharing and comparing practice. Trust Bell Duffy suggested that being trustworthy is difficult as patients, peers, managers have different expectations on the definition of trust (2009). Trust is therefore defined as . Wilson argued that public has lost trust in nursing care due to the fact that they expect modern medicine could cure every possible ill and secondly someone has failed to deliver the service they were mandated to deliver (2002). Health and wellbeing health is defined as the absence of illness with complete physical, mental and social wellbeing (World Health Organisation (WHO), 1946; Seedhouse, 1986) and wellbeing being the (suggested) state of perfection (Wilmot, 2003) Dignity is defined as the way an individual perceives and acquires values (privacy, respect and trust), sets standards according to these values and from these standards judges what is acceptable influenced by the individual cultural upbringing (Haddock, 1996; Seedhouse, 2000; DH, 2000; Matiti, 2002; DH, 2004; Matiti et al, 2007). Client/patient Advocacy Griffith Tengnah (2008) stated that NMC codes places both a normative and positive rules on the registrant (Normative rule what a person should do or what they should refrain from doing and positive rule imposes a legal obligation to do or refrain from doing something). Therefore, the NMC codes pull on both the normative and positive rule to underpin a shared set of values as enshrined by the regulatory body. Apply the concept of dignity in delivering care by respecting the patient as an individual The concept of dignity A concept is a label given to an observed phenomenon In the policy documents NHS Plan (Department of Health (DH), 2000) and Standards for Better Health (DH, 2004) DH states that patients would be treated as an individual first and treated with respect and dignity by focusing on their whole health and wellbeing not only their illness. It further added that the nurses would also be treated with respect and dignity. These words are echoed in the NMC (2008) Code though it does not mention the registrant. Apply the concept of dignity Deliver care with dignity Identifying factors that influence and maintain patient dignity Challenges situation/others when patient dignity may be compromised Quality of care and clinical governance cycle Conclusion: To the author who is a novice (Benner, 1984) the NMC guidance may appear to be a difficult responsibility to fulfil in practice but to an expert nurse the process and analysis of data happens on an unconscious level. This is done as the nurse may be able to deconstruct an incident by summoning his cognitive intuition (knowledge, experience) therefore the clinical decisions appears in his/her conscious mind readily formed (Lyneham et al. 2008; 2009). So it reasonable to conclude that regimes of care should actually benefit clients, rather than simply not cause harm. Beauchamp T L, Childress J F. (1989) Principles of biomedical ethics. 3rd ed. Oxford: Oxford University Press. Beauchamp T L, Childress J F. (2009) Principles of biomedical ethics. 6th ed. Oxford: Oxford University Press. Benjamin M, Curtis J. (1992) Ethics in Nursing. 3rd Ed. Oxford: Oxford University Press Benner P. (1984) From novice to expert: Excellence and power in clinical nursing practice. California: Addison Wesley. Department of Health. (2000) The NHS plan: A plan for investment, a plan for reform. London: The Stationery Office. Edwards S D. (1996) Nursing Ethics: A principle-based approach. Basingstoke: Macmillan Press Ltd. Griffith R, Tengnah C. (2008) Law and professional issues in nursing. Exeter: Learning Matters Ltd. Hinchliff S, Norman S, Schober J. (eds.) (2008) Nursing practice and health care: A foundation text. 5th Ed. London: Hodder Arnold. Holland K, Jenkins J, Solomon J, Whittam S (eds.) (2008) Roper, Logan Tierney Model in Practice. 2nd Ed. Edinburgh: Churchill Livingstone Elsevier. Horan P, Doran A, Timmina F. (2004) Exploring Orems self-care deficit nursing theory in learning disability nursing: Philosophical parity paper. Learning Disability Practice. 7 (4) 28-37. Kozier B, Erb G, Berman A, Synder S, Lake R, Harvey S. (2008) Fundamentals of Nursing: Concept, process and practice. Harlow: Pearson Education Ltd. Lyneham J, Parkinson C, Denholm C. (2008) Explicating Benners concept of expert practice: intuition in emergency nursing. Journal of Advanced Nursing. 64 (4) 380-387. Lyneham J, Parkinson C, Denholm C. (2009) Expert nursing practice: a mathematical explanation of Benners 5th stage of practice development. Journal of Advance Nursing. 65 (11) 2477-2484. Nursing Midwifery Council (NMC). (2002) Code of professional conduct. London: NMC Nursing Midwifery Council. (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Royal College of Nursing (1981) Accountability in nursing. London: RCN. Seedhouse D. (1986) Health: The foundations for achievement. London: Wiley. Seedhouse D. (2000) Practical nursing philosophy: The universal ethical code. New York: Riley. Semple M, Cable S. (2003) The new code of professional conduct. Nursing Standard. 17 (23) 40-48. Thompson I E, Melia K M, Boyd K M, Horsburgh D. (2006) Nursing Ethics. 5th Ed. Edinburgh: Churchill Livingstone Elsevier. Waights Wilmot S. (2003) Ethics, power and policy: The future of nursing in the NHS. New York: Palgrave Macmillan. Wilson R. (2002) Where did peoples trust go? Nursing Standard. 17 (2) 24-25.

Twelfth Night Comedy by Shakespeare and Its Effect on Other Writings Es

Twelfth Night Comedy by Shakespeare and Its Effect on Other Writings While Great Expectations and Gulliver’s Travels were not written as comedy, humor is seen in them. The comedy in Shakespeare’s Twelfth Night can be related to the comedy in those writings, although Shakespeare used a variety of comedic techniques, not used in either Great Expectations or Gulliver’s Travels. The comedy in Twelfth Night varies greatly from the comedy in Great Expectations and Gulliver’s Travels at times. Irony is a common comedic element seen in all three works. Jonathan Swift’s Gulliver’s Travels is commonly known as a satire, therefore it uses improbable irony as a tool. The misfortune, ridiculousness and contradict of Gulliver’s adventures is funny. For instance, he, an almighty human, was tied down and restrained by people the size of his finger. In Twelfth Night irony is also used. For example, Olivia fell in love with the woman, viola, dressed as a man, Cesario, who was to woo Olivia, for the duke. It is an unexpec ted, contradicting turn, mostly because of the couple’s gender, but also because of the going-ons during which it happened. In the following Viola finds out of Olivia’s love: â€Å"Viola: I left no ring with her. What means this lady? Fortune forbid my outside have not charmed her! She made good view of me, indeed so much That sure methought her eyes had lost her tongue, For she did speak in starts distractedly. She loves me, sure! The cunning of her passion Invites me in this churlish messenger.† (Shakespeare, Act 2, Scene 2, Lines 15 and 20) The love triangle Shakespeare uses to twist the plot is ironic. In Great Expectations is the main comedic tool, although it is not a satire. It is ironic how Estella, who was out to break Pip’s heart at the beginning, has her own heart broken and seems to reconcile with him in the end, appearing to intend to never again part, â€Å"I took her hand in mine, and we went out of the ruined place; and as the morning mists had risen long ago when I first left the forge, so the evening mists were rising now, and in all the broad expanse of tranquil light they showed to me, I saw no shadow of another parting form her.† (Dickens, 516) Because common aspects from Shakespeare’s writing can be seen in Great Expectations and Gulliver’s Travels, and similar comedic techniques were used in the writings, the works’ comedy ... ...he past and how doing that prevents future. This is also seen in Twelfth Night with Orsino dwelling on Olivia. Another idea Great Expectations has in common with Twelfth Night is the general plot. The book’s general theme can be seen as influence from Shakespeare’s Twelfth Night, when Malvolio was invoked by Maria’s letter, he expected Olivia to be interested in him. â€Å"Olivia: God comfort thee! Why doust thou smile so, and kiss they hand so off? Maria: How do you, Malvolio? Malvolio: At your request! Yes, nightingales answer daws! Maria: Why appear you with this ridiculousness before my lady? Malvolio: ‘Be not afraid of greatness.’ ‘Twas well writ. Olivia: what meanest thou by that, Malvolio?† (Shakespeare, Act 3, Scene 4, Lines 25 and 30) Clearly, Great Expectations uses irony and has traits influenced by Shakespeare. Shakespeare’s Twelfth Night offers comedy in every scene. It has obviously influenced some of today’s literature and common comedic aspects can by seen in all three works. Each novel clearly has human insight to offer, all true is certain circumstances. Certainly, Great Expectations and Gulliver’s Travels has been influenced by Shakespeare’s writing.

Wounding More than just the Knee: The Development of the Ghost Dance in

Religion has always been an easy respite from the toils of daily life. Moreover, it has an intrinsic ability to help its followers make sense of matters during times of despair. For Native Americans, religion has long been an integral part of their culture. The Longhouse Religion, the Drummer-Dreamer Faith (which strongly foreshadowed the development of the Ghost Dance movement), and the Indian Shaker Church are all religions that originated deep within Native American culture. The white man, since his arrival in America, has always had extreme amounts of tension with Native Americans, often enacting laws in order to do what would make white society happy. As the United States government took away more and more of what Native Americans stood for, vast amounts of them turned to religion for reprieve from the pain and suffering instigated, in part, by the white man. The United States government, since its very foundation, has been hostile towards Native Americans, forcing them to comply with their needs. An early instance of Indian manipulation on the part of the United States government was the Indian Removal Act of 1830. During Andrew Jackson’s presidency, thousands of Native Americans were forced off of their land west of the Mississippi River. These Native Americans walked on what would later be known as the Trail of Tears. It was named this because of the acute anguish that countless numbers of them endured while on it. As they were forced further and further west, they were cramped onto smaller and less fertile lands. The Sioux Treaty of 1868 (also known as the Treaty of Fort Laramie) established the Great Sioux Reservation. This treaty drew boundaries as to where Native Americans could and could not settle, and attempt... ...ess, 2009. Meddaugh, J. E. American Indian Ghost Dance. Photograph. 1885. Photo Lot 90-1, number 391. National Anthropological Archives. Smithsonian Institution, Washington, DC. Members of the Potomac Corral of the Westerners. Great Western Indian Fights. Lincoln, NE: University of Nebraska Press, 1960. Mooney, James. The Ghost-Dance Religion and the Sioux Outbreak of 1890. Washington DC: US Bureau of American Ethnology, 1896. Sandefur, Gary D. "American Indian Reservations: The First Underclass Areas?" Focus 12, no. 1 (1989): 37-41. Streissguth, Tom. Wounded Knee 1890: The End of the Plains Indian Wars. New York, NY: Facts on File, 1998. Thurman, Melbum D. "Wovoka." American National Biography Online. Last modified February 2000. Accessed October 15, 2013. http://www.anb.org/articles/20/20-01149.html. Wovoka. "The Messiah Letter." Speech transcript.