Instructions
The purpose of analyzing cases is to apply concepts from class lectures and readings to real problems faced by real people. These cases require you to put yourself in the shoes of the protagonist, analyze situations, and make decisions despite uncertainty, risk, and limited information.
Mount Everest-1996
In your case write-up answer the following questions:
1. Why did this tragedy occur? What is the root cause of this disaster?
2. What factors created a climate in which people felt uncomfortable expressing dissent and
engaging in a candidate exchange of ideas and opinions?
3. Group dynamics can lead to suboptimal decision making. Did you notice any of these
processes at play in the Mt. Everest tragedy? Identify and explain two of them.
General Submission Instructions and Grading Criteria:
You will submit each homework assignment via Canvas. Assignments are due before the beginning of class on their respective due dates. Write-ups should be at most 2 pages long double-spaced, 12-point font, 1-inch margins. As always, your answers must be your own (not plagiarized from another source). Please let me know if you have any questions about plagiarism or academic honesty. All references and in-text citations need to be in APA format.
You will be graded on substance, not on page length; if you can effectively communicate your points in less than 2 pages then by all means do so.
Homework assignments are worth 40 points. Your write-ups will be graded according to their: (1) accuracy, (2) depth and breadth (3) strength of argument, and (4) style and grammar. Each area is worth a possible 10 points.
· Accuracy reflects the extent to which you demonstrate comprehension of the material through the correctness of your answers.
· Depth and breadth reflect the extent you apply course concepts, theories, etc. to explain issues or reflection from multiple perspectives. Analysis is based on fact and supported by theory. Your opinion without supporting analysis will not be given credit.
· Strength of argument reflects the extent to which you bolster your answers, assertions, and points with relevant evidence from the readings and from class.
· Style and grammar reflect the extent to which your write-ups are free from errors, and awkward or confusing writing. APA style is used for references and in-text citations.
Mount Everest—1996
Incredible achievement and great tragedy unfolded on the treacherous slopes of Mount Everest in the spring of 1996. Ninety-eight men and women climbed successfully to the summit, but sadly, 15 individuals lost their lives. On May 10 alone, 23 people reached the summit, including Rob Hall and Scott Fischer, two of the world’s most experienced high-altitude climbers. Unfortunately, Hall, Fischer, and three others died as a storm enveloped the mountain during their descent. Others escaped with their lives after many hours wandering in the dark while braving sub-zero temperatures. Since then, many have sou.
The document discusses mistakes made by guides during the 1996 Mount Everest disaster chronicled in Into Thin Air that contributed to the tragedy. It argues the guides allowed inexperienced climbers, lacked a clear climbing plan, and had differing opinions on responsibilities that added to problems. These issues, along with an unstructured expedition in Mountain Madness, meant disaster was not prevented when signs of failure emerged. Reform is needed in guide qualifications and approach to improve safety before more lives are endangered reaching Everest's summit.
This document provides information about two mountaineering expeditions that joined forces to climb Mount Everest in 1996. It describes Mount Everest as an unpredictable mountain that demands respect from climbers. The expedition encountered treacherous conditions caused by the forces of nature and human errors, which resulted in multiple deaths on May 10, 1996 in one of the worst single-day death tolls on the mountain. The document also examines some weaknesses in the expedition's planning and leadership that may have contributed to the tragic outcomes.
This document summarizes the successful 1953 British expedition to reach the summit of Mount Everest, led by Brigadier John Hunt. It describes the 13 climbers, including Edmund Hillary of New Zealand and Tenzing Norgay Sherpa of Nepal, who attempted the climb. After establishing several camps and acclimatizing over seven weeks, on May 29, 1953 Hillary and Tenzing became the first people in history to reach the top of Mount Everest. Their achievement represented a victory for their two countries and demonstrated international cooperation and human achievement in overcoming great challenges.
Mount Everest is facing pollution issues due to waste left by climbers. Decades-old food cans and garbage remain frozen on the mountain, polluting the environment. While removing waste is important, climbers and environmentalists say additional solutions are needed to address Everest's pollution problems. Several organizations have launched cleanup efforts, removing over 13 tons of garbage from the mountain. However, as long as climbers continue leaving trash that they cannot carry back down, pollution will remain an issue for Everest.
Mount Everest is the tallest mountain in the world at 8,848 meters. It is located in the Himalayas between Nepal and Tibet. Mount Everest was formed 60 million years ago when the Indian plate collided with the Eurasian plate, pushing up the land and forming the Himalayan mountain range. The first successful ascent of Mount Everest was made in 1953 by Sir Edmund Hillary and Tenzing Norgay. Reaching the summit requires careful planning and navigation to deal with challenges like high altitude, low oxygen, extreme cold, and dangerous conditions.
The document announces a house renaming competition for TWSS students to vote on new house names. There are 3 proposals: 1) Famous people who overcame challenges with excellence, resilience and integrity; 2) Famous mountains that require tenacity to reach their peaks; 3) Precious gemstones that symbolize developing inner strength and potential with guidance. Students can vote through SMS or an online portal by April 5th, with prizes for those who vote for the winning names.
The document provides details about a trivia game called Mosstermind including the rules, six sets of trivia questions, and the categories covered in the questions such as movies, Olympics, geography, and music. The questions test knowledge about famous people, events, places, brands, and more from around the world and throughout history.
The document discusses mistakes made by guides during the 1996 Mount Everest disaster chronicled in Into Thin Air that contributed to the tragedy. It argues the guides allowed inexperienced climbers, lacked a clear climbing plan, and had differing opinions on responsibilities that added to problems. These issues, along with an unstructured expedition in Mountain Madness, meant disaster was not prevented when signs of failure emerged. Reform is needed in guide qualifications and approach to improve safety before more lives are endangered reaching Everest's summit.
This document provides information about two mountaineering expeditions that joined forces to climb Mount Everest in 1996. It describes Mount Everest as an unpredictable mountain that demands respect from climbers. The expedition encountered treacherous conditions caused by the forces of nature and human errors, which resulted in multiple deaths on May 10, 1996 in one of the worst single-day death tolls on the mountain. The document also examines some weaknesses in the expedition's planning and leadership that may have contributed to the tragic outcomes.
This document summarizes the successful 1953 British expedition to reach the summit of Mount Everest, led by Brigadier John Hunt. It describes the 13 climbers, including Edmund Hillary of New Zealand and Tenzing Norgay Sherpa of Nepal, who attempted the climb. After establishing several camps and acclimatizing over seven weeks, on May 29, 1953 Hillary and Tenzing became the first people in history to reach the top of Mount Everest. Their achievement represented a victory for their two countries and demonstrated international cooperation and human achievement in overcoming great challenges.
Mount Everest is facing pollution issues due to waste left by climbers. Decades-old food cans and garbage remain frozen on the mountain, polluting the environment. While removing waste is important, climbers and environmentalists say additional solutions are needed to address Everest's pollution problems. Several organizations have launched cleanup efforts, removing over 13 tons of garbage from the mountain. However, as long as climbers continue leaving trash that they cannot carry back down, pollution will remain an issue for Everest.
Mount Everest is the tallest mountain in the world at 8,848 meters. It is located in the Himalayas between Nepal and Tibet. Mount Everest was formed 60 million years ago when the Indian plate collided with the Eurasian plate, pushing up the land and forming the Himalayan mountain range. The first successful ascent of Mount Everest was made in 1953 by Sir Edmund Hillary and Tenzing Norgay. Reaching the summit requires careful planning and navigation to deal with challenges like high altitude, low oxygen, extreme cold, and dangerous conditions.
The document announces a house renaming competition for TWSS students to vote on new house names. There are 3 proposals: 1) Famous people who overcame challenges with excellence, resilience and integrity; 2) Famous mountains that require tenacity to reach their peaks; 3) Precious gemstones that symbolize developing inner strength and potential with guidance. Students can vote through SMS or an online portal by April 5th, with prizes for those who vote for the winning names.
The document provides details about a trivia game called Mosstermind including the rules, six sets of trivia questions, and the categories covered in the questions such as movies, Olympics, geography, and music. The questions test knowledge about famous people, events, places, brands, and more from around the world and throughout history.
InstructionsFor this assignment, select one of the following.docxmaoanderton
Instructions
For this assignment, select
one
of the following options:
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
(Links to an external site.)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
- Belgium & Africa
- Britain & India
- Germany & Africa
- France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
Writing Requirements (APA format)
-Length: 2-3 pages (not including title page or references page)
-1-inch margins
-Double spaced
-12-point Times New Roman font
-Title page
-References page
.
InstructionsFor this assignment, analyze the space race..docxmaoanderton
This document provides instructions for a writing assignment analyzing the space race between the U.S. and USSR during the Cold War, discussing whether space exploration is still relevant considering costs, and how the space program benefits the national economy and world. The assignment requires a 2-3 page paper in APA format that addresses what the space race meant for the two superpowers, the ongoing relevance of space programs, and economic and social benefits to the U.S., its economy, and globally.
InstructionsFor the initial post, address one of the fol.docxmaoanderton
Instructions
For the initial post, address
one
of the following:
Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state
Writing Requirements
1 page (excluding reference page)
Minimum of 2 sources cited
APA format for in-text citations and list of references
.
InstructionsFollow paper format and Chicago Style to complete t.docxmaoanderton
Instructions:
Follow paper format and Chicago Style to complete this analytical written assignment on the Holocaust Museum(Houston).
Also, attach museum ticket with your final submission(not needed if you attended my only tour).
Paper will need to be formatted with the following information:
Student Name
Date of Museum Attendance
Name of Museum: Holocaust Museum(Houston)
Year Founded:
Physical Address:
5401 Caroline St, Houston, TX 77004
Museum Layout:
In two paragraphs, describe the 1st floor exhibitions. This includes the permanent and featured exhibitions.
Artifacts:
In two paragraphs, describe the Holocaust artifacts on exhibition. This includes personal belongings, clothing, furniture and transportation objects.
Photos, Maps and Films:
In two paragraphs, describe the photos, maps and films that depict the Holocaust.
.
InstructionsFind a NEWS article that addresses a recent t.docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a recent technological development or the impact of a technological innovation on society. For example, there are many news articles about the impact of cell phone use on human cognition, social media on self-esteem or elections, gene editing, renewable energy, etc. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, how is the technological innovation described?
According to the article, what is the impact of the technological innovation on human society and culture? How is this similar to previous technological innovations discussed in the book?
How do you imagine the technology discussed will develop in the future, i.e. what do think the long-term impact will be?
Guidelines
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
.
InstructionsFind a NEWS article that addresses a current .docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a current social problem facing your community (local, national, or global) that you are concerned about. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, what is the social problem and who does it impact?
How can the social sciences be used to research the issue? Name specific methods and disciplines from Chapter 1.
What are some solutions you can think of to address the issue?
Guidelines:
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
You will receive a zero if substantial portions of your work are taken from other sources without proper citation
have
references and citations
for your sources, including the textbook
Cite your sources in-text and provide references for each sources according to the
APA Style Guide
. FYI web addresses or links are not full references!
.
InstructionsFinancial challenges associated with changes.docxmaoanderton
Instructions
Financial challenges associated with changes to how healthcare organizations are reimbursed for healthcare services, the cost of implementing new technology and professionals to comply with federal requirements for electronic health records, and the increasing numbers of individuals who cannot pay for their healthcare represent only one issue for healthcare executives in the healthcare delivery system. But it has significant consequences for the viability and solvency of healthcare organizations. Healthcare executives don’t have a crystal ball; however, they do engage in forecasting the future based on what is currently known and examination of trends (Lee, 2015). To do this type of forecasting, healthcare executives are demonstrating techniques found in anticipatory management. According to their seminal research, Ashley and Morrison (1997) reported there are severe consequences for not anticipating future trends in a rapidly changing and complex society. The anticipatory management process they describe begins with scanning the environment to identify issues; creating issues briefs to inform stakeholders; prioritizing issues; assembling the team of experts; creating, implementing, and evaluating action plans and outcomes; and adjusting the course when necessary.
Last week, you compared healthcare delivery and costs in the United States with those in developed countries. This week, you will focus U.S. healthcare executives and how they prioritize the challenges confronting them to minimize the impact to their organizations.
As you prepare your assignment, consider these questions:
What challenges you have experienced in the healthcare workplace or when you have accessed your own healthcare provider?
Have you observed changes to how your personal health information is gathered and documented?
What technology is now being used which may be new to your workplace?
Were you required to take additional training in your current healthcare position due to the implementation of new technology?
Have you experienced a shortage of healthcare personnel in your workplace or at your healthcare provider’s office?
What effect have these situations had on you as the employee and patient?
After your examination of current literature on the trends, issues, and challenges for healthcare executives and their organization's review Ashley and Morrison’s seminal article (1997) on anticipatory management and utilize the sample chart shown for this assignment.
You may recreate this four-column table in a Word document and insert your issues/trends, identify which organizational area is/will be impacted by each issue/trend, and provide your rationale for the priority level you assigned each issue/trend. Be sure to use a title page for this assignment and a reference page in APA format. You will add rows to your tabl.
InstructionsExplain the role of the U.S. Office of Personnel.docxmaoanderton
Instructions
Explain the role of the U.S. Office of Personnel Management and its impact on public administration.
Write a two-page paper (maximum) that explains the role of the
U.S. Office of Personnel Management (Links to an external site.)
and its impact on public administration.
Be certain to include the website of this and any other organizations used to access the information by creating a References page as a document.
Follow APA style format.
Include in-text reference citation and a References page in APA format.
.
Instructions
Evaluate: Personality Tests
Evaluation Title: Personality Assessments
Select
two
of the personality assessments from the
Personality Tests
list below. Compare the two personality assessments and respond to the following questions:
Describe the history of each test.
Who developed it and why?
Where would it be administered? (as part of job interview, in a psychiatric setting, to determine a field of study, to set up a good dating match)
What is your opinion of each test? Be sure to include evidence to support your opinion.
What are the pros and cons or strengths and weaknesses of each test?
Personality Tests
The Rorschach Inkblot Test
The Thematic Apperception Test (TAT)
Rotter’s Internal Locus of Control Test
The NEO-PI Test
The MMPI-2 Test
The Myers-Briggs Type Indicator (MBTI)
Your assignment should be typed into a Word or other word processing document, formatted in APA style.
Please include 2 to 3 credible resources as evidence to support your comparisons.
The assignments must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
.
InstructionsEach of your responses will be graded not only for .docxmaoanderton
Instructions:
Each of your responses will be graded not only for its mastery of content, but also upon its efficacy as an academic essay. As such, it is expected that each response include an introduction with a thesis statement, body paragraphs which build upon each other, and a conclusion. Additionally, it is imperative that you use precise information when supporting your claims – remember to always cite your sources. Finally, proofread and edit your responses to ensure that your writing is clear, concise, and fully answers the prompt. Please do not plagiarize from the web. We check and if we do discover plagiarism we will immediately report it.
For writing assistance, you may want to contact Learning Support Services (located in the Academic Resource Center).
Formatting Papers:
400 words minimum (2 page maximum) response
per prompt
(1200 word minimum in total for all three responses)
Number your essays so that we understand which prompt (1, 2, 3, 4, 5, 6) you are answering
List all citations on a separate page, keeping the works cited page specific to and directly after each prompt question response (3 separate works cited pages)
Helvetica or Times New Roman, 12 point
Double spaced
1 inch margin on all sides (No header with name, title etc)
Saved as .pdf
Please
choose three
of these six questions to answer. EACH answer must be at least four paragraphs (400 words) but no longer than two pages. Each page should be double spaced, Times, 12pt.
What does “What you do to the land you do to your body” mean and where did it come from? (Some independent research might be necessary here.) Discuss three artists whose artwork directly addresses the concepts in this statement. In your answer be sure to describe at least one artwork by each artist and clearly state how the artworks relate to the statement.
Pick one environmental artist (eco-artist) that has been part of the modules so far. Do some outside research on them and explore their website and artworks. Choose one of their artworks to discuss, paying careful attention to choose one that has not mentioned so far in the readings/interviews/modules. Clearly state what materials and methods they use to make their artwork. Describe what influenced the artwork. Explain how this work can be or is considered environmental art? Use Linda Weintraub's readings to help you to define environmental art (eco-art) and defend your arguments as to how the work can be considered environmental art. Also look at other writings and articles to help understand and explain the context in which the artist makes their work.
How have different artists used walking to activate connections to land/landscape and how can artists represent an environmental issue through walking? Please name at least 2 specific artists we have discussed in class and cite examples of their walking pieces. Describe how these artists use embodiment in their work and are they effective in terms of heightening awareness.
InstructionsEffective communication skills can prevent many si.docxmaoanderton
Instructions
Effective communication skills can prevent many situations from escalating to a physical altercation. Officers revert to their training when involved in situations. For this assignment, prepare a PowerPoint training presentation for officers on how to communicate with hostile citizens. Include recommended techniques in verbal and nonverbal communications, along with how technology can play a role. Be sure to explore any legal and ethical considerations the officers must remember and do when dealing with hostile individuals.
Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the
Media
section of the
Insert
tab in the top menu bar for each slide.
Support your presentation with at least three scholarly resources
.
In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 10-12 slides (with a separate reference slide)
Notes Length: 200-350 words for
each slide
.
InstructionsEcologyTo complete this assignment, complete the.docxmaoanderton
Instructions
Ecology
To complete this assignment, complete the steps below.
Download the Unit V Assignment Worksheet.
Save the document to your computer using your name and student ID in the file name.
Follow the directions to review and research the website.
After selecting and studying your species, answer the questions in the “What Information Did You Find?” section.
Once you have completed the worksheet, upload it to Blackboard for grading (make sure your name and student ID are provided).
.
InstructionsDevelop an iconographic essay. Select a work fro.docxmaoanderton
Instructions
Develop an iconographic essay. Select a work from this module to write the essay on. Utilize the objectives and above information to develop the statement. The essay must include a thesis statement/introduction, supporting body, and conclusion. The conclusion should provide a synthesis of the statements and thesis into a final idea about what the audience should remember and take away from the assignment.
List the objects and subjects included in the painting
Provide an iconographic definition (ala dictionary or glossary for each item)
Identify the narrative source for each item (artist invention, poem, narrative, biblical, greco-roman, other presence, real life historical or cultural artifact as symbol, other artworks and ideas as symbols, etc.) (
ex. Alexander the Great as a symbol; American Flag as a symbol; Greek mythology as symbols; The hammer and sickle in Russia, the american eagle, a soldier, etc.)
Is there more than one context for the iconographic or symbolic representation of the idea? How many contexts or roles is each symbolic object fulfilling in presenting, adding, or relaying meaning about the subject; (current age vs. past age; multiple metaphors; multiple layers of ideas etc.)
Symbols and Icons in different contexts - define how the symbols and subjects make one idea serve another idea (A Greek god is rebranded and used in Rome. What does this act mean for Rome to use a Greek Religious concept)
What do the symbols mean in the age, or multiple ages, and how are we supposed to connect to them in the context of the work? - ex. How are greco-roman subject and symbols used and perceived in a Renaissance age? Why would someone in the Renaissance care about Ancient Greco-Roman gods and subjects, what’s in it for a Renaissance Italian or Renaissance Italy for that matter?
Analysis through Iconology
This kind of analysis usually is most useful for narrative works and art before the Modern period. Non-objective art or art with arbitrary subjects (such as DADA) don't work as well with this kind of analysis because narratives and conventional symbols are not a part of these works. Here you will look for a particular element that occurs in the object (an object, action, gesture, pose) and explain either:
when that same element occurs in other objects through history and how this object’s representation of it is unique, or
what that element means generally in art or to art historians—in other words, the traditional association an art historian might make between that depiction and some other thing.
The following video provides an example of Iconological analysis. The video speaks to the meaning of the gestures, iconography, meaning of certain types of depiction, and other narrative imagery and symbolism related to those narrative elements. https://youtu.be/rKhfFBbVtFg
If you are confused, read Erwin Panofsky’s essays on iconology and iconography, in which he defines these terms more extensively. Be w.
InstructionsDEFINITION a brief definition of the key term fo.docxmaoanderton
Instructions:
DEFINITION:
a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY:
Summarize the article in your own words-this should be in the 150-200-word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION:
Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected weekly reading assignment Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES:
All references must be listed at the bottom of the submission--in APA format.
.
InstructionsCreate a PowerPoint presentation of 15 slides (not c.docxmaoanderton
Instructions
Create a PowerPoint presentation of 15 slides (not counting title and reference slides) that provides an overview of the three major environmental, health, and safety (EHS) disciplines. Include each of the following elements:
summary of the responsibilities for the discipline,
evaluation of types of hazards addressed by the discipline,
description of how industrial hygiene practices relate to safety and health programs,
description of how industrial hygiene practices relate to environmental programs,
evaluation of types of control methods commonly used by the discipline,
interactions with the other two disciplines, and
major organizations associated with the discipline.
Construct your presentation using a serif type font such as Times New Roman. A serif type font is easier to read than a non-serif type font. For ease of reading, do not use a font smaller than 28 points.
.
Instructions
Cookie Creations (Continued)
Part I
Natalie is struggling to keep up with the recording of her accounting transactions. She is spending a lot of time marketing and selling mixers and giving her cookie classes. Her friend John is an accounting student who runs his own accounting service. He has asked Natalie if she would like to have him do her accounting.
John and Natalie meet and discuss her business. John suggests that he do the tasks listed below for Natalie.
Hold cash until there is enough to be deposited. (He would keep the cash locked up in his vehicle). He would also take all of the deposits to the bank at least twice a month.
Write and sign all of the checks.
Record all of the deposits in the accounting records.
Record all of the checks in the accounting records.
Prepare the monthly bank reconciliation.
Transfer all of Natalie’s manual accounting records to his computer accounting program. (John would maintain all of the accounting information that he keeps for his clients on his laptop computer.)
Prepare monthly financial statements for Natalie to review.
Write himself a check every month for the work he has done for Natalie.
For Part I of the assignment, identify the weaknesses in internal control that you see in the system that John is recommending. Can you suggest any improvements if Natalie hires John to do the accounting?
Part I should be a minimum of two pages in length. Please use APA format. While there are no required resources, please be sure that any sources used have proper citations.
Part II
Natalie decides that she cannot afford to hire John to do her accounting. One way that she can ensure that her cash account does not have any errors and is accurate and up-to-date is to prepare a bank reconciliation at the end of each month. Natalie would like you to help her. She asks you to prepare a bank reconciliation for June 2020 using the information below.
Additionally, take the following information into account.
On June 30th, there were two outstanding checks: #595 for $238 and #604 for $297.
Premier Bank made a posting error to the bank statement: Check #603 was issued for $425, not $452.
The deposit made on June 20 was for $125, which Natalie received for teaching a class. Natalie made an error in recording this transaction.
The electronic funds transfer (EFT) was for Natalie’s cell phone use. Remember that she uses this phone only for business.
The NSF check was from Ron Black. Natalie received this check for teaching a class to Ron’s children. Natalie contacted Ron, and he assured her that she will receive a check in the mail for the outstanding amount of the invoice and the NSF bank charge.
For Part II of the assignment, complete the tasks below.
Prepare Cookie Creations’ bank reconciliation for June 30.
Prepare any necessary adjusting entries at June 30.
If a balance sheet is prepared for Cookie Creations at June 30, what balance will be reported as cash in the Current Asse.
InstructionsCommunities do not exist in a bubble. Often changes .docxmaoanderton
Instructions
Communities do not exist in a bubble. Often changes made in the larger society, driven by technology, have an unexpected effect on local communities. Consider the effects of the advancements in transportation technologies on communities. Routes of transportation have evolved from water to train to the road and then to air. Each of these advancements led to job displacement and changes in travel routes. In the United States, prior to the mid-1800s, the communities that thrived had water access and ports where the exchange of goods and services occurred. With the building of the transcontinental railway and the growth of transportation by rail, the communities that thrived had train depots. With the building of major highways in the 1900s, access to those roads became critical to survival. With each advancement, local communities were impacted, such that many communities that grew around train depots became ghost towns full of poverty, homelessness, and despair once train travel was no longer the primary means of human transportation.
In this assignment, you are asked to create a presentation on one of the following topics:
Green Energy
Globalization
Communication Technology
Remote Elementary Education
Remote High School Education
Remote Work
You can create your presentation in your choice of presentation media. For example, you could choose to create a PowerPoint presentation, a video, or use Prezi. (refer to the Unit 1 assignment) If you choose to use video, you are required to supply a script as well as the URL of the video.
In your presentation, you must address the following:
Describe the specific technological development and its association with your chosen topic.
Explain why you chose that topic and the technological advancement associated with it.
Discuss which demographic (income, age, sexual preference, ethnicity) and/or geographic feature (urban, suburban, rural) might be most affected by the changes. Support your opinion with three (3) external references.
Explore the societal impacts (good and bad) associated with the technology. include a discussion for each of the following:
Economic impacts (unemployment, loss of revenue, poverty), include one (1) external reference
Health impacts (including mental health), include one (1) external reference
Privacy concerns, include one (1) external reference
Community life, include one (1) external reference
Be sure to use appropriate sources for the external references required for this assignment.
.
InstructionsChoose only ONE of the following options and wri.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsChoose only ONE of the following options and.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsBeginning in the 1770s, an Age of Revolution swep.docxmaoanderton
This document provides instructions for a student to write a 5-7 paragraph essay analyzing the outcomes and impacts of one of three suggested revolutions: the French Revolution, Haitian Revolution, or American Revolution. Students are asked to provide background on the revolution they choose, key events and turning points, and consider how the revolution impacted different groups of people in varying ways. They are to cite evidence from suggested sources using APA style citations and references.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
InstructionsFor this assignment, select one of the following.docxmaoanderton
Instructions
For this assignment, select
one
of the following options:
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
(Links to an external site.)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
- Belgium & Africa
- Britain & India
- Germany & Africa
- France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
Writing Requirements (APA format)
-Length: 2-3 pages (not including title page or references page)
-1-inch margins
-Double spaced
-12-point Times New Roman font
-Title page
-References page
.
InstructionsFor this assignment, analyze the space race..docxmaoanderton
This document provides instructions for a writing assignment analyzing the space race between the U.S. and USSR during the Cold War, discussing whether space exploration is still relevant considering costs, and how the space program benefits the national economy and world. The assignment requires a 2-3 page paper in APA format that addresses what the space race meant for the two superpowers, the ongoing relevance of space programs, and economic and social benefits to the U.S., its economy, and globally.
InstructionsFor the initial post, address one of the fol.docxmaoanderton
Instructions
For the initial post, address
one
of the following:
Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state
Writing Requirements
1 page (excluding reference page)
Minimum of 2 sources cited
APA format for in-text citations and list of references
.
InstructionsFollow paper format and Chicago Style to complete t.docxmaoanderton
Instructions:
Follow paper format and Chicago Style to complete this analytical written assignment on the Holocaust Museum(Houston).
Also, attach museum ticket with your final submission(not needed if you attended my only tour).
Paper will need to be formatted with the following information:
Student Name
Date of Museum Attendance
Name of Museum: Holocaust Museum(Houston)
Year Founded:
Physical Address:
5401 Caroline St, Houston, TX 77004
Museum Layout:
In two paragraphs, describe the 1st floor exhibitions. This includes the permanent and featured exhibitions.
Artifacts:
In two paragraphs, describe the Holocaust artifacts on exhibition. This includes personal belongings, clothing, furniture and transportation objects.
Photos, Maps and Films:
In two paragraphs, describe the photos, maps and films that depict the Holocaust.
.
InstructionsFind a NEWS article that addresses a recent t.docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a recent technological development or the impact of a technological innovation on society. For example, there are many news articles about the impact of cell phone use on human cognition, social media on self-esteem or elections, gene editing, renewable energy, etc. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, how is the technological innovation described?
According to the article, what is the impact of the technological innovation on human society and culture? How is this similar to previous technological innovations discussed in the book?
How do you imagine the technology discussed will develop in the future, i.e. what do think the long-term impact will be?
Guidelines
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
.
InstructionsFind a NEWS article that addresses a current .docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a current social problem facing your community (local, national, or global) that you are concerned about. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, what is the social problem and who does it impact?
How can the social sciences be used to research the issue? Name specific methods and disciplines from Chapter 1.
What are some solutions you can think of to address the issue?
Guidelines:
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
You will receive a zero if substantial portions of your work are taken from other sources without proper citation
have
references and citations
for your sources, including the textbook
Cite your sources in-text and provide references for each sources according to the
APA Style Guide
. FYI web addresses or links are not full references!
.
InstructionsFinancial challenges associated with changes.docxmaoanderton
Instructions
Financial challenges associated with changes to how healthcare organizations are reimbursed for healthcare services, the cost of implementing new technology and professionals to comply with federal requirements for electronic health records, and the increasing numbers of individuals who cannot pay for their healthcare represent only one issue for healthcare executives in the healthcare delivery system. But it has significant consequences for the viability and solvency of healthcare organizations. Healthcare executives don’t have a crystal ball; however, they do engage in forecasting the future based on what is currently known and examination of trends (Lee, 2015). To do this type of forecasting, healthcare executives are demonstrating techniques found in anticipatory management. According to their seminal research, Ashley and Morrison (1997) reported there are severe consequences for not anticipating future trends in a rapidly changing and complex society. The anticipatory management process they describe begins with scanning the environment to identify issues; creating issues briefs to inform stakeholders; prioritizing issues; assembling the team of experts; creating, implementing, and evaluating action plans and outcomes; and adjusting the course when necessary.
Last week, you compared healthcare delivery and costs in the United States with those in developed countries. This week, you will focus U.S. healthcare executives and how they prioritize the challenges confronting them to minimize the impact to their organizations.
As you prepare your assignment, consider these questions:
What challenges you have experienced in the healthcare workplace or when you have accessed your own healthcare provider?
Have you observed changes to how your personal health information is gathered and documented?
What technology is now being used which may be new to your workplace?
Were you required to take additional training in your current healthcare position due to the implementation of new technology?
Have you experienced a shortage of healthcare personnel in your workplace or at your healthcare provider’s office?
What effect have these situations had on you as the employee and patient?
After your examination of current literature on the trends, issues, and challenges for healthcare executives and their organization's review Ashley and Morrison’s seminal article (1997) on anticipatory management and utilize the sample chart shown for this assignment.
You may recreate this four-column table in a Word document and insert your issues/trends, identify which organizational area is/will be impacted by each issue/trend, and provide your rationale for the priority level you assigned each issue/trend. Be sure to use a title page for this assignment and a reference page in APA format. You will add rows to your tabl.
InstructionsExplain the role of the U.S. Office of Personnel.docxmaoanderton
Instructions
Explain the role of the U.S. Office of Personnel Management and its impact on public administration.
Write a two-page paper (maximum) that explains the role of the
U.S. Office of Personnel Management (Links to an external site.)
and its impact on public administration.
Be certain to include the website of this and any other organizations used to access the information by creating a References page as a document.
Follow APA style format.
Include in-text reference citation and a References page in APA format.
.
Instructions
Evaluate: Personality Tests
Evaluation Title: Personality Assessments
Select
two
of the personality assessments from the
Personality Tests
list below. Compare the two personality assessments and respond to the following questions:
Describe the history of each test.
Who developed it and why?
Where would it be administered? (as part of job interview, in a psychiatric setting, to determine a field of study, to set up a good dating match)
What is your opinion of each test? Be sure to include evidence to support your opinion.
What are the pros and cons or strengths and weaknesses of each test?
Personality Tests
The Rorschach Inkblot Test
The Thematic Apperception Test (TAT)
Rotter’s Internal Locus of Control Test
The NEO-PI Test
The MMPI-2 Test
The Myers-Briggs Type Indicator (MBTI)
Your assignment should be typed into a Word or other word processing document, formatted in APA style.
Please include 2 to 3 credible resources as evidence to support your comparisons.
The assignments must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
.
InstructionsEach of your responses will be graded not only for .docxmaoanderton
Instructions:
Each of your responses will be graded not only for its mastery of content, but also upon its efficacy as an academic essay. As such, it is expected that each response include an introduction with a thesis statement, body paragraphs which build upon each other, and a conclusion. Additionally, it is imperative that you use precise information when supporting your claims – remember to always cite your sources. Finally, proofread and edit your responses to ensure that your writing is clear, concise, and fully answers the prompt. Please do not plagiarize from the web. We check and if we do discover plagiarism we will immediately report it.
For writing assistance, you may want to contact Learning Support Services (located in the Academic Resource Center).
Formatting Papers:
400 words minimum (2 page maximum) response
per prompt
(1200 word minimum in total for all three responses)
Number your essays so that we understand which prompt (1, 2, 3, 4, 5, 6) you are answering
List all citations on a separate page, keeping the works cited page specific to and directly after each prompt question response (3 separate works cited pages)
Helvetica or Times New Roman, 12 point
Double spaced
1 inch margin on all sides (No header with name, title etc)
Saved as .pdf
Please
choose three
of these six questions to answer. EACH answer must be at least four paragraphs (400 words) but no longer than two pages. Each page should be double spaced, Times, 12pt.
What does “What you do to the land you do to your body” mean and where did it come from? (Some independent research might be necessary here.) Discuss three artists whose artwork directly addresses the concepts in this statement. In your answer be sure to describe at least one artwork by each artist and clearly state how the artworks relate to the statement.
Pick one environmental artist (eco-artist) that has been part of the modules so far. Do some outside research on them and explore their website and artworks. Choose one of their artworks to discuss, paying careful attention to choose one that has not mentioned so far in the readings/interviews/modules. Clearly state what materials and methods they use to make their artwork. Describe what influenced the artwork. Explain how this work can be or is considered environmental art? Use Linda Weintraub's readings to help you to define environmental art (eco-art) and defend your arguments as to how the work can be considered environmental art. Also look at other writings and articles to help understand and explain the context in which the artist makes their work.
How have different artists used walking to activate connections to land/landscape and how can artists represent an environmental issue through walking? Please name at least 2 specific artists we have discussed in class and cite examples of their walking pieces. Describe how these artists use embodiment in their work and are they effective in terms of heightening awareness.
InstructionsEffective communication skills can prevent many si.docxmaoanderton
Instructions
Effective communication skills can prevent many situations from escalating to a physical altercation. Officers revert to their training when involved in situations. For this assignment, prepare a PowerPoint training presentation for officers on how to communicate with hostile citizens. Include recommended techniques in verbal and nonverbal communications, along with how technology can play a role. Be sure to explore any legal and ethical considerations the officers must remember and do when dealing with hostile individuals.
Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the
Media
section of the
Insert
tab in the top menu bar for each slide.
Support your presentation with at least three scholarly resources
.
In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 10-12 slides (with a separate reference slide)
Notes Length: 200-350 words for
each slide
.
InstructionsEcologyTo complete this assignment, complete the.docxmaoanderton
Instructions
Ecology
To complete this assignment, complete the steps below.
Download the Unit V Assignment Worksheet.
Save the document to your computer using your name and student ID in the file name.
Follow the directions to review and research the website.
After selecting and studying your species, answer the questions in the “What Information Did You Find?” section.
Once you have completed the worksheet, upload it to Blackboard for grading (make sure your name and student ID are provided).
.
InstructionsDevelop an iconographic essay. Select a work fro.docxmaoanderton
Instructions
Develop an iconographic essay. Select a work from this module to write the essay on. Utilize the objectives and above information to develop the statement. The essay must include a thesis statement/introduction, supporting body, and conclusion. The conclusion should provide a synthesis of the statements and thesis into a final idea about what the audience should remember and take away from the assignment.
List the objects and subjects included in the painting
Provide an iconographic definition (ala dictionary or glossary for each item)
Identify the narrative source for each item (artist invention, poem, narrative, biblical, greco-roman, other presence, real life historical or cultural artifact as symbol, other artworks and ideas as symbols, etc.) (
ex. Alexander the Great as a symbol; American Flag as a symbol; Greek mythology as symbols; The hammer and sickle in Russia, the american eagle, a soldier, etc.)
Is there more than one context for the iconographic or symbolic representation of the idea? How many contexts or roles is each symbolic object fulfilling in presenting, adding, or relaying meaning about the subject; (current age vs. past age; multiple metaphors; multiple layers of ideas etc.)
Symbols and Icons in different contexts - define how the symbols and subjects make one idea serve another idea (A Greek god is rebranded and used in Rome. What does this act mean for Rome to use a Greek Religious concept)
What do the symbols mean in the age, or multiple ages, and how are we supposed to connect to them in the context of the work? - ex. How are greco-roman subject and symbols used and perceived in a Renaissance age? Why would someone in the Renaissance care about Ancient Greco-Roman gods and subjects, what’s in it for a Renaissance Italian or Renaissance Italy for that matter?
Analysis through Iconology
This kind of analysis usually is most useful for narrative works and art before the Modern period. Non-objective art or art with arbitrary subjects (such as DADA) don't work as well with this kind of analysis because narratives and conventional symbols are not a part of these works. Here you will look for a particular element that occurs in the object (an object, action, gesture, pose) and explain either:
when that same element occurs in other objects through history and how this object’s representation of it is unique, or
what that element means generally in art or to art historians—in other words, the traditional association an art historian might make between that depiction and some other thing.
The following video provides an example of Iconological analysis. The video speaks to the meaning of the gestures, iconography, meaning of certain types of depiction, and other narrative imagery and symbolism related to those narrative elements. https://youtu.be/rKhfFBbVtFg
If you are confused, read Erwin Panofsky’s essays on iconology and iconography, in which he defines these terms more extensively. Be w.
InstructionsDEFINITION a brief definition of the key term fo.docxmaoanderton
Instructions:
DEFINITION:
a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY:
Summarize the article in your own words-this should be in the 150-200-word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION:
Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected weekly reading assignment Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES:
All references must be listed at the bottom of the submission--in APA format.
.
InstructionsCreate a PowerPoint presentation of 15 slides (not c.docxmaoanderton
Instructions
Create a PowerPoint presentation of 15 slides (not counting title and reference slides) that provides an overview of the three major environmental, health, and safety (EHS) disciplines. Include each of the following elements:
summary of the responsibilities for the discipline,
evaluation of types of hazards addressed by the discipline,
description of how industrial hygiene practices relate to safety and health programs,
description of how industrial hygiene practices relate to environmental programs,
evaluation of types of control methods commonly used by the discipline,
interactions with the other two disciplines, and
major organizations associated with the discipline.
Construct your presentation using a serif type font such as Times New Roman. A serif type font is easier to read than a non-serif type font. For ease of reading, do not use a font smaller than 28 points.
.
Instructions
Cookie Creations (Continued)
Part I
Natalie is struggling to keep up with the recording of her accounting transactions. She is spending a lot of time marketing and selling mixers and giving her cookie classes. Her friend John is an accounting student who runs his own accounting service. He has asked Natalie if she would like to have him do her accounting.
John and Natalie meet and discuss her business. John suggests that he do the tasks listed below for Natalie.
Hold cash until there is enough to be deposited. (He would keep the cash locked up in his vehicle). He would also take all of the deposits to the bank at least twice a month.
Write and sign all of the checks.
Record all of the deposits in the accounting records.
Record all of the checks in the accounting records.
Prepare the monthly bank reconciliation.
Transfer all of Natalie’s manual accounting records to his computer accounting program. (John would maintain all of the accounting information that he keeps for his clients on his laptop computer.)
Prepare monthly financial statements for Natalie to review.
Write himself a check every month for the work he has done for Natalie.
For Part I of the assignment, identify the weaknesses in internal control that you see in the system that John is recommending. Can you suggest any improvements if Natalie hires John to do the accounting?
Part I should be a minimum of two pages in length. Please use APA format. While there are no required resources, please be sure that any sources used have proper citations.
Part II
Natalie decides that she cannot afford to hire John to do her accounting. One way that she can ensure that her cash account does not have any errors and is accurate and up-to-date is to prepare a bank reconciliation at the end of each month. Natalie would like you to help her. She asks you to prepare a bank reconciliation for June 2020 using the information below.
Additionally, take the following information into account.
On June 30th, there were two outstanding checks: #595 for $238 and #604 for $297.
Premier Bank made a posting error to the bank statement: Check #603 was issued for $425, not $452.
The deposit made on June 20 was for $125, which Natalie received for teaching a class. Natalie made an error in recording this transaction.
The electronic funds transfer (EFT) was for Natalie’s cell phone use. Remember that she uses this phone only for business.
The NSF check was from Ron Black. Natalie received this check for teaching a class to Ron’s children. Natalie contacted Ron, and he assured her that she will receive a check in the mail for the outstanding amount of the invoice and the NSF bank charge.
For Part II of the assignment, complete the tasks below.
Prepare Cookie Creations’ bank reconciliation for June 30.
Prepare any necessary adjusting entries at June 30.
If a balance sheet is prepared for Cookie Creations at June 30, what balance will be reported as cash in the Current Asse.
InstructionsCommunities do not exist in a bubble. Often changes .docxmaoanderton
Instructions
Communities do not exist in a bubble. Often changes made in the larger society, driven by technology, have an unexpected effect on local communities. Consider the effects of the advancements in transportation technologies on communities. Routes of transportation have evolved from water to train to the road and then to air. Each of these advancements led to job displacement and changes in travel routes. In the United States, prior to the mid-1800s, the communities that thrived had water access and ports where the exchange of goods and services occurred. With the building of the transcontinental railway and the growth of transportation by rail, the communities that thrived had train depots. With the building of major highways in the 1900s, access to those roads became critical to survival. With each advancement, local communities were impacted, such that many communities that grew around train depots became ghost towns full of poverty, homelessness, and despair once train travel was no longer the primary means of human transportation.
In this assignment, you are asked to create a presentation on one of the following topics:
Green Energy
Globalization
Communication Technology
Remote Elementary Education
Remote High School Education
Remote Work
You can create your presentation in your choice of presentation media. For example, you could choose to create a PowerPoint presentation, a video, or use Prezi. (refer to the Unit 1 assignment) If you choose to use video, you are required to supply a script as well as the URL of the video.
In your presentation, you must address the following:
Describe the specific technological development and its association with your chosen topic.
Explain why you chose that topic and the technological advancement associated with it.
Discuss which demographic (income, age, sexual preference, ethnicity) and/or geographic feature (urban, suburban, rural) might be most affected by the changes. Support your opinion with three (3) external references.
Explore the societal impacts (good and bad) associated with the technology. include a discussion for each of the following:
Economic impacts (unemployment, loss of revenue, poverty), include one (1) external reference
Health impacts (including mental health), include one (1) external reference
Privacy concerns, include one (1) external reference
Community life, include one (1) external reference
Be sure to use appropriate sources for the external references required for this assignment.
.
InstructionsChoose only ONE of the following options and wri.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsChoose only ONE of the following options and.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsBeginning in the 1770s, an Age of Revolution swep.docxmaoanderton
This document provides instructions for a student to write a 5-7 paragraph essay analyzing the outcomes and impacts of one of three suggested revolutions: the French Revolution, Haitian Revolution, or American Revolution. Students are asked to provide background on the revolution they choose, key events and turning points, and consider how the revolution impacted different groups of people in varying ways. They are to cite evidence from suggested sources using APA style citations and references.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Instructions The purpose of analyzing cases is to apply concepts.docx
1. Instructions
The purpose of analyzing cases is to apply concepts from class
lectures and readings to real problems faced by real people.
These cases require you to put yourself in the shoes of the
protagonist, analyze situations, and make decisions despite
uncertainty, risk, and limited information.
Mount Everest-1996
In your case write-up answer the following questions:
1. Why did this tragedy occur? What is the root cause of this
disaster?
2. What factors created a climate in which people felt
uncomfortable expressing dissent and
engaging in a candidate exchange of ideas and opinions?
3. Group dynamics can lead to suboptimal decision making. Did
you notice any of these
processes at play in the Mt. Everest tragedy? Identify and
explain two of them.
General Submission Instructions and Grading Criteria:
You will submit each homework assignment via Canvas.
Assignments are due before the beginning of class on their
respective due dates. Write-ups should be at most 2 pages long
double-spaced, 12-point font, 1-inch margins. As always, your
answers must be your own (not plagiarized from another
source). Please let me know if you have any questions about
plagiarism or academic honesty. All references and in-text
citations need to be in APA format.
You will be graded on substance, not on page length; if you can
effectively communicate your points in less than 2 pages then
by all means do so.
Homework assignments are worth 40 points. Your write-ups
will be graded according to their: (1) accuracy, (2) depth and
breadth (3) strength of argument, and (4) style and grammar.
Each area is worth a possible 10 points.
· Accuracy reflects the extent to which you demonstrate
2. comprehension of the material through the correctness of your
answers.
· Depth and breadth reflect the extent you apply course
concepts, theories, etc. to explain issues or reflection from
multiple perspectives. Analysis is based on fact and supported
by theory. Your opinion without supporting analysis will not be
given credit.
· Strength of argument reflects the extent to which you bolster
your answers, assertions, and points with relevant evidence
from the readings and from class.
· Style and grammar reflect the extent to which your write-ups
are free from errors, and awkward or confusing writing. APA
style is used for references and in-text citations.
Mount Everest—1996
Incredible achievement and great tragedy unfolded on the
treacherous slopes of Mount Everest in the spring of 1996.
Ninety-eight men and women climbed successfully to the
summit, but sadly, 15 individuals lost their lives. On May 10
alone, 23 people reached the summit, including Rob Hall and
Scott Fischer, two of the world’s most experienced high-altitude
climbers. Unfortunately, Hall, Fischer, and three others died as
a storm enveloped the mountain during their descent. Others
escaped with their lives after many hours wandering in the dark
while braving sub-zero temperatures. Since then, many have
sought to understand what happened that day.
History of Everest
Mount Everest stands 8,850 meters above sea level, and its
summit ridge separates Nepal and Tibet.1 While working in
Calcutta, India, in 1852, Radhanath Sikhdar first calculated that
this peak in the Himalayan range stood taller than any other
mountain in the world. Several years later, Sir Andrew Waugh,
the British surveyor general of India, renamed the mountain
after his predecessor, Sir George Everest.2 Not surprisingly, the
native residents of the region already had a name for the
3. majestic peak. The Nepali people referred to the summit as
Sagarmatha, which means goddess of the sky, and Tibetans used
the name Chomolungma, which means mother goddess of the
universe.3
The first expedition set out to climb Everest in 1922, but that
British team led by George Mallory did not reach the summit. In
1924 Mallory and his climbing partner disappeared during
another attempt. In total, 15 expeditions attempted to reach the
summit, and 24 men died before a team succeeded.4 On May 29,
1953, Sir Edmund Hillary of New Zealand and Tenzing Norgay
of Nepal reached the summit. The two men became instant
legends throughout the world.
Soon thereafter, others formed expeditions and attempted to
climb Everest. By the early 1980s, over 100 climbers had
ascended to the summit, though many others died in ill-fated
efforts.5 A 1985 expedition marked a major turning point in the
history of summit attempts. Accomplished American climber
David Breashears guided a wealthy 55-year-old Texas
businessman, Dick Bass, to the top of the mountain. Soon, less
experienced climbers began to aspire to climb Everest, and
highly skilled mountaineers recognized the opportunity to make
a profit while helping these individuals fulfill their dreams. The
number of commercial expeditions began to rise dramatically.6
The number of successful ascents totaled 846 by the end of
1996, with over half occurring in the last five years.7 These
remarkable achievements did not come without a cost; 148
people perished over time.8 (For more information on Everest’s
history, see Exhibits 1 and 2.)
The 1996 Expeditions
Thirty expeditions set out to climb Mount Everest in 1996.9
Hall and Fischer led two of the largest commercial expeditions.
An expert climber typically organized and led each of these for-
profit ventures. The leader of a commercial expedition served as
a guide for those individuals who wished to procure expert
assistance for their ascent. Each client paid a substantial fee to
participate in the expedition. For instance, Hall charged $65,000
4. per client, the highest fee of any guide in the world.
Several other world-renowned climbers attempted to ascend
Everest in 1996. For example, David Breashears and Ed
Viesturs led an expedition producing an IMAX film about
Everest. These two men had reached the summit on multiple
occasions and had climbed many of the tallest mountains in the
world. In contrast, a number of expeditions exhibited an
alarming lack of high-altitude climbing expertise. In particular,
many people expressed concern about the abilities of the
Taiwanese, South African, and Norwegian climbers. One person
offered this comment about the Taiwanese team: “I’d as soon
have been on the mountain with the Jamaican bobsled team.”10
When Hall began to meet the members of various expeditions,
he too expressed concerns about some of the other teams: “With
so many incompetent people on the mountain, I think it’s pretty
unlikely that we’ll get through this season without something
bad happening up high.”11 However, according to one observer,
“Rob’s feeling was that it wouldn’t be him; he was just worried
about ‘having to save another team’s ass.’”12
Adventure Consultants
In 1990 Hall and his partner, Gary Ball, climbed the Seven
Summits—the highest peaks on each of the world’s seven
continents—within a seven-month period. This included a
successful ascent of Everest—Hall’s first after two failed
attempts in the prior decade. The partners financed this venture
through a set of corporate sponsorships. Then, in 1992, the two
men founded Adventure Consultants, a company that aimed to
generate profits by organizing and leading guided expeditions
on the world’s highest peaks.13 The company enjoyed
considerable early success, but unfortunately, Ball died of a
cerebral edema on a 1993 expedition. Hall continued to manage
the firm after his partner’s death, and by the end of 1994, he
had guided 39 clients to the summit of Everest.14
In early 1995 Hall advertised for another Everest expedition:
“100% Success! Send for our free color brochure.”15 However,
he failed to guide any clients to the summit. Due to deep snows
5. that slowed the group’s climb, Hall turned everyone around just
short of the summit, believing that they would not reach it in
time to descend safely. In 1996 Hall assembled an Everest
expedition once again, eager to prove that the prior year’s
failure was due to nature rather than his guiding abilities.
Hall hired Mike Groom, a 33-year-old climber from Australia,
and Andy Harris, a 31-year-old native of New Zealand, to serve
as guides for his 1996 Everest expedition.16 Groom had
extensive high-altitude climbing experience and had climbed
Everest without supplemental oxygen. Harris had never tried to
ascend Everest, though he had climbed a very challenging
6,683-meter peak in the Himalayas. In addition, he had guided
climbers in New Zealand’s Southern Alps.17
Hall also employed seven Sherpas to assist him. Sherpas are
mountain people who live in the Khumbu region of Nepal.
Accustomed to living and working at high altitudes, Sherpas
often assisted those who embarked on climbing expeditions in
the Himalayas. Many groups hired Sherpas to transport gear and
supplies to the mountain. A few select Sherpas accompanied
expeditions to the summit, securing ropes along the climbing
route. Sherpas enjoyed the compensation and social status that
came with participation in these expeditions, but many lost their
lives over the years. By 1996, 53 Sherpas had died on the
mountain, more than one-third of all Everest fatalities.18
Adventure Consultants recruited eight clients to join the 1996
Everest expedition. None of the clients had ever completed a
successful Everest ascent, nor had anyone climbed any other
peak more than 8,000 meters high. Hall’s roster included three
doctors who aspired to climb Everest: Beck Weathers, Stuart
Hutchison, and John Taske. Weathers, a Dallas pathologist,
became convinced that he should attempt the climb after hearing
about Bass’s successful ascent. Weathers explained:
Bass showed that Everest was within the realm of possibility for
regular guys. Assuming you’re reasonably fit and have some
disposable income, I think the biggest obstacle is probably
taking time off your job and leaving your family for two
6. months.19
Frank Fischbeck and Doug Hansen were returning to Everest
after several unsuccessful attempts to reach the summit.
Fischbeck had tried to climb Everest three separate times with
another commercial guide, coming within just 330 vertical feet
of the summit on one occasion. 20 Hansen, a member of the
1995 Adventure Consultants expedition, initially expressed
reluctance about returning to Everest. However, Hall lobbied
him personally, offering Hansen a discounted fee for the
expedition. Hall felt very badly that he had been unable to guide
Hansen to the summit in 1995.
Jon Krakauer, a journalist from Outside magazine, also joined
the expedition through a special arrangement with Hall. For the
past two years, Fischer had been trying to convince Krakauer to
join one of his Everest expeditions. He believed that an article
by Krakauer would provide great publicity for his fledging
company. However, negotiations between Fischer and Outside
magazine broke down in January 1996, and Hall made the
editors a more attractive offer. He negotiated for advertising
space in the magazine in exchange for Krakauer’s expedition
fees. An avid rock climber, Krakauer had little high-altitude
experience. Before departing for Nepal, he assured his wife that
he would not go much higher than Base Camp, which was
located at an altitude of 5,364 meters.
Lou Kasischke and Yasuko Namba rounded out the Adventure
Consultants team. Unlike their fellow team members, these two
clients had climbed six of the Seven Summits; only Everest had
eluded them. Namba also was the only female in Hall’s group.
(For a complete list of the guides and clients on both the Hall
and Fischer expeditions, see Exhibit 3.)
Mountain Madness
In 1984 Fischer founded Mountain Madness, a company that
offered climbing instruction and guided expeditions. Over the
years, Fischer had developed quite a reputation for his daring
exploits. Those who met him often were struck by his ambition,
charismatic personality, and desire for respect among his peers;
7. his publicist noted, “Recognition was important to Scott. He
ached for it. He had a vulnerable side that most people didn’t
see.”21 In 1994, on his fourth attempt, Fischer reached the
summit of Everest without using supplemental oxygen.22
Fischer also climbed several other 8,000- meter peaks in the
1990s. Finally, in 1996, he decided to organize a commercial
Everest expedition. An associate described Fischer’s
motivations for guiding Everest, “I think that he looked at Rob
Hall’s success and thought . . . ‘If he can do it, I can do it.’”23
As Fischer departed for Nepal, a journalist asked him how his
family felt about the risks of an Everest ascent. Fischer offered
this reply:
I believe 100 percent that I’m coming back. . . . My wife
believes 100 percent that I’m coming back. She isn’t concerned
about me at all when I’m guiding because I’m [going to] make
all the right choices. When accidents happen, I think it’s always
human error. So that’s what I want to eliminate.24
Fischer employed two guides to assist clients on the expedition.
Anatoli Boukreev was an accomplished high-altitude mountain
climber and experienced guide from Russia. He had climbed
seven of the world’s most challenging mountains, including
Everest, without the use of supplemental
oxygen. Neil Beidleman, the other guide on the Mountain
Madness expedition, lacked Boukreev’s stature and experience.
Even with his vast experience, Boukreev recognized the dangers
inherent in climbing Everest. When Fischer recruited him to
join the expedition, Boukreev offered this advice:
There is no room for mistakes. You need good weather and very
good luck. You need qualified guides, professional climbers
who know high altitude and the mountain. And clients? You
need to screen them carefully; you need people who can carry
the responsibilities and challenges of high altitude. This is not
Mount Rainier. Climbing at high altitude requires a different set
of rules. You have to develop self-reliance in your climbers
because you cannot hold their hands all the time.25
Fischer’s clients included Sandy Pittman, a high-profile New
8. York socialite who wrote for Allure and Conde Nast Traveler
magazines. Fischer recruited her after failing to land Krakauer
as a client. Pittman planned to file daily web reports for NBC
Interactive Media during the climb. Since 1990 she had been
engaged in a widely publicized campaign to climb the Seven
Summits. Pittman needed to ascend Everest to complete her
quest; she had failed in two earlier attempts to reach the
summit. While she did not lack skill and experience, many
accomplished climbers did not hold her in high regard. They
viewed her as a “grandstanding dilettante” and disliked “the
shameless way she chased the limelight.”26 One of Fischer’s
friends described his motivation for recruiting Pittman: “Scott
saw her as somebody, kind of a plum. If he gets her to the top,
whew! . . . She’ll write about him; she’ll talk about him; she’ll
carry him on the wave of good fortune she’s had.”27
Pete Schoening, a mountaineering legend, also joined the
Mountain Madness team. Schoening had become a celebrated
figure in the mountaineering community when he staged a
heroic rescue of six fellow climbers during a Himalayan
expedition in 1953. Now 68 years old, he aspired to become the
oldest person to reach the summit. Schoening’s nephew, Klev,
accompanied him on the expedition. Klev, a downhill ski racer,
did not have a great deal of high-altitude experience.28
Dale Kruse, Fischer’s good friend from the Seattle area,
provided the seed money for the expedition. Kruse’s presence
on the expedition created some unease within the group,
because he had a history of becoming sick at high altitudes. 29
Lene Gammelgaard, Martin Adams, Charlotte Fox, and Tim
Madsen rounded out the team. Gammelgaard hoped to become
the first Scandinavian woman to reach the summit. Adams, a
Wall Street trader, had some climbing experience, though he
had not ventured higher than 7,400 meters. Fox already had two
8,000-meter peaks under her belt and years of climbing
experience. Madsen, a ski patroller, lacked high-altitude
experience, but he trained extensively with Fox prior to the
Everest expedition.
9. As Fischer evaluated his team, he acknowledged that several
clients had not spent much time at high altitude. However, he
did not appear concerned. When asked about this, he said:
Experience is overrated. It’s not the altitude that’s important,
it’s your attitude. . . . We’ve got the big E figured out, we’ve
got it totally wired. These days, I’m telling you, we’ve built a
yellow brick road to the summit.30
Journey to Base Camp
On March 31, 1996, members of Hall’s expedition assembled in
Kathmandu, Nepal. Most climbers met each other for the first
time in Nepal. They traveled by helicopter from Kathmandu to
Lukla, a Himalayan village located at an altitude of 2,804
meters.31 From there, they began to hike along the path to Base
Camp, walking approximately three to four hours per day. The
climbers ate and slept at lodges located in Himalayan villages
along the route. Polluted air and unsanitary living conditions in
the villages proved to be a problem; many climbers arrived at
Base Camp with
respiratory and digestive ailments. Krakauer developed a
persistent cough, while Harris, Kasischke, and Taske suffered
from intestinal ailments.32 Beidleman too developed a severe
cough; some wondered whether his physical condition would
inhibit his ability to serve as a guide during the climb.33
Fischer dealt with a series of unexpected logistical problems
during his team’s trek to Base Camp. First, a customs problem
at a Russian border crossing delayed the delivery of the team’s
oxygen supply from Russia to Nepal. The customs issue did not
concern the oxygen canisters, but rather an item that happened
to be on the same truck, but which was unrelated to the Everest
expedition. A problem with a charter flight inhibited the
delivery of a high-altitude tent. In Nepal, poor weather slowed
the progress of the yaks carrying supplies from Kathmandu to
Base Camp. Then, a conflict with Nepali porters erupted,
because they chose to demand a large wage increase. This too
impeded the delivery of oxygen and other supplies to Base
Camp. All these logistical problems created an immense burden
10. on Fischer. He spent a considerable amount of time resolving
these issues, rather than planning the team’s course of action or
acclimating himself properly to the higher altitude. Many noted
that he seemed exhausted at times during the early days of the
expedition.34
Fischer’s team arrived at Base Camp on April 8, and Hall’s
group followed one day later. Base Camp consisted of a large
collection of tents that provided shelter for the climbers on
many different expeditions. The compound included an
enormous mess tent that the Sherpas replenished regularly with
fresh food and drink from the villages below. In addition, Base
Camp contained a makeshift shower facility and a
communications tent that enabled climbers to maintain contact
with people throughout the world. These facilities became home
for the climbers for the next six weeks.
Soon after arriving at Base Camp, Boukreev began to draw
conclusions about the abilities and preparedness of the clients.
He maintained reservations about a number of the climbers:
About the team’s overall level of readiness and ability I had
concerns . . . [particularly] the people who had no high-altitude
assault experience. . . . Our practice in training and developing
climbers was to build their experience and confidence over a
long time, starting with lower-level mountains and graduating
them to 8,000ers when they were prepared. Here, I understood,
as had been the situation on other commercial expeditions, I had
been hired to prepare the mountain for the people instead of the
other way around.35
Krakauer too felt uneasy at times. While he became quite
friendly with Hansen, he did not feel as comfortable with the
others. Krakauer recalled his concerns:
I wasn’t sure what to make of my fellow clients. In outlook and
experience they were nothing like the hard-core climbers with
whom I usually went into the mountains. But they seemed like
nice, decent folks. . . . For the most part I attributed my
growing unease to the fact that I’d never climbed as a member
of such a large group—a group of complete strangers, no less.36
11. Several climbers worried about whether they could rely on their
team members during difficult times. Many also worried a great
deal about what others thought about them. They fretted about
the possibility of not being accepted by their teammates.
Boukreev said that he found it difficult to develop relationships
with the other climbers, in part because he did not speak
English fluently. Krakauer too lamented that he did not have a
strong bond with his teammates:
In climbing, having confidence in your partners is no small
concern. One climber’s actions can affect the welfare of the
entire team. . . . But trust in one’s partners is a luxury denied
those who sign on as clients on a guided ascent.37
While the clients harbored doubts about one another, they
remained confident in their own abilities. Krakauer recalled
how he felt when he arrived at Base Camp:
When it came time for each of us to assess our own abilities and
weigh them against the formidable challenges of the world’s
highest mountain, it sometimes seemed as though half the
population at Base Camp was clinically delusional.38
Acclimatization
In mid-April, the climbers began to acclimate to strenuous
physical activity at high altitudes. The acclimatization routine
consisted of a series of increasingly difficult climbs
interspersed with periods of rest and recuperation. As the
expeditions performed these climbs, they established additional
camps along the path to the summit (see Exhibit 4 for a map of
the climbing route). The expeditions moved up and down
portions of the route during this series of climbs, resting
overnight at the camps they had built. In accordance with the
plan, they climbed as high as a few hundred meters beyond
Camp III during the exercises. When the groups completed the
acclimatization routine, they returned to Base Camp to rest and
prepare for the ultimate push for the summit.
Most expeditions followed a similar pattern of acclimatization
exercises. Without doing so, climbers would become more
susceptible to altitude-related illnesses. In particular, climbers
12. wanted to avoid high-altitude pulmonary edema (HAPE), a
condition in which fluid builds up in the lungs, and high-
altitude cerebral edema (HACE), swelling of the brain. Both
diseases can cause death unless the climber descends rapidly to
a lower altitude—a difficult feat when incapacitated.
While acclimatization helped to prevent disease, it did not
prepare climbers fully for the scarcity of oxygen at very high
altitudes. Therefore, many climbers planned to carry bottled
oxygen during the final summit push. Over the years, 60 people
had managed to ascend Everest without supplemental oxygen,
including Groom, Boukreev, and Fischer.39 However, in 1996,
only Boukreev planned to climb without it. This concerned
several climbers who believed that guides should always employ
supplemental oxygen to ensure that they would have the
physical and mental capability to assist clients.40 Even with
bottled oxygen, climbing at the top of Everest remained an
enormous challenge. Breashears described the feeling:
“Climbing above 26,000 feet, even with bottled oxygen, is like
running on a treadmill and breathing through a straw.”41
Acclimatization began with a harrowing trek through the
Khumbu Icefall, one of the most dangerous areas on the
mountain. The icefall stood where a massive glacier emerged
from the lower end of a long valley. The glacier’s movement
created a treacherous area filled with deep crevasses and
unstable chunks of ice that stood tall above the climbing route.
In many areas the climbers hiked across ladders extended
horizontally across the crevasses. As they made their way
amidst these towers of ice, they hoped to avoid falling into a
crevasse or being buried by an avalanche.
As Krakauer performed the increasingly challenging
acclimatization exercises, he began to harbor doubts about his
ability to reach the summit. At one point, he expressed his
concerns to Hall. The expedition leader replied, “It’s worked 39
times so far, pal, and a few of the blokes who summitted with
me were nearly as pathetic as you.”42 As Krakauer later
reflected on these moments of self- doubt, he recalled that Hall
13. “bragged on more than one occasion that he could get almost
any reasonably fit person to the summit, and his record seemed
to support this.”43
While many climbers performed reasonably well during the
exercises, a few encountered serious difficulties. For instance,
Hansen discovered early stages of frostbite on several toes. His
larynx also froze at one point.44 Dejected, Hansen dismissed
his chances of reaching the summit. Hall encouraged Hansen not
to give up. Pete Schoening also experienced a setback during
the
acclimatization exercises; his breathing difficulties forced him
to begin using bottled oxygen while still at Base Camp. This
concerned Fischer because he had ordered oxygen for use only
at higher altitudes. He did not expect anyone to need it during
the initial stages of the ascent.
Schoening’s problems continued as the climbers conducted their
second acclimatization exercise. When he failed to complete the
climb successfully, Fischer escorted him back to Base Camp.
Later, while everyone else enjoyed some much-needed rest,
Fischer escorted Schoening on a second attempt to reach Camp
II. At this point, Boukreev became concerned about Fischer’s
physical condition:
Scott appeared tired . . . it was my impression that he was worn
out from the logistical problems with which he had been dealing
and because he had taken little rest after his previous
acclimatization excursion.45
Unfortunately, the Mountain Madness team’s problems
intensified in the days ahead. As Fischer and Schoening
descended from Camp II, they encountered Ngawang Topche, a
Sherpa who appeared ill. Fischer instructed him to return to
Base Camp and seek medical care. Topche chose to ignore
Fischer’s advice and continue to climb. When he arrived at
Camp II, it became clear that he was suffering from HAPE.
Since a helicopter rescue was nearly impossible at such high
altitudes, Beidleman and Madsen carried Topche down the
mountain while providing him with ample amounts of bottled
14. oxygen. While at Base Camp, Topche did not respond to the
usual treatments. Therefore, Fischer arranged transportation to a
local hospital, where Topche died several weeks later.46
Despite these challenges, the expeditions completed their
acclimatization exercises and returned to Base Camp in the final
days of April. They remained there for one week before
beginning their push to the summit. The expeditions intended to
make their summit bid during the early days of May because it
appeared to provide the best opportunity for calm weather
conditions high on the mountain. The guides recognized that
they enjoyed only a brief window of opportunity between the
strong jet stream in April and the monsoon season later in the
spring. For the past five years, this timing had worked
remarkably well; climbers enjoyed calm weather at the summit
during each climbing season. However, Breashears recalled
times when climbers encountered much harsher conditions:
Several seasons of good weather have led people to think of
Everest as benevolent. But in the mid-80s—before many of the
guides had been on Everest—there were three consecutive
[climbing] seasons when no one climbed the mountain because
of the ferocious wind. Everest can be a place where people can’t
see or move, where tents are ripped apart, where all the high-
tech gear in the world can’t save you.47
The Summit Bid
The expeditions planned to depart from Base Camp on May 6 to
begin the push to the summit. As the climbers completed their
final preparations, Hall emphasized that clients must follow his
instructions during the ascent, even if that meant turning back
before reaching the summit:
I will tolerate no dissension up there. My word will be absolute
law, beyond appeal. If you don’t like a particular decision I
make, I’d be happy to discuss it with you afterward, but not
while we’re up on the hill.48
Krakauer understood the need for these strict ground rules. He
recalled thinking, “For safety’s sake, a responsible guide will
always insist on calling the shots—he or she simply can’t afford
15. to let each client make important decisions independently.”49
Hall explained his other rules and procedures to the clients. The
three guides (Hall, Harris, and Groom) would space themselves
out among the clients during the climb. Each would carry
radios, though the clients would not. Hall planned for one of the
guides to climb at the front of the group and another to serve as
the “sweep,” assisting those clients at the back. The third guide
would climb in the middle of the pack. Thus, no client would
find himself far from a guide or radio at any time.
Fischer planned to follow Hall’s climbing regimen during the
summit bid, and he too brought only a few radios. When Adams
saw the radios, he became concerned:
These days you have these great little radios that weigh next to
nothing that every one of the climbers should have because the
[physical] cost of carrying them is zero. . . . Scott pulls out a
few of these old radios with 10 channels, and I said, “These are
the radios we’re using!” And he says to me, “Yeah, this is all I
got.” The radios, in my opinion, were a joke. It was a major
misstep for him to go over there with those antiquated
models.50
Before departing from Base Camp, Hall and Fischer reminded
their teams of the importance of adhering to the schedule on
summit day. The final push to the top would take place on May
10, and it required a very difficult 18-hour round trip from
Camp IV to the summit. Individuals faced enormous danger if
they did not reach the top by midday because then the descent
would last into the night and they would run out of
supplemental oxygen. Climbers needed to turn around if they
realized that they would not reach the summit until mid-
afternoon or later. However, Hall and Fischer knew that
individuals would find it difficult to turn around after coming
so far and expending such effort. Guy Cotter, a guide who had
climbed Everest with Hall in the past, described the problem
that they had experienced on previous summit attempts: “It’s
very difficult to turn someone around high on the mountain. If a
client sees that the summit is close and they’re dead set on
16. getting there, they’re going to laugh in your face and keep
going up.”51
Hall and Fischer spoke often about the need to establish a
predetermined turnaround time in order to avoid a dangerous
situation. In fact, just six weeks before the climb, a journalist
had written a story about Fischer’s famous “Two O’Clock
Rule”—“If you aren’t on top by two, it’s time to turn around.
Darkness is not your friend.”52 Similarly, Hall reminded his
team regularly about the importance of adhering to a strict
decision rule regarding if and when to turn back on summit day.
Krakauer recalled that Hall “lectured us repeatedly about the
importance of having a predetermined turnaround time on our
summit day—in our case it would probably be 1:00 p.m. or 2:00
p.m. at the very latest—and abiding by it no matter how close
we were to the top.”53
On the evening of May 5, the climbers completed their
preparations for the summit bid. As he rested in his tent,
Krakauer considered the challenges that lay ahead and reflected
on his experience as a member of the Adventure Consultants
team:
In this godforsaken place, I felt disconnected from the climbers
around me . . . We were a team in name only, I’d sadly come to
realize. Although in a few hours we would leave camp as a
group, we would ascend as individuals, linked to one another by
neither rope nor any deep sense of loyalty. Each client was in it
for himself or herself, pretty much.54
Base Camp to Camp II
The Mountain Madness expedition set out for Camp II on May
6. The climbers began by navigating their way through the
Khumbu Icefall once again. Soon, Kruse became quite ill and
decided to turn back. Fischer accompanied him to Base Camp.
During the descent, a guide from another expedition questioned
why Fischer had chosen to escort Kruse down the mountain
while his team launched its summit bid. The other guide said,
“What are you doing down here? Your people
are going up.” Fischer explained that Kruse was ill. The guide
17. questioned him again, “Why didn’t you send him down with
somebody else?” Fischer replied, “The man was in tears, and I
couldn’t send him down with anyone else. . . . I didn’t want
Anatoli [Boukreev] or Neal [Beidleman] or one of the Sherpas
[to do it]. He’s my friend.”55
Hall’s team also departed Base Camp on May 6. The climbers
arrived at Camp II without incident, though Hansen continued to
experience the ill effects of a frozen larynx and frostbitten toes.
He felt neither strong nor energetic, yet he pushed forward with
determination. Krakauer observed that “Doug was hell-bent on
joining the summit push.” At one point, Hansen told the others,
“I’ve put too much of myself into this mountain to quit now,
without giving it everything I’ve got.”56
On May 6, the two expeditions encountered a climber headed
down the mountain after turning back just one hour shy of the
summit. Göran Kropp, a Swedish climber attempting a solo
ascent, turned back because he concluded that his deteriorating
physical condition would not enable him to reach the summit
and descend safely. Upon hearing this news, Hall commented on
Kropp’s decision:
To turn around that close to the summit. . . . That showed
incredibly good judgment on young Göran’s part. I’m
impressed—considerably more impressed, actually, than if he’d
continued climbing and made it to the top. . . . With enough
determination, any bloody idiot can get up this hill. The trick is
to get back down alive. 57
Camp II to Camp III
Both teams spent the next day at Camp II and departed for
Camp III on May 8. During the climb, a falling boulder, roughly
the size of a small television, hit Harris in the chest.
Fortunately, he did not fall a great distance because he had
attached himself to ropes anchored along the route. While
Harris claimed to suffer only stiffness and bruising, he appeared
shaken after the incident.
Meanwhile, Breashears and the IMAX movie expedition chose
to turn back during their summit bid. They had spent a very
18. windy night at Camp III and concluded that the weather
appeared too unstable for a climb to the summit. They chose to
wait a few days before trying again.58 Viesturs recalled feeling
a bit self-conscious about their decision: “We felt a bit sheepish
coming down. Everybody is going up and we thought, ‘God, are
we making the right decision?’”59
After encountering the IMAX team, Boukreev began to worry
about the weather conditions likely to prevail during his group’s
summit bid:
Like Ed Viesturs, I was not happy with the conditions on the
mountain. After more than two decades of climbing I had
developed certain intuitions, and my feeling was that things
were not right. For several days the weather had not been stable,
and high winds had been blowing at higher elevations. I wanted
very much for my feelings to be heard, but it had become
increasingly clear to me that Scott [Fischer] did not look upon
my advice in the same way as he did Rob Hall’s. . . . My voice
was not as authoritative as I would have liked, so I tried not to
be argumentative, choosing instead to downplay my
intuitions.60
While concerned about the weather, Boukreev felt more
comfortable with the performance and the physical condition of
the Mountain Madness clients. They appeared to be in good
shape for the summit bid. However, he maintained concerns
about a few members of Hall’s team. The climb to Camp III
proved to be quite challenging for several clients. In particular,
Kasischke and Fischbeck struggled during their ascent. When
Kasischke finally arrived at Camp III, he exclaimed in
frustration, “I’m finished. I’m finished. Completely out of
gas.”61 Unfortunately, the climbers’ work
did not end with their arrival at Camp III. Several individuals
needed to chop ice for hours in order to generate drinking water
for the others. This proved to be grueling work at such high
altitudes.
The guides then distributed oxygen canisters, regulators, and
masks to the clients and instructed them to breathe bottled
19. oxygen during the night. Hall reminded them, “Every minute
you remain at this altitude and above, your minds and bodies
are deteriorating.”62 Krakauer recalled thinking, “Brain cells
were dying. Our blood was growing dangerously thick and
sludge-like. Capillaries in our retinas were spontaneously
hemorrhaging. Even at rest, our hearts beat at a furious rate.”63
Camp IV
The teams climbed to Camp IV on May 9. When Boukreev
arrived at the camp, he found several Sherpas struggling to erect
the tents in winds estimated at more than 60 miles per hour.
Boukreev asked Hall about the conditions: “What are we going
to do? I’m sure that the weather is clearly not good enough for
assaulting the summit.” Hall replied, “My experience is that
often it is calm after a squall like this, and if it clears in the
night, we will make our bid tomorrow. If the weather doesn’t
change by midnight, then my group will wait another 24 hours.
If the weather is still bad on the second day, then we will
descend.”64
Several clients had reservations about the plan to proceed on
that windy night. Kasischke recalled the conversation in his
tent:
It was a roaring storm out there at high camp, and I remember
in our tent we were arguing . . . and it was three to one that we
ought to be waiting. We were concerned that we really hadn’t
had a full day of good weather, and we just . . . thought it would
be smart to wait a day. . . . I mean, if it were this way 24 hours
later, we were going to have a problem trying to get down.65
By 8:00 p.m., however, the ferocious winds subsided; the air
appeared remarkably still. Hall and Fischer announced their
plans to proceed with the summit bid. The teams would depart
from Camp IV slightly before midnight. They would arrive at
the summit by early afternoon and descend to Camp IV before
nightfall. Hall and Fischer again stressed the importance of
turning back if climbers fell behind schedule, but neither guide
settled on an exact turnaround time. Krakauer explained:
At Base Camp before our summit bid, Hall had contemplated
20. two possible turnaround times—either 1:00 p.m. or 2:00 p.m.
He never declared which of these times we were to abide by,
however—which was curious, considering how much he’d
talked about the importance of designating a hard deadline and
sticking to it no matter what. We were simply left with a
vaguely articulated understanding that Hall would withhold
making a final decision until summit day, after assessing the
weather and other factors, and would then personally take
responsibility for turning everyone around at the proper hour.66
The clients completed their preparations on the evening of May
9. Boukreev recalled that Fischer’s clients appeared to be in
good spirits. However, several of Hall’s clients worried about
Hansen’s rapidly deteriorating physical condition. Dr. Weathers
explained:
He was complaining that he hadn’t slept in a couple of days,
hadn’t eaten. But he was determined to strap his gear on and
climb when the time came. I was concerned . . . he’d spent the
entire previous year agonizing over the fact that he’d gotten to
within 300 feet of the summit and had to turn around. And I
mean it had gnawed at him every single day. It was pretty clear
that he was not going to be denied a second time. Doug was
going to keep climbing toward the top as long as he was still
able to breathe.67
Summit Day
The two expeditions departed from Camp IV at 11:30 p.m. on
May 9. Hall and Fischer climbed at the rear, serving as the
“sweeps” for each group. Each client carried two bottles of
oxygen. Each canister would last approximately five to six
hours, assuming a constant flow of two liters per minute. The
climbers planned to collect a third canister at the South Summit
during the descent. Thus, the climbers needed to complete the
round trip between Camp IV and the summit in no more than 18
hours or face the possibility of descending in darkness without
supplemental oxygen.
During the climb, four clients (Taske, Hutchison, Kasischke,
and Fischbeck) chose to turn back before reaching the summit.
21. Krakauer described their decision:
In order to succeed you must be exceedingly driven, but if
you’re too driven you’re likely to die. Above 26,000 feet,
moreover, the line between appropriate zeal and reckless
summit fever becomes grievously thin. Thus the slopes of
Everest are littered with corpses. Taske, Hutchison, Kasischke,
and Fischbeck had each spent as much as $70,000 and endured
weeks of agony to be granted this one shot at the summit . . .
and yet, faced with a tough decision, they were among the few
who made the right choice that day.68
The others continued their trek to the summit. At 5:30 a.m.,
Krakauer and Ang Dorje, one of the Sherpas, discovered that no
ropes had been affixed along the remaining 500 meters of the
climb. Hall and Fischer had planned to send several Sherpas
ahead to affix ropes along the route, but they scrapped these
plans after hearing that the Montenegrin expedition had
installed rope lines during its earlier summit bid. Unfortunately,
the Montenegrins mistakenly wasted all of their rope in the first
400 meters above Camp IV. Krakauer and Dorje wanted to
remedy the problem, but Hall’s safety procedures required all
clients to wait for the guides before proceeding beyond the
Balcony (located at 8,500 meters). This meant that Krakauer
could not affix any rope beyond that point. The two climbers
waited over an hour for the rest of Hall’s team to arrive.
Bottlenecks delayed the climbers for the remainder of the
ascent, as they waited for guides to affix rope lines.
According to Fischer’s usual procedures, Lopsang Jangbu, a
Sherpa on the Mountain Madness team, should have been
climbing near the front of the pack and been available to help
Dorje while Krakauer waited for the others. However, Jangbu
sensed that Pittman was struggling shortly after departing from
Camp IV, and he towed her on a short-rope for nearly six hours.
A day earlier, Jangbu had carried Pittman’s satellite phone for
hours to lessen the burden for the weakened and beleaguered
client. These extraordinary efforts left him exhausted and ill on
summit day, causing him to fall well behind the lead climbers.
22. Pittman recognized that Jangbu’s extraordinary level of
assistance might place an overwhelming burden on him, but she
did not object to his decision. Pittman explained that, “she
didn’t unclip herself from the Sherpa out of respect for his
authority.”69
Meanwhile, Fischer could not help solve the rope line problem.
His safety procedures required him to serve as the “sweep” on
summit day. He remained at the back of the pack to assist
struggling clients and turn them around if necessary. However,
the previously described logistics problems had disrupted
Fischer’s acclimatization routine and impaired his physical
condition. In addition, Fischer seemed to have experienced a
recurrence of a chronic illness contracted more than a decade
earlier. These health problems caused him to lag far behind the
others and prevented him from performing his “sweep” duties.
As a result, he could not assess this situation or turn clients
around when the delays occurred. He also could not
communicate with those at the front of the pack, because he and
Jangbu had the only two radios on the Mountain Madness team
(since Fischer’s procedures called for them to climb at the front
and the back of the pack, respectively).
Many climbers noticed Fischer’s deteriorating physical
condition during the ascent, yet no one questioned his plans to
proceed. Later, as several climbers descended to Camp IV, they
encountered Fischer still trying to ascend with great difficulty.
However, “nobody discussed Fischer’s exhausted appearance”
or advised him to turn around.70 Dr. Weathers’s physical
condition also deteriorated during the ascent. He described the
problem: “One eye was completely blurred over, I could barely
see out of the other, and I’d lost all depth perception.”71
Nevertheless, when Hall tried to send him back to Camp IV, he
convinced the expedition leader to let him continue.
Around noon, several climbers neared the South Summit, 100
meters below the summit. They still needed to affix ropes along
the Hillary Step, a 40-foot sheet of vertical rock and ice, before
reaching the mountaintop.72 Given the continued delays, many
23. clients opted to collect their third canister of oxygen from the
South Summit on the way to the top, contrary to earlier plans.
Shortly after 1:00 p.m., Krakauer, Harris, and Boukreev became
the first climbers to reach the summit. Beidleman and Adams
soon followed. While the others chose to descend quickly,
Beidleman remained behind to wait for his team’s clients.
Harris became very disoriented during the descent and made a
critical error; he mistakenly concluded that no supplemental
oxygen remained at the South Summit. Krakauer and Adams
discovered the error when they arrived at the South Summit, but
they could not convince Harris that he was mistaken. Therefore,
they continued ahead without him, hoping he would soon
follow. Later, Krakauer regretted that he did not raise concerns
about Harris’s physical condition or question his ability to
descend safely. He explained:
My ability to discern the obvious was exacerbated to some
degree by the guide-client protocol. . . . It’s inconceivable to
me that I would have neglected to recognize his plight. But on
this expedition, [Harris] had been cast in the role of invincible
guide, there to look after me and the other clients; we had been
specifically indoctrinated not to question our guides’ judgment.
The thought never entered my mind . . . that a guide might
urgently need help from me.73
By 2:00 p.m., most of Fischer’s clients had not arrived at the
summit. Beidleman became worried. He had serious
reservations about people climbing well past midday, but he did
not feel comfortable telling Fischer and other team members
that they should turn around. Beidleman explained: “I was
definitely considered the third guide, so I tried not to be too
pushy. As a consequence, I didn’t always speak up when I
should have.” 74 Krakauer offered a similar assessment:
Because Beidleman’s high-altitude experience was relatively
limited, his station in the Mountain Madness chain of command
was below Fischer and Boukreev. And his pay reflected his
junior status: he’d agreed to guide Everest for $10,000,
compared to the $25,000 Fischer paid Boukreev. Beidleman,
24. sensitive by nature, was quite conscious of his place in the
expedition pecking order.75
Hall and Groom arrived at the summit at 2:30 p.m. along with
several clients from the two expeditions. The clients rested and
enjoyed their achievement for 40 minutes. At that time, the
weather did not give anyone cause for concern. Fischer reached
the summit at 3:45 p.m. and discovered Hall still waiting there
for Hansen to arrive. Hansen reached the summit shortly after
4:00 p.m. (For a detailed timeline of events during the summit
bid, see Exhibit 5.)
The Descent
As the clients descended to the South Summit, they noticed the
weather take a turn for the worse. Storm clouds began to move
into the area, the winds picked up, and snow began to fall. The
climbers
collected additional oxygen canisters and tried to descend
quickly. However, many of them moved at a snail’s pace due to
their considerable fatigue and the rapidly deteriorating weather
conditions. Only Boukreev arrived at Camp IV before darkness
fell upon the mountain. The Russian guide explained his
decision to descend quickly, rather than waiting for the clients:
I was concerned descending climbers could possibly run out of
oxygen before their return to Camp IV. . . . I wanted to descend
as quickly as possible to Camp IV in order to warm myself and
gather a supply of hot drink and oxygen in the event I might
need to go back up the mountain to assist descending
climbers.76
Later, Krakauer and others questioned Boukreev’s decision.
They pointed out that climbing without supplemental oxygen
made it more difficult for him to cope with the cold
temperatures; this forced him to descend quickly to get warm.
Moreover, they questioned his plan to monitor the clients’
situation from Camp IV, given that he could not see the
climbing route due to whiteout conditions, and he also could not
communicate with the clients by radio. 77
Meanwhile, as the others descended, Hall remained above the
25. Hillary Step with an ailing Hansen, who desperately needed
more oxygen. Hall radioed Harris for assistance, but the
disoriented guide again reported erroneously that no oxygen
remained at the South Summit. Harris then climbed up to assist
Hall and Hansen. As the skies turned dark, Fischer too began to
falter badly just below the South Summit. He exclaimed, “I am
very sick. . . . Lopsang, I am dead.”78 The Sherpa tried to help
Fischer, but he could not move him. He did not want to leave
Fischer’s side, but Fischer pleaded with him to descend to Camp
IV and send Boukreev back to help him.
At 6:00 p.m., Hall remained with Hansen above the Hillary
Step, unable to get him down the vertical sheet of ice. By radio,
others pleaded with Hall to leave Hansen behind, but Hall
would not abandon his client. Shortly thereafter, Boukreev
headed back up the mountain to assist the others. Unfortunately,
he encountered blizzard conditions that forced him to abandon
his rescue attempt.
By 9:00 p.m., only Krakauer and Adams had joined the Russian
guide at Camp IV. Later that night, a group of climbers
converged on the slopes above Camp IV. Unbeknownst to them,
the camp stood only a short distance away. However, they could
not find their way because of the horrible weather conditions.
The group included Beidleman, Groom, seven clients, and three
Sherpas. The climbers wandered for a while but finally decided
to huddle together and wait for a break in the storm. The
weather had become horrific; whiteout conditions prevailed, and
the wind chill registered 100 degrees Fahrenheit below zero.
Fox recalled her thoughts at the time:
By then the cold had about finished me off. My eyes were
frozen. I didn’t see how we were going to get out of it alive.
The cold was so painful, I didn’t think I could endure it
anymore. I just curled up in a ball and hoped death would come
quickly.79
After a break in the weather, Klev Schoening, whose ill father
had chosen not to join the summit bid, concluded that he knew
the direction to camp. He began to encourage others to move
26. again. Some climbers, however, could not stand up; others
slipped in and out of consciousness. Beidleman, Groom,
Schoening, and Gammelgaard managed to find their way back to
Camp IV shortly before midnight. They provided detailed
directions to Boukreev, who set out to rescue the others. He
noticed Madsen’s headlamp through the storm and located the
huddle. He helped Pittman, Fox, and Madsen return to the camp
at approximately 4:30 a.m. Reluctantly, they left Namba and
Weathers behind, assuming that the dying climbers could not be
saved at that point.
At 4:43 a.m., Hall contacted Base Camp personnel by radio. He
told them that Hansen had died and Harris had disappeared. Hall
eventually climbed down to the South Summit, but he could not
proceed beyond that point. Meanwhile, several Sherpas set out
to rescue Fischer after daybreak.
They discovered him barely alive. The Sherpas provided him
oxygen, but soon they concluded that they could not assist him.
They left him and returned to Camp IV. No one ever saw
Fischer again.
Later that afternoon, Dr. Weathers shocked his teammates when
he walked into Camp IV. Left for dead, he had somehow
regained his strength and found his way back to the camp.
Amazingly, Hall also survived throughout the afternoon, alone
high on the mountain. At 6:20 p.m., Hall spoke with his wife,
who had been patched through to his radio from the satellite
phone at Base Camp. He told her, “I love you. Sleep well, my
sweetheart. Please don’t worry too much.”80 Sadly, no one
spoke with Hall again after that emotional phone call.
On the morning of May 12, the climbers awoke to a grim
realization. Five of their fellow climbers would never return;
Hall, Fischer, Hansen, Namba, and Harris had died. Distraught
and exhausted, the survivors began their descent to Base Camp.
Reflecting Back
Since 1996, many people have analyzed the decisions that Hall
and Fischer made during their ascent, and they have cited a
number of possible causes of the tragedy. Competing theories
27. abound, and much disagreement remains among survivors and
other expert climbers. Some individuals, such as Krakauer,
recognized that mistakes may have been made, but they
emphasized that climbing Everest will always be a risky and
dangerous endeavor. After all, storms, avalanches, and collapses
of large chunks of ice have caused many deaths over the years.
This school of thought emphasized the inevitability of failure
and tragedy on the slopes of Everest. Krakauer explained:
Analyzing what went wrong on Everest is a useful enough
enterprise; it might conceivably prevent some deaths down the
road. But to believe that dissecting the tragic events of 1996 in
minute detail will actually reduce the future death rate in any
meaningful way is wishful thinking. The urge to catalog the
myriad blunders in order to “learn from the mistakes” is for the
most part an exercise in denial and self-deception. If you can
convince yourself that Rob Hall died because he made a string
of stupid errors and that you are too clever to repeat those same
errors, it makes it easier for you to attempt Everest in the face
of some rather compelling evidence that doing so is injudicious.
Truth be told, climbing Everest has always been an
extraordinarily dangerous undertaking and doubtless always will
be . . . the strongest guides in the world are sometimes
powerless to save even their own lives. Four of my teammates
died not so much because Rob Hall’s systems were faulty—
indeed, nobody’s were better—but because on Everest it is the
nature of systems to break down with a vengeance.81
Others have argued that human error caused the tragedy, and
therefore, these deaths could have been prevented. They point to
a series of crucial mistakes that Hall and Fischer made during
the expedition. One accomplished guide put it rather bluntly:
“The events of May 10 were not an accident, nor an act of God.
They were the end result of people who were making decisions
about how and whether to proceed.”82
Boukreev acknowledged that the teams made critical errors
during the climb. However, he disagreed with those who sought
to identify one predominant factor at the root of the tragedy. He
28. concluded, “To cite a specific cause would be to promote an
omniscience that only gods, drunks, politicians, and dramatic
writers can claim.”83
Exhibit 3 Mountain Madness and Adventure Consultants
Expeditions
Adventure Consultants
Mountain Madness
Rob Hall
Leader
Scott Fischer
Leader
Mike Groom
Guide
Anatoli Boukreev
Guide
Andy Harris
Guide
Neal Beidleman
Guide
Doug Hansen
Client
Sandy Hill Pittman
Client
Dr. Beck Weathers
Client
Charlotte Fox
Client
29. Frank Fischbeck
Client
Tim Madsen
Client
Lou Kasischke
Client
Pete Schoening
Client
Dr. John Taske
Client
Klev Schoening
Client
Yasuko Namba
Client
Lene Gammelgaard
Client
Jon Krakauer
Client
Martin Adams
Client
Dr. Stuart Hutchison
Client
Dr. Dale Kruse
Client
Ang Dorje
Lead Sherpa
Lopsang Jangbu
Lead Sherpa
Six climbing Sherpas
Seven climbing Sherpas
Source: Adapted by casewriter from Jon Krakauer, Into Thin Air
(New York: Anchor Books, 1998), pp. xix–xxi.
30. Exhibit 4 Mount Everest Map—South Col Route
Source: Adapted from Anatoli Boukreev and G. Weston DeWalt,
The Climb: Tragic Ambitions on Everest (New York: St.
Martin’s Griffin, 1997).