Stanislaus Military Academy developmental model and plan

Stanislaus Military Academy developmental model and plan Problem Identification In organizations, development of models and plans facilitates the achievement of objectives through scientific approaches. Stanislaus Military Academy seeks to roll out a plan that will oversee the training of Marine Corps Junior Reserve Officers Training Corps (MCJROTC). Through the plan, the institution aspires to develop informed and outstanding citizens in cadets.Advertising We will write a custom proposal sample on Stanislaus Military Academy developmental model and plan specifically for you for only $16.05 $11/page Learn More The program also seeks to develop the trainee’s leadership skills by strengthening their character and comprehending the fundamental aspects of the national security. Through the training, the military academy will help in the formation of self-disciplined individuals who will not only be in a position to develop respect for the authority in a liberal society but also understand the factors that under pin the constituted authority in the American society. Stanislaus Military Academy faces challenges in implementing the program that will see the cadets receive the training in line with the articulations of the constitution. With its main objectives being to instill virtues of discipline, respect, courage, commitment and honor among the cadets, the organization has apparent challenges in the achievement of these ends. The institution should be in a position to conduct impeccable training by identifying the challenges and implement the proposed changes in the organization (Michael, DiPaola Wayne, 2008). Notwithstanding the problems that the organization is facing, it has been in a position to solve real problems affecting the youth by developing their skills and forming their character in line with the needs of the country and dynamic American society. Nonetheless, identification process and lack of consent by parents has been in the forefront in impeding the organization’s ability to adopt necessary changes. Therefore, the main problem affecting the organization is the apparent lack of responsiveness to the needs of the young people and society. Addressing the needs will lead to improvement in the training process and achievement of desirable outcomes. Research theories related to the problem From the outset, Stanislaus Military Academy is categorical that it does not aim at training the young people as an entry point to a military career. It recruits young people in 9th grade through 12th grade. The young people stand a chance to learn in an environment that has high-level discipline and that which emphasizes on character modeling and high academic performance. While we consider that that the institution is able to train cadets, it is a necessity that the academy be in a position to engage cadets in matters relating to training and have them understand the content and ways that the training can address their pertinent issues. To that end, it is imper ative to consider the cadets as active learners and not just mere recipients of the training content (Michael et al., 2008).Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Involvement of young people and cadets in the training activities facilitates the achievement of objectives since they comprehend the expectations of the society, institution and the community. According to cognitive and learning theorists, it is of fundamental importance to ensure that learners comprehend what the trainers expect from them (Buchanan Huczynski, 2007). This draws them closer to the main theme of the learning, which in turn arouses curiosity for them to perform to the expectations of the training. Therefore, the institute ought to equip the potential cadets with information on the content of the program instead of introducing new methodologies to them upon enrollment. To equip the cadets with the information prior to the enrollment procedure, the organization ought to ensure it embraces changes to meet this demand. According to Buchanan Huczynski (2007), there is the need to enhance institutional responsiveness to the process of change. The rationale is that numerous people rarely accept changes and is upon the change agents to convince the stakeholders on the necessity of changes. In this respect, the staff at the military academy should be in a position to explain to all people that the changes that it is implementing are long overdue and are aimed at increasing the organization’s ability to achieve its goals (Michael et al., 2008). In addition, it is important for the change agents to expect resistance to change since many people have emotional attachment with the status quo. During the recruitment process of the cadets, the institute ought to be aware that the youths require cognitive development. This will enable them to attain professional progression and self-development. Michael et al. (2008) say that cadets’ skills development is largely dependent on the amount of time that the trainers use to develop the cadets’ academic needs. This allows them the ability to bring out innovation and creativity in dealing with life situations and particularly, in military academy. To achieve these ends, the academy should have measurable results and monitor the progress of the changes and objectives. Hoy Hoy (2009) argue that evaluation and monitoring approaches that assess the skills development among the cadets are appropriate in highlighting the ‘real’ achievement rather than theoretical comprehension of the skills. This will enhance the ability to make important real life decisions and attain problem-solving skills. Better still, the academy will be in a position to nurture a holistic individual who will not only suit the military but also in other careers.Advertising We will write a custom proposal sample on Stanislaus Military Academy developmental model and plan specifically for you for only $16.05 $11/page Learn More It is essential to design a learning context that depicts the aspirations and expectations of the society. The society constitutes a high-level stakeholder of the military academy and as such, it should influence the learning environment of the cadets. To achieve this ends, the institute ought to ensure that the content and the environment it designs should be in a position to solve problems and address community needs. Indeed, cognitive theorists argue that any learning experience ought to have the objective of solving problems and imparting suffice knowledge on the trainees (Hoy Hoy, 2009). Stanislaus Military Academy will therefore be in a position to have many community members of the county seeking to get training from the institute owing to improved ability of graduate cadets to solve community, social and personal problems. Stanislaus Militar y Academy should focus on challenges and embrace the appropriate corrections. This should start right from the recruitment and selection of potential cadets. Theorists assert that recruitment process is vital for identifying the right candidates for the position (Hoy Hoy, 2009). It should transcend the few aspects that are mandatory for qualification and pay focus to social background of the cadets. The rationale is that socialization process influence people differently and affects the patterns of interaction and knowledge acquisition. The Senior Military Instructor (SMI) ought to utilize the skills of recruitment in order to have a cohesive and an objective group of trainees who also share same goals and expectations. This should begin by informing them on what the program entails and what it may be able to solve both in the short term and in the long term. This will be a good start that the cadets can evaluate the importance of the program and consequently be able to manage thei r expectations. Measurable objectives related to the problem For a development plan to be effective, it ought to have measurable goals that will act as indicators of the progress or failure that organization has made. To assess the problems, there is also the need to assume empirical approaches to have the information on the current problems that the institute faces. First, the implementation of MCJROTC should be measurable through the responsiveness of the organization to the program. The instructors should be in a position to observe the differences that the students have made in terms of improving their leadership skills, respect, honor, courage, discipline and commitment.Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Michael et al. (2008) point out that the comprehension of the content of the training is an indicator of the goals that the organization seeks to achieve. Hence, a needs analysis, implementation and evaluation of the program should be backed by sound research and problem identification process. Second, the organization should have a consistent method of measuring the achievement of its goal of enhancing responsiveness to the community needs and expectations. Through the implementation of the changes, the military academy should be in a position to assess the expectations of the community and design its training in line with the community needs (Buchanan Huczynski, 2007). This starts with assessing the community needs, which should reflect the training objectives. The rationale is that Stanislaus County has expectations of the academy to form characters within the society who will be able to steer development within the context of the community. It is imperative to ensure that the o rganization has a scientific method of measuring the levels to which the program has met the needs of the community and their expectations. Third, the organization ought to enhance its measurable objectives of ensuring that the organization is in line with its aspirations of recruiting young, motivated and informed cadets. The recruited cadets should meet the set criterion and ensure that the organization is able to achieve its goals of equipping them with the requisite leadership skills to mention but one aspect. ability to recruit cadets from secondary schools having the right attitude and basic requirement procedure should be a measurable indicator of the progress that the organization has made (Hoy Hoy, 2009). Besides, the level of suspensions of cadets also serves as an indicator of the underlying problem of recruitment. This is imperative in ensuring that the changes that the organization will be implementing will be evaluated in comparison with the goal. Participants and cha nge agents Any success in the process of change comes about owing to the ability of involving all stakeholders of the military academy. Buchanan Huczynski (2007) pinpoint that the most important participant in the process of organizational change will be the community. The community ought to provide the institute with a framework of the training program shaped by their expectations. This is in lieu of the fact the society will be in a position to evaluate the cadets after their graduation. The individual they see from the institute ought to be able to solve community problems and address the apparent needs in the community. The graduates should add value to the lives of other societal members after the training. They should also be in a position to take up leadership roles available in the community and exercise their skills to inspire change and development within the community. Second, the military academy should be able to involve all the internal stakeholders of the organizatio n in rallying them to embrace change. Organizations are able to achieve success by ensuring that the employees, instructors and the heads of the academy comprehend the need for organizational development that is only achievable through the change process. According to Hoy Hoy (2009), the internal stakeholders of an organization make up a group that has high influence on the implementation of changes. The ability to reduce the ever-present resistance to change reflects high skills of the change agents to institute new ways of operating. Further, it is important to involve all the cadets who are the primary beneficiaries of the military training. The organization should adopt alternative methods of imparting leadership skills on an individual and involve the trainees in the development of the content with an aim of achieving even more improved outcomes (Michael et al., 2008). The cadets ought to have full information regarding the objectives of the training and expectations of the in structors and the community. Lack of involvement of the cadets could result to impaired skills development and shift in the organization’s goals. Other stakeholders include both the federal and state governments whose influence is apparent. The military academy operates with the laws entrenched in the constitution and adopted by state authorities. Implementing far-reaching changes will therefore imply that the organization ought to be in line with the laws that govern the military training. Besides, the state and federal government remain the major oversight bodies mandated to ensure that the process of MCJROTC achieves the national goals and is in line with the government’s expectations. In addition, it is important to notice that the government formulates policies and rules that provides the schools with a framework to offer military training. Hoy Hoy (2009) say that the change agents should be wary of a plan that distances the academy from the goals of the federal and state governments. Finally, the change agents will include the instructors and heads of departments who have the mandate to inspire the process of change and improvement. Chester Thomson (2003) explain that the change agents should motivate others to work together to improve the outcomes of the academy. They should also be in a position to employ their leadership skills and styles to achieve the objective with success. Problem Diagnosis The current problem within the academy should draw inspiration from continuous process of evaluation and assessment. This implies that the organization should evaluate the achievement regularly and possibly after very semester. This is important since it provides a platform through which the change agents are able to make necessary changes and draw the academy closer to achievement of the goals. This is in terms of the implementation of training problem that helps the cadets to solve real life problems and improve the community welfare. The asse ssment process for the entire four years since the recruitment of the cadets should draw comparison from the current situation. The disparity that exists between the aspired position and the current situation ought to reduce as the implementation of the changes gains momentum. This is in terms of recruitment procedures, content development and adherence to regulatory bodies and frameworks (Chester Thomson, 2003). This will lead to amicable solutions to the apparent organizational needs and enhance improved outcomes. Another aspect of the problem deals with designing the objectives of the military academy to match the expectations of the community. The expectations of the community are that the military will be in a position to train young people and equip them with the necessary skills to become responsible, respectful and knowledgeable citizens. Deviation from these objectives should be a cause of alarm and should call for review of the outcomes envisaged by the academy. There sho uld be a distinction in character and behavior of the graduates of the military academy and conventional graduates. The graduates of the school ought to exercise their acquired skills for personal and community development (Michael et al., 2008). This should be the yardstick of evaluating other underlying problems exhibited in the organization. To that end, Stanislaus military academy ought to ensure that it strives to achieve this end to not only increase its reputation but also to provide the correct learning context that produces the desired behavior and character of the cadets. Procedure of solving problem At the outset, the organization should have a systematic way of resolving its outstanding issues. It ought to begin by getting a basic framework of understanding the expectations of the cadets and the community. Chester Thomson (2003) articulate that this is important since it helps the organization to design a change management process that addresses the issues raised by the stakeholders. If the stakeholders accent to the proposed move, Stanislaus should assume a strategy that coincides with the opinions, expectations and the desires of all stakeholders. Secondly, the explication of the ways in which the proposed changes will affect the employees should be a mandatory process for the plan to achieve its goals. This helps the change agents to explain the idea behind any change process and ways that the organization stands to benefit from it. This also reduces the risk of resistance to change which could challenge the implementation of the program. This is in light of the view that organization’s internal stakeholders such as the employees and instructors have familiarized themselves with the routine of operating and it may take time for them to internalize the proposed changes (Chester Thomson, 2003). Throughout this process, the change agents and leader should adopt appropriate leadership style typical of support and honesty. This is in additio n to keeping all the stakeholders informed on progress that the organization has made regarding the changes. Third, the organization should begin the implementation process where the review of the training content and manuals ought to begin. The academy should also upgrade the skills of the existing employees and instructors to suit the current training needs exhibited by the cadets. The implementation phase may seem to be the most difficult stage of initiating change since practical changes begins to appear within the processes of the academy (Hoy Hoy, 2009). Besides, it may lead to changes in skills development and other aspects of the employees who had familiarized themselves with the conventional routines, roles and duties. Monitoring and evaluation is important to enhance the measurement of the objectives and the outcomes of the process of change (Michael et al., 2008). This continuous process utilizes scientific models and approach to analyze and interpret the change outcomes . Evaluating the gains and losses that the organization may have made is critical to appraise the change. This way, the organization is able to understand the effect of the changes and make possible changes where necessary. References Buchanan, D. Huczynski, A. (2007). Organizational Behavior. London: Prentice Hall. Chester, B. Thomson, K. (2003). Organization and Management. New York: McGraw Hill Publishers. Hoy, A., Hoy, W. (2009). Instructional Leadership: A Research-Based Guide to Learning in Schools. Boston, MA: Pearson Education, Inc. Michael, F., DiPaola, M. Wayne K. (2008). Principals improving instruction: supervision, evaluation, and professional development. Mason OH: Pearson/Allyn and Bacon.

Life of Cochise, Apache Warrior and Chief

Life of Cochise, Apache Warrior and Chief Cochise (ca. 1810–June 8, 1874), perhaps the most powerful Chiricahua Apache chief in recorded times, was an influential player in the history of the U.S. southwest. His leadership came during a critical period in North American history, when shifting political relationships between Native American and European Americans resulted in a complete reconfiguration of the region. Fast Facts: Cochise Known For: Chiricahua Apache chief from 1861–1864Born: ca. 1810 in southeastern Arizona or northwestern SonoraDied: June 8, 1874 in the Dragoon Mountains, ArizonaSpouses Names: Dos-teh-seh and a second wife, whose name is not knownChildrens Names: Taza, Naiche, Dash-den-zhoos, and Naithlotonz Early Years Cochise was born around 1810, in either southeast Arizona or northwest Sonora, Mexico. He was destined for leadership: his father, most likely a man named Pisago Cabezà ³n, was the head chief of the Chokonen band, one of four bands in the Apache tribe. Cochise had at least two younger brothers, Juan and Coyuntura (or Kin-o-Tera), and one younger sister. As is traditional, Cochise received his name Goci as a young adult, which in the Apache language means his nose. There are no known surviving photographs of Cochise, who was described as a striking-looking man with black hair to his shoulders, a high forehead, prominent cheekbones, and a large, handsome Roman nose.   Cochise wrote no letters. His life was documented during a series of interviews conducted during the end of his life. The information from those interviews is somewhat contradictory, including the spelling of his name (variations include Chuchese, Chis, and Cucchisle). Education The Apaches of the 19th century followed a traditional hunting and gathering lifestyle, which they supplemented with raids when hunting and gathering alone could not feed their families. Raiding involved attacking ranches and ambushing travelers in order to steal their supplies. The raids were violent and often left victims wounded, tortured, or killed.  Although there are no specific records about Cochises education, anthropological studies and oral and written histories from the Apache community describe the learning processes for prospective warriors, which Cochise would have experienced. Young boys in the Apache world were separated from young girls and began training in the use of the bow and arrow at the age of six or seven. They played games which emphasized speed and agility, physical strength and fitness, self-discipline and independence. At 14, Cochise likely began training as a warrior, starting as a novice (dikhoe) and practicing wrestling, bow and arrow contests, and foot races. Young men played the role of trainee at their first four raids. During the first raid, they performed menial camp chores, such as making beds, cooking, and standing guard. After completing his fourth raid, Cochise would have been considered an adult. Indian–White Relations At the time of Cochises youth, the political climate of southeastern Arizona and northeastern Sonora was fairly quiet. The region was under the control of the Spanish, who had skirmished with the Apaches and other tribes in the region but settled on a policy that brought a kind of peace. The Spanish aimed to replace Apache raiding with the provision of rations from established Spanish outposts called presidios.   This was a deliberately planned action on the part of the Spanish to disrupt and destroy the Apache social system. Rations were corn or wheat, meat, brown sugar, salt, and tobacco, as well as inferior guns, liquor, clothing and other items designed to make the Native Americans dependent on the Spanish. This did bring peace, which lasted nearly forty years, until near the end of the Mexican Revolution in 1821. The war seriously depleted the treasuries, rationing broke down slowly, and disappeared entirely when the Mexicans won the war.   As a result, the Apaches resumed their raiding, and the Mexicans retaliated. By 1831, when Cochise was 21 years old, hostilities were so extensive that, unlike earlier times, nearly all of the Apache bands under Mexican influence participated in raiding and conflicts.   Early Military Career The first battle that Cochise probably participated in may have been the three-day battle from May 21–23, 1832, an armed conflict of Chiricahuas with Mexican troops near the Mogollon Mountains. Three hundred warriors led by Pisago Cabezà ³n lost after the last eight-hour battle under 138 Mexican men led by Captain Jose Ignacio Ronquillo. The following years were punctuated by a number of treaties signed and broken; raidings halted and resumed.   In 1835, Mexico put a bounty on Apache scalps and hired mercenaries to massacre them. John Johnson was one of those mercenaries, an Anglo living in Sonora. He was granted permission to track down hostiles and on April 22, 1837, he and his men ambushed and massacred 20 Apaches and wounded many more during a trading deal. Cochise was not likely present, but he and other Apaches sought revenge.   Marriage and Family In the late 1830s, Cochise married Dos-teh-seh (something at the campfire already cooked). She was the daughter of Mangas Coloradas, who led the Chihenne Apache band. Cochise and Dos-teh-seh had at least two sons- Taza, born 1842, and Naiche, born 1856. His second wife, who was from the Chokonen band but whose name is not known, bore him two daughters in the early 1860s: Dash-den-zhoos and Naithlotonz.   Cochises son Naiche, Hereditary Leader of the Chiricahua Apaches, taken by Adolph F. Muhr about 1898.   Library of Congress According to Apache custom, men lived with their wives after they married. Cochise most likely lived with the Chihenne for six to eight months. However, he had become an important leader in his fathers band, so he soon returned to Chokonen.   A (Temporarily) Settled Peace In early 1842, Cochises father - Pisago Cabezà ³n, leader of the Chokonen - was ready to sign an armistice with the Mexicans. Cochises father-in-law - Mangas Coloradas, leader of the Chihinne - disagreed. A treaty was signed on July 4, 1842, with the Apaches promising to cease all hostilities, and the Mexican government agreeing to feed them rations. Cochise drew rations with his wife in October, and Mangas, seeing that the Chokonen treaty would hold, decided to negotiate a similar treaty for his own band. In late 1842, that armistice was also signed.   This settled peace would not last long. In May of 1843, Mexican troops at Fronteras murdered six Chokonen men for no apparent reason. In late May, seven more Chiricahua men were murdered at the Presidio in Fronteras. In retaliation, Mangas and Pisago attacked Fronteras, killing two citizens and wounding another.   Deteriorating Conditions By 1844, conditions among the Apache bands in the region had deteriorated sharply. Smallpox arrived in the fall, and the supply of rations for the communities had sharply decreased. Mangas Coloradas and Pisago Cabezà ³n returned to the mountains by February 1845, and from there they conducted several raids on Sonora. Cochise would have participated in these raids.   In 1846, James Kirker, a mercenary sanctioned by the Mexican government, set out to kill as many Apaches as possible. On July 7, under the protection of a treaty, he hosted a feast at Galeana (in what is now Chihuahua state in Mexico) for 130 Chiricahuas, and then had them beaten to death in the morning. It was an ill-chosen moment, because in April of that year, fighting had broken out between the U.S. and Mexico, and Congress declared war on Mexico in May. The Apaches had a new and dangerous source of support, but they were rightly wary of the Americans.   In December of 1847, a war party of Apaches attacked the village of Cuquiarachi in Sonora and killed a longtime adversary, seven other men and six women, and captured six children. The following February, a large party attacked another town called Chinapa, killing 12 men, wounding six and capturing 42, mostly women and children.   Cochise Captured Throughout the summer of 1848, the Chokonen band carried on a siege of the fort at Fronteras. On June 21, 1848, Cochise and his Chokonen chief Miguel Narbona led an assault on Fronteras, Sonora, but the attack went awry. Narbonas horse was killed by cannon fire, and Cochise was captured. He remained a prisoner for about six weeks, and his release was only obtained by the exchange of 11 Mexican prisoners.   Apache Pass, Arizona, as viewed from Fort Bowie facing north.   Mark A. Wilson In the mid-1850s, Miguel Narbona died and Cochise became the principal chief of the band. In the late 1850s, United States citizens arrived in his country, first settling at Apache Pass, a station on the Butterfield Overland Mail Company route. For a few years, the Apaches maintained a tenuous peace with the Americans, who now provided sorely needed rations to them.   Bascom Affair, or "Cut the Tent" In early February 1861, U.S. Lieutenant George Bascom met Cochise at Apache Pass and accused him of capturing a boy who had in fact been taken by other Apaches. Bascom invited Cochise into his tent and told him he would hold him as a prisoner until the boy was returned. Cochise pulled out his knife, cut through the tent, and escaped into the nearby hills.   In retaliation, Bascoms troops captured five members of Cochises family, and four days later Cochise attacked, killing several Mexicans and capturing four Americans whom he offered in exchange for his relatives. Bascom refused, and Cochise tortured his prisoners to death, leaving their bodies to be found. Bascom retaliated by hanging Cochises brother Coyuntura and two nephews.  This event is known in Apache history as Cut the Tent. The Cochise Wars (1861–1872) Cochise became the dominant Chiricahua Apache chief, replacing the aging Mangas Coloradas. Cochises rage at the loss of his family members led to a bloody cycle of revenge and retaliation between the Americans and Apaches for the next 12 years, known as the Cochise Wars. For the first half of the 1860s, the Apaches maintained strongholds in the Dragoon mountains, moving back and forth attacking ranchers and travelers alike, and keeping control of southeastern Arizona. But after the U.S. Civil War ended, a massive influx of U.S. soldiers put the Apaches on the defensive.  Ã‚   By the late 1860s, the war continued sporadically. The worst event was an ambush and massacre by the Apaches of the Stone party in October of 1869. It was likely in 1870, when Cochise first met Thomas Jeffords (Red Beard), a stage driver for the Butterfield Overland Stage. Jeffords, who would become Cochises closest white friend, played a significant role in bringing peace to the American southwest.   Making Peace On October 1, 1872, true peace efforts were established at a meeting between Cochise and Brigadier General Oliver Otis Howard, facilitated by Jeffords. Treaty negotiations included a cessation of hostilities including raiding between the U.S. and Apaches, the safe passage of his warriors to their homes, and the creation of a short-lived Chiricahua Apache reservation, located initially in the Sulphur Spring Valley of Arizona. It was an agreement not on paper, but between two highly principled men who trusted one another.   The brigadier general Otis Howard made a lasting peace agreement with Cochise on October 1, 1872.   Hulton Archive/Getty Images The agreement did not include cessation of raiding in Mexico, however. American troops at Fort Bowie were prohibited from interfering with the Chokonens activities in Arizona. The Chokonens kept the terms of the treaty for three and a half years, but continued conducting raids in Sonora until the fall of 1873. Quotes After the Cut the Tent affair, Cochise is reported to have said: I was at peace with the whites, until they tried to kill me for what other Indians did; I now live and die at war with them.   In a conversation with his friend Thomas Jeffords, then the agent for the Chiricahua reservation, Cochise said: A man should never lie... if a man asks you or I a question we do not wish to answer, we could simply say I dont want to talk about that. Death and Burial Cochise became ill in 1871, probably suffering from abdominal cancer. He met with Tom Jeffords for the last time on June 7. In that final meeting Cochise asked that control of his band be passed on to his son Taza. He wanted the tribe to live in peace and hoped that Taza would continue to rely on Jeffords. (Taza went on to keep his commitments, but eventually, the U.S. authorities broke Howards covenant with Cochise, relocating Tazas band out of their homes and into Western Apache country.) Cochise died at the Eastern Stronghold in the Dragoon Mountains on June 8, 1874. The Eastern Stronghold in the Dragoon Mountains of southeastern Arizona. Mark A. Wilson   After his death, Cochise was washed and painted in war style, and his family buried him in a grave wrapped in blankets with his name woven into them. The sides of the grave were walled up about three feet high with stone; his rifle, arms and other articles of value were laid beside him. To give him transportation in the afterlife, Cochises favorite horse was shot within 200 yards, another killed about one mile away, and a third two miles away. In his honor, his family destroyed all the clothing and food stores they had and fasted for 48 hours. Legacy Cochise is known for his significant role in Indian-White relations. He lived and prospered by war, but died in peace: a man of great integrity and principle and a worthy leader of the Apache people as they experienced massive social change and upheaval. He is remembered as a fierce warrior as well as a leader of sound judgment and diplomacy. Eventually, he was willing to negotiate and find peace despite suffering the great loss of his family, tribe members, and way of living. Sources Seymour, Deni J., and George Robertson. A Pledge of Peace: Evidence of the Cochise-Howard Treaty Campsite. Historical Archaeology 42.4 (2008): 154–79. Print.Sweeney, Edwin R. Cochise: Chiricahua Apache Chief. The Civilization of the American Indian Series. Norman: University of Oklahoma Press, 1991. Print.- -, ed. Cochise: Firsthand Accounts of the Chiricahua Apache Chief. 2014. Print.- -. Making Peace with Cochise: The 1872 Journal of Captain Joseph Alton Sladen. Norman: University of Oklahoma Press, 1997. Print.