What does the Handmaids Tale contribute to the debate over essays

What does the Handmaids Tale add to the discussion over expositions What does the Handmaids Tale add to the discussion over womens positions in the public arena today? All through the Handmaids Tale there is an association between womens jobs in our general public today and that of how they are seen in the novel. The entirety of the various jobs in the public arena are appeared for instance housewife, mother, prostitute, women's activist in the novel however are progressively accentuated and rather than the multi-jobs that numerous ladies take on today for the most part by decision, the ladies in Gilead have theirs constrained upon them and that is the single job that they should remain in. The Marthas in the Handmaids Tale are the cliché housewife; they do the Commanders cooking, shopping and even shower Offred. They are conversely with an ordinary 1950s housewife who remained at home and cared for the youngsters which is likewise a vocation of the Martha when a kid is conceived she needs a little kid so ruin in the kitchen, to press garments for, to slip treats into. The spouses appear to be only for appear; there is no pacific explanation behind their job separated from the way that they are just the wives of the administrator Or sewing scarves.... possibly its only something to keep the Wives occupied, to give them a feeling of direction. They generally appear to be moderately aged due to her joint pain and unfit to raise, consequently the handmaids. This could appear to be a correlation with current trophy spouses normally appealing young ladies whose husbands wed absolutely dependent on their appearance along these lines essentially to show them off. The Handmaids are essentially there for reproducing as it were. Their personality has been stripped as they assume the name of their leader for example Offred, Ofglen, Ofwarren. This is additionally a convention in present day society anyway as when a lady weds she typically takes upon the last name of her significant other and loses her own, family name. The Han... <!

The drinking age Research Paper Example | Topics and Well Written Essays - 500 words

The drinking age - Research Paper Example In disprove, in the event that they need to illicitly get liquor, they aren’t develop enough to drink at any rate; Not bringing down the age conflicts with the Constitution that expresses that individuals are authoritatively grown-ups at eighteen years old. In invalidate, as far as possible exists to ensure youthful, lacking individuals from getting to a destructive substance Conclusion: Proposals have been raised that would teach and permit youthful consumers, however this would at present conflict with getting adolescents far from a substance they can't deal with; The drinking age ought to continue as before as it has just demonstrated to be progressively successful at protecting individuals Argumentative Essay In 2010 in the United States, one individual passed on roughly consistently as the aftereffect of a liquor weakened driver; of these drivers, almost fifteen percent were under the lawful drinking age of twenty-one (Bell). It has been in progress for a long time to bri ng down the drinking age from twenty-one to eighteen, however many have battled against it.

Study Break!

Study Break! MIT is hard. Seriously. Thats why we have study breaks. I know that sounds weird. Trust me, I remember coming to campus for CPW and taking tours of all the different dorms and being so confused about this study break thing. All of the dorms were like oh we go on these awesome trips and get money for all these cool projects and we have a study break every Thursday. And Im likeokthats nowhere near as cool as everything else guys. I wondered why everyone was so proud of their study breaking abilities. But now I know. =) I first learned to appreciate the value of the study break a couple of weeks ago when I was working on this pset all by myself. Doing psets alone is torture. For me, anyway. I know some people who hate doing the work in groups, which is fine for them. But I have no idea how they do it. Anyway, I had just reached the insanity point. I worked out one problem as best as I could and decided to move on to the next. I took one look at the question and just burst out into hysterical laughter. I couldnt stop. I just sat there at the table in the suite lounge, laughing uncontrollably at my pset. The concept that my 18.01 professor actually expected me to solve this particular problem was just absolutely hilarious to me at that point in time. Luckily, Zach 08 chose that exact moment to come into the suite to annouce that weeks study break. Study breaks are pretty low-key. Bascally, either our GRTs or the members of a particular suite are given $15 to prepare some tasty snack for everyone on the floor. We meet in the floor lounge and just hang out eating food. And thats it. This week was my suites turn to prepare food. We decided to go with the Hallooween theme and make caramel apples. Unfortunately, I dont have any pictures this time. It was pretty easy, too- we just had a couple of people cutting the apples into slices. I wasa in charge of mixing the caramel mix on the stove. Then we carted it all out to the floor lounge, where lots of people gathered to sit around and eat. And thats it. I know, it sounds lame. But just you wait. Youll understand some day

Essay The Persian Wars How the Greeks Won - 1682 Words

The Persian Wars: How the Greeks Won The Persian Wars were a series of conflicts fought between the Greek states and the Persian Empire from 500-449 BC. It started in 500 BC, when a few Greek city-states on the coast of Asia Minor, who were under the control of the Persian Empire, revolted against the despotic rule of the Persian king Darius. Athens and Eretria in Euboea gave aid to these Greek cities but not enough, and they were subdued by the Persians. The Persians became determined to conquer Hellas and make Athens and Eretria pay for helping the Ionian cities. In 492 BC, the first Persian invasion had its fleet crippled by a storm before it could do any damage. King Darius sent another Persian expedition in 490 which destroyed†¦show more content†¦The great Athenian general Miltiades came up with a shrewd battle plan. He decided to thin out the ranks in the center of the phalanx to strengthen the wings. During the battle, the Greek wings crushed the Persian wings and forced them to retreat. At the same time, the Persians in the middle managed to break through the weakened center of the phalanx. Instead of pursuing the retreating Persian wings, the Greek wings moved backward to attack the Persians that had broken through the Greek defenses. The Greek center then turned around so that they had the Persians surrounded. The Persians were slaughtered (5). According to the Greek historian Herodotus, the Persians lost 6400 men while te Greeks lost only 192 (4). While the phalanx ruled on the land, the trireme ruled on the sea. The trireme was a type of warship which could be seen for the first time in the Mediterranean during the sixth century BC. The trireme completely changed war at sea. In former days sea battles were mostly fought out by soldiers who jumped from one ship onto the other. But with the introduction of the trireme the emphasis came on the battle between the ships. The trireme had a battering-ram with which it would ram opposing ships and attempt to sink them . The keel was 40 meters long and stuck out 3 meters at the front, where it was armored with bronze plates. TheShow MoreRelated Why the Greeks Won the Greco-Persian War Essay1578 Words   |  7 PagesWhy the Greeks Won the Greco-Persian War There are times in history that something will happen and it will defy all logic. It was one of those times when a few Greek city/states joined together and defeated the invasion force of the massive Persian Empire. The Greeks were able to win the Greco-Persian War because of their naval victories over the Persians, a few key strategic victories on land, as well as the cause for which they were fighting. The naval victories were the most important contributionRead MoreA Short Note On The Battle Of Thermopylae1592 Words   |  7 Pagesof Thermopylae in year 480 BCE was a major part in the Greek victory of the Graeco-persian wars and for the battle of Greece as an independent nation leading to the Greek golden age and Hellenism forever changing the western world and its culture. (Frye)The start of the Graeco-Persian hostilities can be traced back to 499 BCE at the beginning of the Ionian revolt when Ionian Greeks revolted against their Persian leaders in a bloody civil war that laste d over seven years. The most significant eventRead MoreBattle of the 300 Spartans1266 Words   |  6 Pagesby the alliance of the Greek city-states under the power of King Leonidas of the Spartans and the Persian Empire Xerxes. A force of 7,300 Greek men marched to guard the passage of Thermopylae. King Leonidas heard that a force of Persian troops were marching to take the passage, which was vital to the Greeks. The passage was an entrance into the city of Athens. Thermopylae was a narrow pass. To one side were rocky mountains and to the other was water. After the Greek forces, killed by the 300Read MoreThe Battle Of Athens And Sparta1246 Words   |  5 PagesAthens, the most famous and richest of the Greek city states dominated the ancient world for a long time. The Athenians developed, many new war tactics that were adopted by other Greek city states. Sparta was also a powerful Greek city state and one of the most feared military powers in the ancient world. Spartans grew up in a different society and used many war tactics that were different from traditional Greek warfare (Paton). At one point in time, Athens and Sparta were the most powerful civilizationsRead MoreCultural Context Of The Temple Of Athena1745 Words   |  7 Pagesancient culture, architectural languages have the significant vale in both culture and construction. The temple of Hera, which becomes the sign of Greek classic architecture even the whole Europe, plays an important role in the Greece history and culture . This essay will start an analysis from the stru cture and component of the temple of hera to present that how can cultural factors affect the form and functions of a building. The temple of hera is located in the site of Olympia, in a valley inRead MoreDirect Democracy and Athens Essay755 Words   |  4 Pagessays â€Å" The Greek of ionia, unhappy with Persian rule and wanting independence, rebelled in 499 B.C faced with a much larger Persians army, they asked their fellow Greeks for help. Among the cities that sent aid was Athens, who supplied ships to the ionian rebels. Despite this assistance the persians put down the revolt made Persian emperor Darius angry enough to seek revenge. He planned to punish the Ionians allies, especially Athens, by attacking the Greek mainland†,(The persian war, page 136)Read MoreThe Persian Wars Were Significant For World History1441 Words   |  6 Pagesis war. During the era of expansion and conquest, wars were waged across lands near and far. By means of defense, revolts arose at this time of numerous battles as well as the formation of alliances. As a whole, war is a struggle for power. For instance, two gr eat ancient civilizations, Greece and Persia, fought in a series of conflicts known as the Greco-Persian Wars. Herodotus, the historian who first wrote about the Persian Wars, once said, â€Å"Great things are won by great dangers.† All war isRead MoreComparing Athens And Sparta Vs. Athens972 Words   |  4 PagesHana Ellamey Professor Deidre O’Shea EUH 2000 15 september 2014 Sparta Vs. Athens â€Å"The ancient Greeks left us a very rich legacy of stories inspired by their gods, goddesses and heroes. They invented democracy and the modern alphabet, and laid the foundations of mathematics, philosophy, astronomy and medicine.†(Martell and Kuhtz 5) Some of the major city-states of Greece are Athens and Sparta. These two cities are very close to each other yetRead MoreComparing The And The Odyssey998 Words   |  4 Pages 2. The Illiad and the Odyssey were so important to the Greeks because they were great works of literature and contained information of past events’, much like a bible or history book. It shaped their culture and what it meant to be a human being. The events of the Illiad and the Odyssey have been reflected in plays in ancient Greece and in the attitudes of many Greeks on what it meant to be a hero at that time. 3. The city-states of Ancient Greece were organized like tiny independent countriesRead MoreThe Beginnings Of The Persian Empire1220 Words   |  5 Pages The results of such clashes are evident in almost every war fought by man and even some where violence was not required (see Native Americans). Each group of civilians that feels threatened by an outside force reacts in the manner that best suits its needs. Although the reactions are distinct, the challenges presented by the Persian Wars and various groups of steppe nomads all stem from the need to conquer. The beginnings of the Persian challenge occurred because of Greece’s inability to stay out

TQAS BIOLOGY Essay - 6628 Words

0708-AS Biology Revision Top Priority Questions AS BIOLOGY TOP 60 QUESTIONS Chapter 1 1- Fig.1.1 is an electron micrograph of a mesophyll cell from a leaf. 1.5ÃŽ ¼m Fig.1.1 (a) Calculate the magnification of Fig.1.1. Show your working and express your answer to the nearest whole number. (b) Identify, by using the letters A to D, a part of the cell shown in Fig. 1.1 where the following substances are located. A chlorophyll B cellulose C DNA D phospholipid (c) State three ways in which the structure of a red blood cell differs from the structure of the cell shown in Fig.1.1. 1 0708-AS Biology Revision Top Priority Questions 2 2- Fig.1.2 is a diagram of a bacterium. Fig.1.2 (a) Name structures Q to S. (b) State the names of three†¦show more content†¦(b) ÃŽ ² globin has a tertiary structure that consists of eight helices arranged to give a precise three-dimensional shape. Describe how the precise three-dimensional shape of a polypeptide is maintained. 9- Starch grains in plant cells contain both amylose and amylopectin. Explain how both of these substances are formed from glucose in plant cells. 7 0708-AS Biology Revision Top Priority Questions 8 Chapter 3 1- A student investigated the activity of catalase by measuring the release of oxygen from hydrogen peroxide. The reaction occurs as follows. 2 H2O2 2 H2O + O2 The student used a solution of catalase that was mixed with a 5% hydrogen peroxide solution and placed in the apparatus shown in Fig. 3.1. The total volume of gas collected was recorded every 15 seconds. The results are shown in Fig. 3.2. Fig.3.1 Fig.3.2 (a) Explain why the total volume of gas collected after 210 seconds remains constant. Catalase and hydrogen peroxide were kept separately at 10  °C for 30 minutes before they were added together. The reaction mixture was then kept at 10  °C. (b) Sketch, on Fig. 3.2, the results you would expect when the experiment was repeated at 10  °C. 0708-AS Biology Revision Top Priority Questions 9 (c) Describe and explain the results you would expect if the catalase solution was pretreated by being kept in a water bath at 70  °C before being added to the hydrogen peroxide. (d) Explain how you would use this apparatus

The Mayas and the Incas. Free Essays

The Mayas and the Incas are two Indian civilizations that inhabited South America and left a significant mark on the culture and history of these places. They both have legends that link their arrival to immigration from the East; however it is more likely that the immigration occurred from the north. Though these two cultures had some similarities one of these was not language as they had several differences in their native tongues. We will write a custom essay sample on The Mayas and the Incas. or any similar topic only for you Order Now However, regardless of the differences legends have claimed a community of origin between these two civilizations, in the remote past. The Inca civilization has a reign of less than 200 years in comparison to the Maya civilization and has its base in the area that is now Peru. They flourished in the highlands of the Andes and their reign is estimated as being from AD 1438 – 1534. They also extended into the areas that are now Ecuador and Chile. There are links that show that this civilization was derived from a warlike tribe that moved into the valley at Cuzco. Their reign was estimated to span from the Maule River to the Quito. In contrast, the Maya civilization emerged in BC 1000 and lasted more than a thousand years in the Yucatan area of Mexico into Guatemala, Belize and Honduras. They were responsible for the creation of many cities in their time such as Tikal and Uxual. They also had a wide span however their system of governance varied greatly and there was no emperor but rather several powerful heads in each city. There was also no capital as each city ruled itself. In terms of religious practices both civilizations practiced sacrificing of animals and at times of humans as well.   They also both worshipped several Gods. The Incas believed in a creator and many sky gods. They called gold the â€Å"sweat of the sun† and viewed it as precious only in materials used for ceremonial items. They focused on rituals that they believed led to healing and increasing harvest. In a trait similar to the Mayas, in times of calamity they believed in the sacrifice of humans. These times included earthquakes and drought. The Inca also had a similar religion to the Inca. They also believed in several nature Gods and in the use of sacrifice to appease the Gods. The thought that the feeding of blood to the Gods would also appease and satisfy the Gods so that their  children would be healthy and their crops would be good. Religion was important in daily life and this is evident from the information that has been attained from pottery, the walls of buildings and murals. Inca architecture was ornate. The capital city was Cuzco and this was the richest city in the Americas at that time. The temples were decorated with gold plates. There were many royal estates and palaces that were for the nobility and were constantly maintained by the builders and artisans. The Mayas had elaborate buildings as well but were more advanced in their use of material. They used concrete in their construction and built pyramids as monuments to Gods and leaders. Some of these pyramids were as tall as 200 feet. They also had a distinctive style of construction. The pyramids that they built the tops were flat unlike those in Egyptian architecture. This meant that their leaders were able to climb and sit atop the pyramids. There were mainly three staples in the Inca diet. These were corn, potato and a seed called quinua. They were advanced in thinking and grew a surplus of food for times of war and drought. The quinua was the seed that was used to produce flour and cereal. Corn was used in religious ceremonies and to make a drink called Chicha. The Maya diet was also largely reliant on agriculture. They cultivated corn, beans, sweet potatoes, squash and yucca. Corn was the main staple in their diet. They also sourced meat from the hunting of deer, monkey, duck and wild turkey. The product that was limited in consumption to the nobles was chocolate and was referred to as the drink of the Gods. The Incas had rulers that enforced a strong work ethic in them. Though they had leisure time this time was focused more on religious festivals. Many festivals would take place that were to honour leaders, Gods and to help with a good harvest. The Maya, in contrast, actually had a lot more activities. They had a game called â€Å"pok-ol-pok† that used a rubber ball. This game is very similar to what we know today as soccer. As in soccer the hands were not used to touch the ball and the ball had to be hit though a ring. This game could be very competitive and sometimes the losing team would lose their life. They also had trumpets made from conch shells and drums that they used to play music. Some other instruments included the turtle shell rattles and the pottery flutes. They loved to dance and play music and would honour the rulers and Gods by doing these activities. Both societies were classed societies. The Maya had at the bottom of the ladder the slaves. This was followed by the peasants, artisans, nobility, priests and the leaders at the top. There was no supreme leader. The farmers raised crops and worked hard as they did not use animals to prepare fields. Craftsmen made murals, pottery, jewellery and many other items. They also had piercing and tattoos like today but viewed beauty differently. The Inca had a similar class but with labourers below and an Emperor at the top. Farmers also worked hard and grew crops but also reared animals. The llamas were used for transport and the alpacas for their wool. The Inca painted their faces and also had piercings. They in addition had the ear of boys pierced in a manhood ceremony and a gold disc placed in the hole. When the boy grew older this disc was replaced with larger and larger discs. This was considered to be a sign of beauty. The culture of the Maya was very developed. They possessed a written language and books. They also had experts in the fields of mathematics and astronomy. As already mentioned, their architecture was exceptional and they constructed palaces and pyramids with great skill. The writings of the Maya are perhaps on of the first writings of the Americas. They utilized pictures and symbols to represent words and thoughts. These symbols can be known as glyphs and have been found in books and walls. Their books were folded like a fan and were called codices. Their number system was advanced and they based it on the number 20 unlike our present system that uses 10. The Maya could subtract and add. It has also been seen that they were able to plot the movement of the sun, moon and Venus. They performed calculations on the orbit of Venus that have been found to be very accurate today. Their calendar is the most accurate one from the ancient world. They based their year on a 365 day system over one thousand years ago. The Inca culture was not as advanced and they did not have any written language. They did have the foresight to have verbal historians in their society that ensured that their history was passed along through the generations. The form of mathematics that was practiced was also not very developed. They used a quipus to keep track of numbers. This consisted of coloured strings and knots tied. The quipu rememberers were able to translate the knots and keep track of amounts. The method by which the quipu was used is not known today. Although not  very advanced like the Maya in many aspects the Inca were also skilled in terms of architecture. The material they used was stone and not concrete however they were skilled enough to be able to fit the stones perfectly without the use of mortar. They also had the insight to build a lot of roads as much as 10,000 miles in addition to many temples, palaces and bridges. Their bridges were great structures that were made using a rope suspension method and they were advanced in terms of irrigation. The Inca and the Maya civilizations both have a lot of similarities and differences. The similarities in their religious beliefs are evident on further inspection. These may be due to the fact that they most probably have in their lineages common ancestors or roots. The belief in sacrifices as well as the similarities in some of their Gods points clearly to this. The importance that the societies have placed on religion is also evident in their cultures. One factor that can account for the advanced development of the Maya civilization is the fact that they were an old civilization. This civilization had a lot of time to develop. The time period that they existed for was over a thousand years giving them a lot of time to develop, grow, explore and investigate the world around them and ways to improve their life. This information could then be passed along through the generations and built on and further developed with each successive generation. The Inca civilization, however, is one that was very young in age. They were around for only a period of about 200 years. This means that they were not able to advance to the degree of the Maya civilization within that timeframe. There achievements are in fact great for the limited time that they were in their prime. Their language given time, I am certain would have developed into a written language as well. Location of the civilizations can also account for differences in their diet and daily life. Though in the southern continent of the Americas the types of crops planted and reared would have varied from area to area and this would affect the type of food that was consumed by the population. The governance system of the civilizations may also account for some of the differences. The Mayas were not dependent on the governance of an Emperor and were able to function as independent cities while the Inca had  a supreme Emperor. This may indeed have held back the development of the Inca as they were dependent on the genius of one individual whereas the Maya were led by several leaders in many cities.  These reasons may account for the differences and similarities in the Inca and Maya civilizations. These civilizations had many similarities and many differences but were both in their own way and in their own time great in terms of their achievements and development. References Strohl, M. and S. Schneck. Mayas, Aztecs, Incas: Cooperative Learning Activities. New York: Scholastic Professional Books, 1994. Baquedano, E. Eyewitness Books: Aztec, Inca, and Maya. New York: Alfred A. Knopf, 1993. Mesoamerican Civilizations: Mayas and Incas. 24th April, 2007 Bleeker, S and Sasaki, K. The Maya: Indians of Central America. Published: Morrow, 1961. How to cite The Mayas and the Incas., Essay examples

Application Essay Example For Students

Application Essay On January 26, 2001, 13-year-old Lionel Tate was convicted in the first-degree murder of Tiffany Eunick. The incident occurred in July of 1999 in Pembroke Park, Florida. Tate, then twelve, claimed he was imitating pro wrestlers when he killed six-year-old Eunick. He claimed to have picked the girl up and accidentally thrown her into a stair handrail and wall while trying to throw her onto a sofa. Experts all agreed that Eunick was beaten for a period of time. The autopsy report showed that the girl suffered a fractured skull, lacerated liver, broken rib, internal hemorrhaging, and cuts and bruises. One expert said her injuries were comparable to falling from a three-story building. Tate was much larger than Eunick – 170 pounds compared to her forty-eight. Not even his defense could claim that he did not beat the girl to death, although they did stick to the claim that professional wrestling was the central issue in Eunick’s death. They said Tate was immature and did not understand that pro wrestlers were trained to look as though they beat each other without hurting each other. A spokesman for the World Wrestling Federation claimed, â€Å"A twelve-year-old knows the difference between the real world and entertainment and can make that distinction.† The jury obviously agreed, because after only a three-hour deliberation, they returned with a guilty verdict. The professors do not care if she goes to class, just as long as she passes in her work and shows up to take the tests. Professors will not check on her when she gets sick, or find out why she was not in the day before. They will not baby her along as her elementary and high school teachers did. Professors are people too. They want to be outside the classroom as early as they can. For the first time in her life, she will go to school and be away from her best friends. She has gone to school with her best friend for the past thirteen years, since kindergarten. She will no longer have her friends shoulders to cry on, their houses down the street to sleep at, and the security of seeing them every day. She is disheartened, yet she now has a chance to branch out her friendships. At a small college like she may be able to meet new people, people from all over the nation. She will have new shoulders to cry on, and new houses to sleep at, even if that house is just a different dorm building . This woman I imagine in my future has helped me to strive for the best I can be. She has helped me to study hard, complete all my work, and be loyal to my family and friends. She has helped me become more self-confident, more open, more of an individual. The door has been opened, and I have yet to step through.

Aquaculture Essays - Aquaculture, Fish Farming, Raceway, Fish

Aquaculture Aquaculture is the farming of aquatic organisms in fresh, or salt water. A wide variety of aquatic organisms are produced through aquaculture, including fish, crustaceans, mollusks, algae, and aquatic plants. Unlike capture fisheries, aquaculture requires deliberate human intervention in the organisms' productivity and results in yields that exceed those from the natural environment alone. Stocking water with (juvenile organisms), fertilizing the water, feeding the organisms, and maintaining water quality are common examples of such intervention. Most aquacultural crops are destined for human consumption. However, aquaculture also produces bait fishes, ornamental or aquarium fishes, aquatic animals used to augment natural populations for capture and sport fisheries, algae used for chemical extraction, and pearl oysters and mussels, among others. Aquaculture is considered an agricultural activity, despite the many differences between aquaculture and terrestrial agriculture. Aquaculture mainly produces protein crops, while starchy staple crops are the primary products of terrestrial agriculture. In addition, terrestrial animal waste can be disposed of off-site, whereas in aquaculture such waste accumulates in the culture environment. Consequently, aquaculturists must carefully manage their production units to ensure that water quality does not deteriorate and become stressful to the culture organisms. History Aquaculture was developed more than 2000 years ago in countries such as China, Rome, and Egypt. Not long after, aquacultural practices in Europe, China, and Japan commonly involved stocking wild-caught seed?for example, carp fingerlings (juvenile fish) captured from rivers?in ponds or other bodies of water for further growth. Mollusk culture was advanced in the 1200s by the discovery in France that mussel spat (newly settled juveniles) would settle on upright posts in the intertidal zone, and in the 1600s by the discovery in Japan that oyster spat would settle on upright bamboo stakes driven into the sea floor. The concept of pond fertilization was developed in Europe about 1500. In this process, manure is added to the water to encourage the growth of small organisms such as aquatic invertebrates and plankton, which in turn are eaten by the fish. The United States system of federal hatcheries for the breeding of anadromous fishes (fishes that live and mature in salt water but reproduce in fresh water) was established in the 1870s. Much of the current technology used to reproduce fish in hatcheries has been developed by these federal hatcheries. In 1959 the first marine shrimp hatchery and farm was established in Japan, and it was the forerunner of the commercial shrimp-culture industry. The salmon-culture industry in Europe and the channel-catfish-culture industry in the United States both began in the 1960s. Methods Most fish and crustacean aquaculture is undertaken in earthen ponds. These ponds are usually equipped with water inlets and outlets that permit independent control of water addition and discharge. Ponds are stocked with a specific quantity of juvenile aquatic animals. Management practices range from pond fertilization, which increases the number of natural food organisms, to provision of a complete, formulated feed that supplies all nutrients necessary for growth. Animals that have reached market size are harvested from the ponds. In a complete harvest, the pond is drained and all animals are removed from the pond for processing. In a partial harvest, only a portion of the animals are removed from a full pond using a seine net. Additional juveniles are often stocked into the pond after a partial harvest, and the production cycle is continued. Channel catfish grown in the United States, and marine shrimp grown in China, Central America, and South America, are often cultured in earthen ponds of about 5 to 10 hectares (about 12 to 25 acres). Fish can also be raised in cages and raceways (long, narrow earthen or concrete ponds that receive a continuous flow of water from a nearby artesian well, spring, or stream). Often, several raceways are built in series down the slope of a hill. Cages are used to raise fish in lakes, bays, or the open ocean and are constructed of flexible netting suspended from a superstructure floating on the water's surface. Many more fingerlings can be stocked into raceways and cages than into earthen ponds, but nutritionally complete formulated feed must be provided to fish grown in these systems. Rainbow trout are grown in raceways in many places, including Chile, Europe, and the United States. Salmon are grown in cages, and Norway leads the world in the production of farmed salmon. Carp raising involves at least three different types of ponds for a whole life cycle in Europe. Special shallow and warm ponds with rich vegetation provides a good environment for spawning. After spawning, the parent fish are separated from the eggs and

Syntactic Properties of Phrasal Verbs in English

Syntactic Properties of Phrasal Verbs in English Introduction and Brief Summary of the Article The Grammar of English Phrasal Verbs is an article, written by R. M. W. Dixon in 1982. This work aims at defining the term â€Å"phrasal verb† itself and analyzing the properties of phrasal verbs in English from syntactic and semantic perspectives. The article under consideration is properly structured and written in clear and comprehensible language.Advertising We will write a custom critical writing sample on Syntactic Properties of Phrasal Verbs in English specifically for you for only $16.05 $11/page Learn More With the help of evaluation of past studies in the same area, the reader gets a wonderful opportunity to clear up what is already known about phrasal verbs, why it is necessary to classify phrasal verbs, and why these certain types are chosen, what the peculiarities of transitive and intransitive phrasal verbs are, and why the underlying structures are considered to be the best means of explaini ng the actions and changes, which take place within phrasal verbs in comparison to the surface structures. The grammar of phrasal verbs in English takes an important place in the study of this particular language, this is why it is crucially important to pay attention to any type of properties in order to comprehend appropriately how and why it is necessary to classify phrasal verbs. The work by R. M. W. Dixon is a reliable source that provides the reader with all the necessary information about phrasal verbs and their possible classifications. Phrasal Verbs as a Verb-Preposition Combination Nowadays, people face more and more problems with defining phrasal verbs, their place in English grammar, and their classifications. It turns out to be rather difficult for not-native speakers to comprehend what phrasal verbs actually mean (Ware Dowd 2008: 50). Due to this very reason, it is necessary to admit that that article by Dixon should be regarded as a real treasure for those, who are g oing to start learning English grammar and touch the peculiarities of phrasal verbs in particular. From the very beginning of the work, the author offers several ideas of how to interpret a phrasal verb. One of the clearest and frequently used points is the idea that phrasal verbs are those verb-preposition combinations, which â€Å"cannot be inferred from the separate ‘norm’ semantic characterisations of the simple verb and of the preposition(s)† (Dixon 1982: 1). Past Studies Help to Evaluate the Situation With the help of past studies, it is known that phrasal verbs have to be listed separately, as the combinations of verbs and prepositions may present various idiosyncratic meanings, which have to be remembered (Gelderen 2002: 84). In his article, Dixon touches upon such issues like substitution, gapping, fronting, and the position of prepositions. All these non-semantic criteria help to distinguish phrasal verbs from other literal combinations, which may confu se people and even researchers. For example, the criterion of substitution may be evaluated: only a few number of phrasal verbs can have proper and pure corresponding synonyms (let out may be sometimes interpreted as disclose). It is also necessary to underline another very important criterion of phrasal verbs.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lots of people still believe that if they interchange the position of a preposition with a non-pronominal post-verbal noun, the meaning of the whole phrase will not be changed. However, as the investigations prove, this point of view is rather mistakable. Many phrasal verbs cannot be divided into a simple verb and a preposition; this is why it is crucially important to study the use of phrasal verbs and their location in the sentences. In order to comprehend better how dangerous the substitution or wrong placement of words can be in English sentences can be, it is possible to make use of phrase structure trees. It is â€Å"a way of representing the linear order, constituency and hierarchical structure of sentences in a language† (Payne 2006: 339). For example, let us take two sentences from Dixon’s article: â€Å"John takes after his father† and â€Å"John takes his father after† (Dixon 1982: 4). Any branch of phrase markers should begin with a clear combination of words and end with a certain terminal symbol (Cannon 2002: 100): Sentence Noun Phrase Verb Phrase Adjective Noun Verb Adverb According to this scheme, the sentences under consideration may be analyzed in the following way: noun phrase is â€Å"John† and â€Å"his father†, and verb phrase â€Å"takes after†. The point is that this phrase cannot be divided into any other parts, because it is a meaningful phrasal verb. If the noun phrase separates the verb phrase, the essence of the verb will be lost. This is why it turns out to be impossible to say â€Å"John takes his father after†, and the only possible variant is â€Å"John takes after his father† that means that the father and the some resemble in their appearance.Advertising We will write a custom critical writing sample on Syntactic Properties of Phrasal Verbs in English specifically for you for only $16.05 $11/page Learn More The role of past studies in this article takes a significant place, because such brief examination of already known facts about phrasal verbs help to start own investigation and make use of evaluated pros, cons, and peculiarities of phrasal verbs. The above-mentioned criteria are not the only ones that are discussed in this piece of work, however, they are considered to be the most important and the most known. Continuums play an important role in phrasal verbs’ evaluation The article under consideration examines of the phrasal verbs’ crite ria separately due to its unclear nature. â€Å"It appears that there is a continuum, with the more idiomatic and idiosyncratic combinations at one extreme, and entirely literal combinations at the other† (Dixon 1982:9). The continuum under analysis may be classified according to five clear levels, which evaluate the meaning of the sentences with phrasal verbs. The continuums can be both literal and non-literal, and idioms. Some of the constructions, usually literal ones, demonstrate the absence of semantic peculiarities. In comparison to these constructions, the author represents several sentences, which require a distinct dictionary entry. Types of Phrasal Verbs, Offered by Mr. Dixon In The Grammar of English Phrasal Verbs, the author identifies six different types of phrasal verbs. The chosen by the author approach makes the understanding of each phrasal verb’s type easier and clearer. In order to comprehend why the author chooses six types only and give preference to the underlying structures, it is necessary to identify what the underlying structure means, what other types of structures may be used in this kind of analysis and classification, and what type of order is inherent to each of these phrasal verbs types. Lots of scholars distinguish four main types of phrasal verbs: (1) intransitive and inseparable, (2) transitive and inseparable, (3) transitive and separable, and (4) transitive with inseparable prepositions (DeCapua 2008: 150). However, to attract the attention of the readers, the author made a wonderful attempt to represent more types of phrasal verbs and, by means of underlying structures, prove his ideas and approach. There are two possible structures: underlying, also known as deep or D-structure, and surface, also know as S-structure. Laurel Brinton (2000) defines underlying structure as a linear order of words in sentences and surface structure as a concrete realization of the previous structure (163-164). The author of the article that is discussed right now chooses six underlying structures: Preposition (P) P and Noun phrase (N) N and P N – p – N P – p – N N – p – p N After providing this brief classification of phrasal verbs, the author analyzes three types of the verbs thoroughly and represents the examples for the readers in order to prove his choice. First of all, he names intransitive single phrasal verbs – the structure (1) that does not require direct/non-direct objects and the structure (2) that usually requires prepositional objects.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More e.g.: He came to within a short period of time (1). My chief picks on me for each mistake (2). The next group for discussion is considered to be transitive single phrasal verbs. The representatives of this group have the underlying structures (3) and (4). As a rule, the phrasal verbs of this group need a prepositional object, and only in few cases, a direct object may be used. e.g.: It is impossible to bring her down (3). You have nothing to do but see this game through its successful end (4). Double phrasal verbs are the last group of verbs that unites fifth and sixth underlying structure. Mr. Dixon admits that these verbs have need of two prepositions and at least one prepositional object: e.g.: You need to take up this case with really sophisticated people (5). I do not want to take her up on the event I am not sure about (6). The use of examples and clear explanation of possible objects to the verbs is one of the winning ideas of the article under consideration. Readers’ understanding of the topic usually depends on the properly chosen examples. In this article, the underlying structures is the best means to demonstrate how exactly phrasal verbs may be classified into six possible categories. Underlying Structures vs. Surface Structures One of the major points of this article is that the author assumes the underlying structures than other possibilities, the surface structures in particular. In order to prove and justify his choice, the author devotes a separate chapter to justification for the chosen structures. Mr. Dixon describes the attempts of other scholars like Chomsky, who made attempts to use prepositional movements for structure analysis. However, lots of troubles and unclear points took place while such way of analysis, this is why Mr. Dixon underlines that his idea to classify phrasal verbs with the help of the underlying structures turns out to be more effective and less troublesome, because these structures â€Å"provide the basis for an optimally simple grammatical description† (Dixon 1982: 20). In this article, several properly explained reasons why the underlying structures are better than the surface structures and prepositional movements. First of all, the underlying structures provide proper explanations of possibilities for prepositional movements and adverb insertion and examining the changes within prepositional fronting. The underlying structures also demonstrate the possibility to substitute some types of phrasal verbs or impossibility to change even an object in the phrase. One of the most brilliant justifications of the underlying structures, which are presented in the article, is the comparison of pNpo and Ndop. It is all about the movements of the noun phrases around the prepositions. For example knock about the town means travel in the town, and knock a person about in the town means treat this person brutally in the town. Any other possibilities like the prepositional movement or the surfac e structures cannot present similar information and proper explanation of the matter. And Mr. Dixon’s approach demonstrates how simple these explanations can be. The use of phrase markets plays a crucial role in this case, because only the evaluation of the components helps the reader, the student, or any other person, who are eager to learn English grammar and the phrasal verb in particular, use these types of verb in a proper way. Transitivity as an Evidence of the Underlying Structures One more issues, discussed in the article, that helps to gain better understanding of the topic is the transitivity of phrasal verbs. In his numerous books, Dixon (2005) admits that it is â€Å"a fascinating and not altogether easy question† (p. 294). Phrasal verbs may be of two types transitive and intransitive. The transitive phrasal verbs are those, which have the underlying structures accompanied with a direct object of the verb. Those underlying structures of the phrasal verbs, w hich have prepositional objects, are named as intransitive. In order to help the reader to comprehend the nature of phrasal verbs and their classification, the author examines the characteristics of each type of objects. The direct object usually serves as the sign of passivisation; the prepositional objects demonstrate the impossibility of passivisation. Only the cases of some idiomatic combinations may be the factor of passivisation in the sentences with prepositional objects. The value of transitivity is rather considerable for phrasal verbs. This is why it is very important to distinguish transitive phrasal verbs with simple verb constituent. For example, the phrasal verbs, which have such simple verbs like go, come, or be can only be intransitive. However, its simple verb constituent may be both transitive and intransitive, as much depends on the chosen for the verb object. The offered by Mr. Dixon list of transitive possibilities diminish the doubts concerning the effectivenes s of the underlying structures for phrasal verbs analysis. The idea of transitivity also helps to determine the weakness of the surface structures in comparison to the underlying structures. The surface structures are considered to be realization of the underlying structures, this is why these structures do not offer clear explanations of why this phrasal verb may be both transitive and intransitive and why the same verb accompanied with another preposition can be only transitive but not intransitive. So, in this case, the understanding of the phrasal verbs’ nature by means of the underlying structures is regarded as clearer and simpler. Conclusion In general, the article under analysis is a perfect source of information about phrasal verbs and their classification. Mr. Dixon made a wonderful attempt to represent for the reader a new way of classification of phrasal verbs by means of the underlying structures only. He also gives enough reasons to justify his choice and persua de the reader that his approach to evaluation of phrasal verbs has more benefits in comparison to the surface structures and the prepositional movement by Chomsky. The use of figurative or idiomatic speech in every day life makes each phrasal verb too much important. Unfortunately, not each person especially not-native speaker can easily realize what phrasal verb is better to use. The literal meaning of the phrasal verb may have nothing in common with its own constituents, this is why it turns out to be very easy to lose the necessary way and miscomprehend the whole text. With the help of clear explanation of the term phrasal verb, Mr. Dixon demonstrates his awareness of readers’ demands and needs. He can easily foresee the difficulties, which may take place while reading his article The Grammar of English Phrasal Verbs, and destroy any doubts by providing clear and informative explanations of each point. The language of the article under discussion is not that difficult to c omprehend; the structure is properly organized as well and allows to evaluate each point of the text. The existence of different types of phrasal verbs, recognized by Dixon, can make other scholar to start their own investigations on the same field and approve or disprove Dixon’s ideas. To my mind, the articles, which provoke other people be interested in the theme under consideration, should be classified as the most successful, because the writers of such articles are not only able to inform the reader but also to make them think and evaluate the situation. This is why The Grammar of English Phrasal Verbs by R. M. W. Dixon should be considered as a successful piece of work that represents reliable and captivating information about phrasal verbs and helps to make the use of phrasal verb more proper and more correct. Reference List Brinton, LJ 2000 The Structure of Modern English: A Linguistic Introduction. John Benjamins Publishing Company, the Netherlands. Cannon, D 2002 De ductive Logic in Natural Language. Broadview Press, Peterborough, Canada. DeCapua, A 2008 Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers. Springer, New York. Dixon RMW 2005 A Semantic Approach to English Grammar. Oxford University Press, Oxford. Dixon, RMW 1982, ‘The Grammar of English Phrasal Verbs’, Australian Journal of Linguistics, vol. 1, no. 1, pp. 1-42. Gelderen, E 2002 An Introduction to the Grammar of English: Syntactic Arguments and Socio-Historical Background. John Benjamins Publishing Company, the Netherlands. Payne, TE 2006 Exploring Language Structure: A Student’s Guide. Cambridge University Press, Cambridge. Ware, PD Dowd, R 2008, ‘Peer Feedback on Language Form in Telecollaboration’, Language Learning Technology, vol. 12, no. 1, pp. 43-63.

Critically Analyzing Fire Investigation Difficulty Essay

Critically Analyzing Fire Investigation Difficulty - Essay Example This might be in relation to any criminal or any civil action. The word forensic is a derivation from the Latin adjective forensic, meaning "before or of the forum." In Romans times, a criminal charge would have meant presenting the case before a certain groups of public individuals in the forum. Both the accused and the accuser would give speeches of their sides of the story. The individual one with the best argument and delivery would have won the case. In modern use, the term "forensics" is closely associated with scientific field that is the word "forensics" is used with "forensic science". Fire Investigation one of the difficult studies Fire investigation also referred at times as the origin and cause investigation study is the examination of fire related incidents. It starts up once the fire is extinguished with the objective of piecing everything together to find out the real causes, bits of fire. Fire investigation is considered to be as one of the most difficult areas of the forensic sciences to practice. (Forensic Science information) However unlike most forensic disciplines, even the usual question of whether a crime has occurred is even not normally obvious. Moreover, the entire process of fire investigation needs to be undertaken just to find out if the case involves arson or not. Here the primarily difficulty of determining arson occurrence (or carrying out appropriate fire investigation) arises due to fire destroying most of the key evidences of its origin. Despite this school of thought, today we see the successful fire investigations being carried out. In the modern world today, forensic scientists have learnt to utilize tiny bits of what remains to find out the origin or the real cause of fire. In short... This paper approves that Forensic Scientists have observed that many people have only limited knowledge of forensic science works and tasks that it performs. It can therefore be concluded that though the fire investigation is perceived by people as one of the difficult area of forensic study but with the use of above methodologies and technologies the investigation becomes easy. As researches have proved the reliability of these methods, they could be used to draw on reliable analysis from any fire debris. This author of the paper talks that fire Investigation mainly refers to the origin and cause investigation of fire it is primarily the analysis of fire related incidents. After fire extinguishers or fire fighters extinguish a fire, an investigation is thereby launched to determine the origin along with the cause of the explosion and fire. Investigations in to such incidents demand a systematic approach and knowledge of fundamentals of fire science. Fire investigation also referred at times as the origin and cause investigation study is the examination of fire related incidents. This report makes a conclusion that this has brought much light in to studies which were often overlooked by Investigators. Identifications of such areas would help more once the arsenal case goes to trial. Once these samples have been gathered from the fire scene, these samples would be rechecked by the canine team before sealing the evidence container, to make sure proper evidence is collected because if only proper evidence is collected then only the result is good.

The Human Relations Movement Term Paper Example | Topics and Well Written Essays - 2000 words

The Human Relations Movement - Term Paper Example Response Scientific management concept gave birth to the field of management about a century ago with pioneering work performed by Fredrick W Taylor during 1900s. The concept of management has, ever since, evolved and developed into a completely new framework that is based on quite contrasting factors described in scientific management, referred to as the human relations movement, after pioneering work of Elton May and colleagues through the Hawthorne experiments. While scientific management levied greater emphasis on the employer and the business, contemporary management levies higher significance on employees. However, both management concepts are focused on improving and growing business and reducing costs and wastage. Management specialists regard scientific management or Taylorism as the villain and the Human Relations Movement as the hero of present times. This discourse evaluates this comparison in lieu of current organizational challenges. In the process, it also evaluates va rious situations that continue to apply scientific management concepts and how these concepts continue to save organizations. At the same time, application concepts from the human relations movement are also analyzed. Scientific management was indeed first science applied to management in order to help the employer reap maximum benefits from his/her employers’ efforts. ... Taylor strongly believed that not all members of a group can be equally efficient or productive. In order to minimize inefficiency, he proposed principles of management based on a scientific study conducted in the manufacturing industry. Taylor believed that the principal object of management should be to secure maximum prosperity for the employer, coupled with the maximum prosperity for the employee (qt. In Schermerhorn, 2010). Scientific management or Taylorism is based on three core principles derived from three myths as considered by Taylor (2008).  Ã‚  

The Controversial Issue Of Flag Burning Philosophy Essay

The Controversial Issue Of Flag Burning Philosophy Essay There is a proposed amendment to make flag burning illegal. Congress tried to pass the Flag Protection Act of 1989, but the act failed because it is seen as a form of public protection.   There have been other attempts to pass legislation to protect the American flag but all of the attempts have failed so far. Flag burning is very controversial because people have different definitions of what freedom of speech means and what our flag stands for. This essay explores these definitions from the proponents viewpoint for a law protecting the flag and the opponents view point against such a law. The most debated question being asked at this time is:   is flag burning protected under the First Amendment guaranteeing the freedom of speech? It all depends on how a person defines the flag and interprets the First Amendment. In order to help answer this question lets being by defining what a flag is. The proponents (veterans, Citizens Flag Alliance, and other organizations of this type) of the amendment for protection of the flag define the flag as a cultural artifact with meaning significance, and usage determined by the particular system employing it (Guenter 18). Some flag historians have recognized the impact of culture on the shifting significance and usage of the national banner, although no one has ventured a full-scale probe of the subject (Guenter 16). The flag in the beginning was a symbol of freedom and enlightenment. The flag design has even changed. The very first flag contained thirteen stars that were in a circle with the red and white stripes. As the nation grew so did the flag, until the flag became what we know of it today. The proponents also feel that, the flag should never be used for advertising purposes in any manner whatsoever (www.legion.org/flagcode.htm). It should not be embroidered on such articles as cushions or handkerchiefs and the like, printed or otherwise impressed on paper napkin or boxes or anything that is designed for temporary use and discard (www.legion.org/flagcode.htm). Advertising signs should not be fastened to a staff or halyard from which the flag is flown. No part of the flag should ever be used as a costume or athletic uniform (www.legion.org/falgcode.htm).   However, a flag patch may be affixed to the uniform of military personnel, firemen, policemen, and members of patriotic organizations. The flag represents a living country and is itself considered a living thing. Therefore, the lapel flag pin being a replica should be worn on the left lapel near the heart (www.legion.org/flagcode.htm).   The American flag is known through out the world as a symbol of freedom, prosperity, and even enlightenment.   The American flag is a result of our (United States) revolt against Britain.   The opponents view of the flag is clearly different.   The opponents of this amendment define a flag like the New American Webster Handy College Dictionary. Which states, a flag is a piece of cloth bearing a design for display as a signal, standard, etc. (286). According to the opponents of the amendment a flag is just the rectangular piece of material that has stars and stripes on it. Excluding clothing, hats, napkins, and any other item that contains the red, white, and blue colors with stars and stripes. The proponents of this amendment define the flag as any piece of material that is representative of the pattern that we (society) know as a flag. While the opponents of this amendment believe that the flag is just the piece of  Ã‚   material that is for display purposes, viewed as a standard. The two sides of this argument have clearly defined their positions yet they fail to be specific. Both side of this controversy look to the First Amendment for clarification.  Ã‚   In the first amendment of the American constitution it states, Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise there of; or abridge the freedom of speech, or of the press; or the right of the people peaceable to assemble, and to petition the government for a redress of grievances   (Constitution of the United States). The proponents of the flag burning amendment believe that the burning of a flag does not fall under the protection of the First amendment. The reason is because burning a flag is not an expression of speech but rather an act. In the case of Texas V. Johnson, Chief Justice William Rehnquist stated that flag burning is the equivalent of an inarticulate grunt or roar that is . . . most likely to be indulged in not to express any particular idea, but to antagonize others (Stephens Scheb 446). He also goes on to state, the flag is the symbol of our Nation, a uniqueness that justifies a governmental prohibition against flag burning (Stephens Scheb 446). According to the opponents of the flag burning amendment, this amendment not only applies to pure speech but writing also.   Rather, the opponents of the flag burning amendment feel that the Fist Amendment potentially protects communication of any kind.   Protest, demonstrations, performances, advertisements, artistic endeavors-all of these are ambit of expression.   Basically the First Amendment protects communication no matter what its nature or medium. Does this mean that our right to free speech is absolute?   An example that would coincide with this definition is the Gregory Johnson case that happened in Texas. In 1984, a man named Gregory Johnson stood outside of the Republican National Convention in Dallas, Texas publicly burnt an American Flag. He was prosecuted under a Texas law prohibiting flag burning. The case went all the way to the Supreme Court. The Supreme Court ruled that the Texas law was unconstitutional. There reasoning behind this ruling was the fact that it was a form of protest.  Ã‚     The opponents of the flag burning amendment have come to these definitions as a way to distinguish what a flag is and what it isnt. The Supreme Court has not specifically looked at the topic matter of symbolic speech.   The opponents of this amendment feel that just because the amendment states, Congress shall make no law doesnt make the statement is absolute.   The Supreme Court may restrict the freedom of speech just on the premise of what affect it (the act or expression) may have (Epstein Walker pg. 204). The protection of the first amendment according to Stephens and Scheb, the protection of the First Amendment is not limited to pure speech (444). Symbolic speech can be applied to a variety of nonverbal communication that is subject to First amendment protection (Stephens/Scheb 444). Throughout the sixties there were many nonverbal protests against the war. These were protected under the First amendment because of symbolic speech reasoning. An example of this is from the Supreme Court case Tinker V.   Des Moines Independent Community School District (1969).   This case is an example of this because of a black armband that was worn to school as a less defiant form of protest to the Vietnam War.  Ã‚   Another example of symbolic speech is the burning of a draft card. In the same year (1969) the Supreme Court focused on the verbal expression rather than symbolic speech.   Once again the definition and the interpretation of the First Amendment prove that this issue is difficult to solve. The proponents feel that it is a way to preserve the values that America stands for, but the opponents feel that this amendment will hinder their rights as citizens of America. Which side is right? I guess it is up to each of us (citizens of America) to decide what we feel is right and take a stand on this issue.  Ã‚  Ã‚   For further insight into this controversial topic I conducted a survey of fifty college students. The students ranged in age from 18 to 40. The students surveyed were from many different ethnic origins, and different backgrounds. The survey consisted of six questions that inquired about the publics views on the proposed Flag Burning Amendment. According to the survey, 65% of people polled said an amendment that makes burning a flag illegal is a violation of the First Amendment. Many of the responses had the same reasoning behind the answer, if that is what a person believes than it is protected. While 90% of those surveyed responded that they felt no sense of protection for the flag while saying the pledge of allegiance.   The results of the survey are interesting. It appears that most people oppose the proposed amendment. Which leads people right back to the beginning, what is the meaning of freedom of speech and what does our flag stand for?   The issue of flag burning will continue for a while, but in order to understand the issue one must take the time to really think about what they believe in and what they feel is right. It is only through action that we (humans) are able to change the ills of the world. If we change the world by protecting the flag or burning the flag we (citizens of the US) have the rights and freedoms to do such. America is about freedom and happiness; we should take a lesson from the past and try to strive for freedom and happiness, so that we can become a better nation.  Ã‚  Ã‚     

Capital Punishment Essay: Match Death with Death -- Argumentative Per

We Must Match Death with Death    For anyone living in Texas, it is common to hear about convicted criminals being sentenced to death. Is justice being served? When someone has committed a heinous murder, justice must prevail. But that ideal becomes harder to achieve as we scale the moral high ground and look all around, from behind the jail cell bars to the crushed life of the murdered victim. The following essay will focus on the proportionality of the death sentence as a form of punishment.       First of all, if there were no persons in the world, only things, there would be no values. There are values in the world only because there are persons: people who have not only desires , but also rationality and freedom. Something is valuable only relative to a human goal. Then, as the source of values, humans have dignity, which Immanuel Kant defines in his Foundations of the Metaphysics of Morals as something so valuable that nothing could transcend it in worth. It follows that to be human, to have dignity, one must value above all else those things which give you dignity. This means one must value absolutely the rationality, freedom, and autonomy of oneself, but also of other individuals. However; there are some crimes, some murders, committed with such violence and complete disregard for life, that we stop valuing the rationality, the freedom, and the autonomy of the murder so highly. The question is how much do we devalue the criminal?    Kant had some ideas about how to find out the proper level of punishment. First, guilt is a necessary condition for judicial punishment. That means that only the guilty may be punished. Second, guilt is a sufficient condition for punishment. All the guilty m... ...re severe than the death sentence, could a death sentence be an escape from a life sentence? However, if the goal were to give the most severe sentence wouldn't it be more accurate to find out what the criminal's idea of personal hell was? Severity is not the goal of punishment, rather retributivism and proportionality are. To give equal treatment to all, each person, guilty and not guilty, must be considered independently of utility, pity, and revenge. To accurately handle crime, the act and the actor must be understood. Once understood, a punishment ought to be meted out on the basis of whether or not it is proportional and appropriate to the crime at hand. Ultimately, the decision comes down to what a jury thinks is proportional. Because I think that there can be no other match than death for death, I believe that capital punishment is justified.      

Forrest Gump

Alma F. Florendo STUDENT NUMBER:   2009-5226 Fil-Canadian Training & Devt. Center for Caregivers- Makati Subject: Special Needs Instructor: Sir. JV Vergara Reaction Paper â€Å"Forrest Gump† Based on the 1986 novel of the same name by Winston Groom, Forrest Gump is a 1994 American comedy-drama film, starring Tom Hanks, Robin Wright Penn,Gary Sinise, Mykelti Williamson, and Sally Field. It is a story of Forrest Gump’s epicjourney through life meeting historical figures, influencing popular culture, and experiencing first-hand historic events of the late 20th century while being largely unaware of their significance, due to his borderline mental retardation. The story started off with Forrest Gump, sitting at a bus stop in Savannah,Georgia, where a feather falls on him. When he picked up and put that feather on a book entitled Curious George, he then starts to tell his story to the woman sitting beside him. During the course of the story, the listeners at the bus stop change regularly where each shows different attitudes towards him, from disbelief and indifference. As the film that we had watched, we learned about his story from childhood to during his time after the war in Vietnam. There, we witnessed his struggles and the struggles of the people around him. First, there is his mother, who taught him many wonderful things and even had sex with the principal of the school just to let Forrest enter the school and be treated equally like any other normal students. During the first day of school Forrest met his very first friend, Jenny Curran, and became best friends with her. Despite having a below level intelligence quotient (IQ), Forrest develops an ability to run at great speed due to his running from bullies from school and this gets him to college through a football scholarship. After his college graduation, he got enlisted to the army and makes friends with a black man named Bubba, who talks nothing but shrimp and even convince Forrest to go into a shrimping business after the war. They were sent to Vietnam where he had saved many members of his platoon including his platoon leader during an ambush and where Bubba was killed in action. He was then awarded the Medal of Honor for his heroism. While on recovery from a gunshot wound on his buttocks, his discovers his uncanny ability for ping-pong and even gain popularity and later on competitively play against Chinese teams in ping pong diplomacy. He is subsequent promoted to sergeant and during an anti-war rally held in Washington, D. C. he reunites with Jenny, who has been living a hippie counterculture lifestyle. This is where the film ended and I can say that it has been enough to show us that the disability that Forrest Gump had can be compared to that of an innocent child who has been taught a simple life by his mother. The struggles that he had encountered, especially during the war in Vietnam, can be considered as a hard part of anyone’s life if they we’re on his shoes but Forrest did just wel l in war and did not even considered it as a big thing. There are many lessons that we can learn from his story, not just about how to treat people with disabilities or how they walk on a normal environment, but from the story of Forrest Gump, I had learned how lucky he is to be taught properly and greatly by his mother, on how he handles the people that we saw treating him improperly, and how he goes on with his life without even blaming other people or himself, that he had just accepted who he is and just like what his mother taught him, he is not different and is just like any other normal kids. If only normal people can be just like Forrest Gump, taking the struggles in life as a challenge and not as a problem, that everything that happens is according to God’s plan and that he has a reason for it, just imagine the wonderful things that can happen in one person’s life or even the influence that we can give to other people. Forrest Gump Alma F. Florendo STUDENT NUMBER:   2009-5226 Fil-Canadian Training & Devt. Center for Caregivers- Makati Subject: Special Needs Instructor: Sir. JV Vergara Reaction Paper â€Å"Forrest Gump† Based on the 1986 novel of the same name by Winston Groom, Forrest Gump is a 1994 American comedy-drama film, starring Tom Hanks, Robin Wright Penn,Gary Sinise, Mykelti Williamson, and Sally Field. It is a story of Forrest Gump’s epicjourney through life meeting historical figures, influencing popular culture, and experiencing first-hand historic events of the late 20th century while being largely unaware of their significance, due to his borderline mental retardation. The story started off with Forrest Gump, sitting at a bus stop in Savannah,Georgia, where a feather falls on him. When he picked up and put that feather on a book entitled Curious George, he then starts to tell his story to the woman sitting beside him. During the course of the story, the listeners at the bus stop change regularly where each shows different attitudes towards him, from disbelief and indifference. As the film that we had watched, we learned about his story from childhood to during his time after the war in Vietnam. There, we witnessed his struggles and the struggles of the people around him. First, there is his mother, who taught him many wonderful things and even had sex with the principal of the school just to let Forrest enter the school and be treated equally like any other normal students. During the first day of school Forrest met his very first friend, Jenny Curran, and became best friends with her. Despite having a below level intelligence quotient (IQ), Forrest develops an ability to run at great speed due to his running from bullies from school and this gets him to college through a football scholarship. After his college graduation, he got enlisted to the army and makes friends with a black man named Bubba, who talks nothing but shrimp and even convince Forrest to go into a shrimping business after the war. They were sent to Vietnam where he had saved many members of his platoon including his platoon leader during an ambush and where Bubba was killed in action. He was then awarded the Medal of Honor for his heroism. While on recovery from a gunshot wound on his buttocks, his discovers his uncanny ability for ping-pong and even gain popularity and later on competitively play against Chinese teams in ping pong diplomacy. He is subsequent promoted to sergeant and during an anti-war rally held in Washington, D. C. he reunites with Jenny, who has been living a hippie counterculture lifestyle. This is where the film ended and I can say that it has been enough to show us that the disability that Forrest Gump had can be compared to that of an innocent child who has been taught a simple life by his mother. The struggles that he had encountered, especially during the war in Vietnam, can be considered as a hard part of anyone’s life if they we’re on his shoes but Forrest did just wel l in war and did not even considered it as a big thing. There are many lessons that we can learn from his story, not just about how to treat people with disabilities or how they walk on a normal environment, but from the story of Forrest Gump, I had learned how lucky he is to be taught properly and greatly by his mother, on how he handles the people that we saw treating him improperly, and how he goes on with his life without even blaming other people or himself, that he had just accepted who he is and just like what his mother taught him, he is not different and is just like any other normal kids. If only normal people can be just like Forrest Gump, taking the struggles in life as a challenge and not as a problem, that everything that happens is according to God’s plan and that he has a reason for it, just imagine the wonderful things that can happen in one person’s life or even the influence that we can give to other people. Forrest Gump Forrest Gump Alma F. Florendo STUDENT NUMBER:   2009-5226 Fil-Canadian Training & Devt. Center for Caregivers- Makati Subject: Special Needs Instructor: Sir. JV Vergara Reaction Paper â€Å"Forrest Gump† Based on the 1986 novel of the same name by Winston Groom, Forrest Gump is a 1994 American comedy-drama film, starring Tom Hanks, Robin Wright Penn,Gary Sinise, Mykelti Williamson, and Sally Field. It is a story of Forrest Gump’s epicjourney through life meeting historical figures, influencing popular culture, and experiencing first-hand historic events of the late 20th century while being largely unaware of their significance, due to his borderline mental retardation. The story started off with Forrest Gump, sitting at a bus stop in Savannah,Georgia, where a feather falls on him. When he picked up and put that feather on a book entitled Curious George, he then starts to tell his story to the woman sitting beside him. During the course of the story, the listeners at the bus stop change regularly where each shows different attitudes towards him, from disbelief and indifference. As the film that we had watched, we learned about his story from childhood to during his time after the war in Vietnam. There, we witnessed his struggles and the struggles of the people around him. First, there is his mother, who taught him many wonderful things and even had sex with the principal of the school just to let Forrest enter the school and be treated equally like any other normal students. During the first day of school Forrest met his very first friend, Jenny Curran, and became best friends with her. Despite having a below level intelligence quotient (IQ), Forrest develops an ability to run at great speed due to his running from bullies from school and this gets him to college through a football scholarship. After his college graduation, he got enlisted to the army and makes friends with a black man named Bubba, who talks nothing but shrimp and even convince Forrest to go into a shrimping business after the war. They were sent to Vietnam where he had saved many members of his platoon including his platoon leader during an ambush and where Bubba was killed in action. He was then awarded the Medal of Honor for his heroism. While on recovery from a gunshot wound on his buttocks, his discovers his uncanny ability for ping-pong and even gain popularity and later on competitively play against Chinese teams in ping pong diplomacy. He is subsequent promoted to sergeant and during an anti-war rally held in Washington, D. C. he reunites with Jenny, who has been living a hippie counterculture lifestyle. This is where the film ended and I can say that it has been enough to show us that the disability that Forrest Gump had can be compared to that of an innocent child who has been taught a simple life by his mother. The struggles that he had encountered, especially during the war in Vietnam, can be considered as a hard part of anyone’s life if they we’re on his shoes but Forrest did just wel l in war and did not even considered it as a big thing. There are many lessons that we can learn from his story, not just about how to treat people with disabilities or how they walk on a normal environment, but from the story of Forrest Gump, I had learned how lucky he is to be taught properly and greatly by his mother, on how he handles the people that we saw treating him improperly, and how he goes on with his life without even blaming other people or himself, that he had just accepted who he is and just like what his mother taught him, he is not different and is just like any other normal kids. If only normal people can be just like Forrest Gump, taking the struggles in life as a challenge and not as a problem, that everything that happens is according to God’s plan and that he has a reason for it, just imagine the wonderful things that can happen in one person’s life or even the influence that we can give to other people. Forrest Gump

Wages For The American Worker Essay - 2526 Words

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