10 Varieties of Syntax to Improve Your Writing

10 Varieties of Syntax to Improve Your Writing 10 Varieties of Syntax to Improve Your Writing 10 Varieties of Syntax to Improve Your Writing By Mark Nichol English is a remarkably flexible language in terms of syntax, because a simple statement can be rendered in so many ways. Take, for example, the statement â€Å"I went for a walk,† and consider all the ways you can attach the additional information included in the statement, â€Å"I saw a dinosaur.† Here are just some of the most basic of many variations in syntactical organization: 1. Write the statements as consecutive sentences: â€Å"I went for a walk. I saw a dinosaur.† 2. Add the second statement to the first as a dependent clause: â€Å"I went for a walk and saw a dinosaur.† (The second statement does not stand on its own.) 3. Add the second statement to the first as an independent clause: â€Å"I went for a walk, and I saw a dinosaur.† (The second statement stands on its own, which means it can be separated into two sentences, as in the first example.) 4. Begin the sentence with a dependent marker that turns the initial statement into a modifying phrase that expands on the second statement: â€Å"While I was walking, I saw a dinosaur.† 5. Begin with the second statement and reword the first statement as a modifying phrase that follows it: â€Å"I saw a dinosaur on my walk this morning.† 6. Insert a nonessential phrase, which must be bracketed by commas, one of two ways: Locate the phrase between a pair of independent clauses (but after the coordinating conjunction), each consisting of one of the two statements: â€Å"I went for a walk and, to my surprise, I saw a dinosaur.† (Notice that â€Å"to my surprise,† which can be omitted without altering the sentence’s meaning, modifies the second statement and so must follow and; note, too, that the comma preceding the coordinating conjunction can be omitted.) Or, separate two statements with a nonessential phrase inserted before the coordinating conjunction: â€Å"I went for a walk, following my usual route, and I saw a dinosaur.† (Notice that â€Å"following my usual route,† which also does not alter the sentence’s meaning if it is omitted, modifies the first statement and so must precede and.) 7. Emphasize a nonessential phrase by bracketing it with em dashes to indicate an interruption of thought: â€Å"I went for a walk and no, I was not hallucinating I saw a dinosaur.† (Alternatively, to deemphasize the phrase, or for humorous effect, enclose it in parentheses.) 8. Insert an essential clause one whose absence would alter the meaning the sentence between two statements: â€Å"I went for a walk that followed my usual route and saw a dinosaur.† 9. Attach a variation of the second statement to the first, preceded by a semicolon when the second statement is an independent clause that is nevertheless closely associated with the first one: â€Å"I went for a walk; a dinosaur was grazing along my route.† 10. Separate two statements with a semicolon when the second statement is preceded by an adverb or an adverbial phrase, which requires a subsequent comma: â€Å"I went for a walk; unexpectedly, I saw a dinosaur along the way.† It is this rich variety of word and phrase order and variation in punctuation that makes prose fiction or nonfiction readable. As you review your writing, make sure that you vary sentence structure among these and other constructions to create a pleasant reading experience devoid of lockstep syntax questionable enough for a Dick-and-Jane reading level, and deadly for more sophisticated readers. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Definitely use "the" or "a"Latin Plural Endings48 Writing Prompts for Middle School Kids

Qu necesitas saber sobre visa paralizada causa 221g

Qu necesitas saber sobre visa paralizada causa 221g Cada aà ±o, aproximadamente la solicitud de un millà ³n de visas americanas, tanto no inmigrante como migrantes, entran en un periodo de anlisis especial conocido como procedimiento administrativo 221g, el cual significa que, por un tiempo,  no son ni aprobadas ni denegadas y la decisià ³n final est pendiente. En este artà ­culo se informa en detalle sobre quà © es realmente el procedimiento administrativo 221g, por quà © sucede, quà © puede hacer el solicitante de la visa y cunto tiempo se demora la obtencià ³n de una respuesta final y definitiva. Puntos clave: Procedimiento administrativo 221g El procedimiento administrativo 221g es una paralizacià ³n temporal de la solicitud de una visa americana. No es una aprobacià ³n ni tampoco una denegacià ³n.Las causas del procedimiento administrativo 221g son variadas: falta de documentacià ³n, necesidad de verificar antecedentes de solicitantes, veracidad de declaraciones en solicitud de visa, etc.Es habitual que la resolucià ³n del procedimiento administrativo 221g se demore 60 dà ­as o menos, pero se conocen casos de demora superior a 8 meses.  ¿Quà © significa el procedimiento administrativo 221g? Cuando el solicitante de una visa americana recibe una notificacià ³n en la que se le informa que su solicitud est pendiente por razà ³n del procedimiento administrativo 221g, debe entender que eso quiere decir que despuà ©s de la entrevista para la visa el oficial consular a cargo  no ha podido tomar una decisià ³n definitiva. En otras palabras, la visa no es aprobada pero tampoco negada definitivamente, sino que pasa a una tramitacià ³n especial que se conoce como procedimiento administrativo 221g.  ¿Por quà © la solicitud de una visa es enviada a un procedimiento administrativo? Las razones pueden ser bsicamente dos: En primer lugar, porque falta documentacià ³n para la visa. En este caso, el oficial consular informar en detalle sobre quà © documentos se precisan y cà ³mo deben ser enviados al consulado una vez que se obtengan. En estos casos es importantà ­simo tener en cuenta que hay un plazo que se especifica para proveer esa informacià ³n. Luego de ese tiempo sin haber entregado la documentacià ³n, la peticià ³n de visa es cancelada y si se desea sacar la visa se tendr que volver a aplicar desde el principio. Y, en segundo lugar, el procedimiento administrativo 221g puede darse por cualquier otra razà ³n. Desde coincidencia en nombre y fecha de nacimiento con otra persona, a informacià ³n variada que pueda tener el consulado y que necesita contrastar antes de tomar una decisià ³n.   Otro ejemplo puede suceder cuando quien solicita la visa ha sido militar en un paà ­s considerado como no amistoso. Tambià ©n en el caso de personas que solicitan la visa y que han visitado o residido en paà ­ses considerados como no amigos de los Estados Unidos. Incluso este problema le puede surgir a empresarios, inversores y cientà ­ficos de algà ºn modo relacionados con tecnologà ­a considerada sensible o de doble uso y que est incluida en la  Technology Alert List. Pero en la mayorà ­a de los casos se trata de asuntos ms comunes, como cuando se sospecha criminalidad por parte del solicitante de la visa o cuando se precisa que una oficina dependiente del gobierno federal de los Estados Unidos realice verificaciones. Por ejemplo, cuando se sospecha que uno de los documentos presentados al aplicar por la visa es falso o lo es alguna de las declaraciones y afirmaciones realizadas en las planillas para su solicitud. Hay que tener siempre presente que las mentiras en este contexto son fraude de ley y puede tener consecuencias muy serias con respecto a las opciones para obtener la visa americana.  ¿Cunto tiempo se demora resolver el procedimiento administrativo 221g? Cada caso es un mundo y no se puede establecer una regla general. Si bien es cierto que en la mayorà ­a de los casos hay una respuesta definitiva antes de que pasen 60 dà ­as, se sabe de casos en los que la demora ha llegado a los ocho meses o ms. Si la demora es mayor a lo habitual, debe consultar con un abogado si procede demandar mediante un writ of mandamus.  ¿En quà © consiste el procedimiento administrativo 221g? En cuanto a en quà © consiste este trmite administrativo 221g, hay dos posibles respuestas. Por un lado puede simplemente consistir en conseguir la documentacià ³n que se necesita y no se ha presentado. En este caso el consulado entrega un papel que dice detalladamente quà © documentacià ³n falta y dà ³nde y cà ³mo se debe entregar. En este caso debe seguir al pie de la letra esas instrucciones. Pero, por otro lado, puede que el trmite consista en una investigacià ³n por parte de una oficina que de algà ºn modo depende de un organismo federal de los Estados Unidos. Por ejemplo, se pueden verificar los antecedentes penales del solicitante o que realmente trabaja donde dice que lo hace. Incluso se puede enviar a un investigador a verificar la realidad de un matrimonio, etc. En este caso la tramitacià ³n va a depender del tipo de problema que se intenta resolver.  ¿Puede pedirse una tramitacià ³n de urgencia de la visa en este caso? No. Es irrelevante que se quiera la visa para empezar un curso, asistir a una boda, cerrar un negocio, etc. o que ya se hubiera pagado el viaje y el boleto de avià ³n. En ningà ºn caso es posible solicitar una tramitacià ³n de urgencia. Por esta razà ³n se recomienda encarecidamente no comprar tickets ni pagar reservas de viajes antes de tener la visa en mano.  ¿Puede verificarse cà ³mo se encuentra el caso? Si se ha solicitado una visa no inmigrante, tipo turista, estudiante, intercambio, trabajo temporal o semejantes se puede acceder a informacià ³n ms bien generalista sobre el estado de la tramitacià ³n de la visa en la pgina oficial del Departamento de Estado habilitada para ello. Si en el papel que se entrega donde se comunica que la solicitud est en trmite administrativo 221g se indica un mà ©todo distinto de verificacià ³n, debe seguir esas indicaciones. Si se quiere recibir informacià ³n ms en detalle, se aconseja contactar al consulado o embajada que tramita la visa. En estos casos es altamente recomendable dejar transcurrir al menos dos meses desde la fecha de la entrevista al momento de contactar por primera vez por esta razà ³n. Si se trata del supuesto en el que pidieron documentacià ³n adicional, debe contar los sesenta dà ­as a partir de la fecha del envà ­o de dicha documentacià ³n.  ¿Quà © sucede cuando se llega a una solucià ³n definitiva? La visa puede ser aprobada o negada. En este à ºltimo caso, se notificar la causa. En ambos supuestos  se enviar el pasaporte a su titular por el procedimiento que sea habitual en el consulado donde se solicità ³ la visa. El consulado puede negar la aprobacià ³n de una visa por razones que caen en dos grandes categorà ­as: Por causa de ineligibilidad, que es la ms comà ºn y aplica solamente a las visas no inmigrantes, como la de turista, estudiante, inversià ³n, intercambio, etc., o por alguna de  las  causas de inadmisibilidad  que impiden el ingreso a Estados Unidos, y que aplican tanto a las visas no inmigrante como de las de migrante. Cuanto  sucede una causa de inadmisibilidad, a veces es posible pedir un perdà ³n, tambià ©n conocido como waiver o permiso. Sin embargo, en estos casos es recomendable consultar con un abogado porque son casos difà ­ciles y no siempre es posible. Consejos en forma de tests Se aconseja tomar este quiz o  test de respuestas mà ºltiples en el caso de solicitar una visa no inmigrante. Conocer las respuestas le ayudar a entender cà ³mo sacar una visa, conservarla, renovarla y evitar que la cancelen.   En el caso de que el interà ©s sea obtener una visa inmigrante, es de interà ©s tomar este test sobre conocimientos bsicos de la green card, tambià ©n conocida como tarjeta de residencia permanente o green card. Este es un artà ­culo informativo. No es asesorà ­a legal.

Coorelation between Fate, Identity and Destiny in Mukherjee's Jasmine Essay

Coorelation between Fate, Identity and Destiny in Mukherjee's Jasmine - Essay Example The basic quality needed for an Indian rustic woman to leave for America is well understood by the author and the character is well set beforehand in her motherland. Kanwar Sonali’s (2000) findings that recent women immigrants have been more successful in giving words to their feelings although they too experience the emotional upheaval and the accompanying ordeal of immigration.(Kanwar Sonali Jolly-Wadhwa, 2000) The lead role of the Novel, Jasmine wishes to get away from India to reach America wherein he wants to fulfill the desires of her late husband, Prakash. But her life in America is not as expected by her from her homeland. The force that made her to often change her identity becomes the way of her life abroad. Her relationship with men in America facilitated her to switch from one identity to another. Her identity as Jyoti, as named by her parents, had been squeezed almost to nil by her will. Her husband Prakash called her Jasmine. On landing at America she became Jase and then Jane. Finally, after her relation ship with one Bud, who impregnates her, the novel had been brought to an end at which she leaves with Taylor an intellectual company. Throughout the novel Jasmine had been struggling to fix an imaginary identity which she had been chasing right from her youth. In the words of Anu Anejha, Jasmine abandons her promise of domestic security to be carried off. (Anu Aneja, 1993) Her vigor for controlling her fate sprouts from her early youth when a local rustic astrologer foretold her widowhood. The fury with which she refuted him reveals her strong will to win her fate. She simply shouted at him that he did not know her future. It was this vigor that sent her to America even after her widowhood in India. The impact of death on human beings is laid intelligently by the author as a stink that emerges at any time of its own will. The

Effectiveness of Cloud Seeding Research Paper Example | Topics and Well Written Essays - 2000 words

Effectiveness of Cloud Seeding - Research Paper Example Despite the increasing application, there are questions that have been raised relating to the technology and its practical uses, especially in regard to its effectiveness. The aim of this paper is to address such questions by analyzing the effectiveness of cloud seeding. Application of Cloud Seeding In China, during the period preceding the Olympics festivals, cloud seeding was used to cause rain and snow. This technology was specifically applied in Northern China and was successful to the extent that in snowed for the first time in Hebei, around Beijing (Moseman, 2009). The Chinese capital had not witnessed any precipitation before this from the previous October. The precipitation formed as a result of cloud seeding was significant and caused at least the closure of 12 area highways in or near Beijing. Cloud seeding in this case saved China from the pangs of the worst drought in the country’s history in the last few decades. The seeding of clouds by the Chinese government to cause the snowstorm involved the use of over 40 sticks of silver iodide, each the size of a cigarette stick Beijing (Moseman, 2009). ... In this way, they will no longer be distributed all over the atmosphere as tiny droplets but regroup into few big droplets. Fog removal is important especially where high visibility is paramount such as in airports. Studies have indicated the high level of effectiveness of cloud seeding in removing fog and clouds from affected areas (Ryan & King, 1997). The technology is effective in a few square miles and often in a matter of hours. Lightning suppression has a high economic value to both humans and the environment. Lightening can cause death and sometimes leads to the ignition of forest fires. When thunderheads are seeded with tiny aluminium fibers, they tend to dissipate some of their electrical charges in the cloud. Very little study has been conducted on the effectiveness of this method in respect of lightning suppression. However, the little research conducted so far have given promising results (Ryan & King, 1997). Cloud seeding and rain production Rain is an important factor i n the production of plant crops and during the rearing of animals. This is because rain is, in most cases, the main source of water in many areas. Even without considering agricultural productivity, rain is useful in that it helps in the regulation of temperatures and in containing dust and improving humidity. In fact, in desert areas such as the California's Mojave Desert, it is a rare resource, its preciousness far beyond measure. Essentially, cloud seeding has been applied in many jurisdictions as a water management strategy, in many cases the technology being applied with an aim of causing rain. This is done by distributing chemical substances in the clouds, one common substance used in this respect being dry ice. The effectiveness of cloud

Uses of Force Policy Essay Example for Free

Uses of Force Policy Essay Abstract Numerous authorized and program limitations control the use of force by law enforcement, starting with the 4th Amendment’s prevention against arbitrary searches and seizures and decentralizing downhill to state decrees and departmental guidelines that manage how and under what circumstances police officer may use force. In most police agencies at present, the use of force is closely regulated by guidelines, and more critical employments of force are evaluated and/or examined by directorial staffs or internal affairs sections. Whenever the law enforcement agency or a defendant uses force, there is a likelihood of harm. Until lately, a small amount was known concerning the incidence, reasons, or associates of force- linked damages. Over the previous few epochs, there have been progressions in preparation and knowledge with the purpose of decreasing the regularity and seriousness of injuries to the law enforcement agency and the community while sustaining the protected and real control over fighting accused. Along with use of force continuum the California Highway Patrol (CHP) has continuously had a well-made procedure concerning the use of force; nevertheless, the situations encompassing the Rodney King event triggered a reappraisal of this guidelines, for not merely the CHP, but also countless other police organizations all through the nation. Seventy-five percent of attackers who confrontation Highway Patrol officers depend on hands and feet. The CHP answer is practically always something other than a sidearm, at the beginning while use of a firearm is not prohibited if conditions command (California, 2013). Regrettably, the instructing simulants used by countless police departments introduce typical shoot / dont shoot circumstances that discount the more mainstream conflicts when a revolver is not a choice. The capability to neutralize or influence a condition before it achieves crisis is a vital ability needed for any police officer. The query for CHPs top administration was Can a preparation course be produced that exposes both an officers perception of procedure, and the ability to make the best selections in any category of circumstances where force may be mandatory? The Missouri Highway Patrol on the other hand has a progression of use of force. The General Order further states that when the use of force is authorized, officers should consider a progressive range of options for which they have been trained or equipped. Officers are not restricted to these options, nor must they use them in a particular sequence. Available options include: 1.â€Æ' Professional presence of the officer or a Patrol canine 2.â€Æ' Tactical communication including verbal dialogue, requests, instructions, and commands 3.â€Æ' Tire deflation devices, to encourage the safe stopping of fleeing vehicles 4.â€Æ' Physical force, which causes little or no pain, such as using empty hands 5.â€Æ' OC aerosol 6.â€Æ' Level I of the lateral vascular neck restraint and the shoulder pin restraint 7.â€Æ' Physical force, which causes moderate or greater pain 8.â€Æ' Chemical irritants such as tear gas, CN, and CS 9.â€Æ' Immediate force, including physical strikes, Levels II, and III of the lateral vascular neck restraint and the shoulder pin restraint 10.â€Æ' Strikes using an approved baton, contact by a Patrol canine, SERT beanbag rounds, and similar force impact 11.â€Æ' Deadly force. The General Order goes on to provide that the decision to use a firearm must be based on facts and the totality of circumstances known to the officer involved at the time (STATE CROWE v. MISSOURI STATE HIGHWAY PATROL, 2005). The similarities in these use of force policies is that both states stress the use of alternatives in their use of force continuum. Both policies stressed the use of alternatives such as officer presence, verbal communication, nonlethal use of force, chemical munitions, and finally deadly force. Both states have remedial training each year on the updated version of use of force. The differences are substantial for example; California Highway Patrol uses high-tech versions and video scenarios to train their officers in the properties of alternatives to the use of force. Each scenario gets a number of alternatives and outcomes to that specific  scenario. On the other hand, Missouri have established General orders outline all stages and alternatives to the use of force. Even the nonlethal use of force can be very subjective over the years there has the meaning different devices used by law enforcement that were considered less than lethal. However, surveys have shown that even the ease less than lethal devices can prove to be very deadly in certain circumstances (Cole Gertz, 2013). While writing my use of force policy many considerations were taken into effect to generate the final product. Such as perception, public view, policy, and training. With regard to Perception, there is continuously an instant merit conclusion made concerning the suitability of the specific use of force. Good shooting versus bad shooting, for example. However, what of a state when an offender is shot in the back? Alternatively, no firearm is discovered on or nearby the offender? Every veteran officer recognizes these particulars unaccompanied are not developmental of the justifiability of the use of force, yet mass media, populace, and even several inside the organization will create the importance of the evidences. However, the community is frequently ignorant of the authentic permissible criteria related to the use of force. They are similarly uninformed of the instruction afforded to police officer on the use of force frequently depend on the expositions made by the mass media, whi ch has an enormous impact on the Perception point. Furthermore, public anxiety pre-existing anytime use of force is confront may aggravate an at present anxious condition. Policy what is frequently imply to as whichever the organization liberator or the evil spirit it did not recognize is the authentic guidelines, principles, and preparation that are in position. In its development and application, effective policy will protect the organization from legal responsibility. Terrible policy or no policy in position will be an understandable obstruction for the organization. Training that is in position is merely an issue of whether the procedure is adhering. Simply retaining a policy in position is not sufficient; it needs to be executed and obeyed. Preferably, the Policy and the Training should echo one another. Retaining a policy in position on the use of force and no training officials in the appropriate implementation of that policy can be the frontrunner to legal responsibility for an unauthorized policy by neglecting to train or to manage. These privileges may give development to a statement of premeditated apathy  against superintendents and the city, which is similar to claiming an unrecorded policy of unauthorized conduct. Use of force policy should have a ACHIEVE result, which is to say that the division supervisors must inform police officer of the policy, Teach police officer on the policy, and Train police officer on the policy. Glass use of force policy; Prior to a police officer authorization to carry department firearms, he/she will obtain trainings in the department guidelines, rules, and techniques regarding the use of force. Police officer obtaining this training must acceptably demonstrate a functioning understanding of the topic by way of realistic and written examination. The officer will use just those methods and abilities appropriate under the Glass Police Department and the Municipal Police Training Committee. A yearly evaluation and examination practice will be controlled and recognized by specialized firearms trainers concurring to the permitted training policy. An illustration of this use-of-force continuum is as followed: * Officer Presence No force is used. * The simple attendance of a police officer works to discourage corruption or verbose a circumstances. * Police officer approaches are professional and nonthreatening. * Verbalization — Force is not physical. * Police officer delivery composed, nonthreatening instructions, for example, Let me see your ID and registration. * Police officer may upsurge their degree and abbreviate instructions in an effort to increase obedience. Concise instructions may contain Stop, or Dont move. * Empty-Hand Control Police officer use physical force to increase influence of circumstances. * Soft technique. Police officer use grips holds and joint locks to detain a person. * Hard technique. Police officer use blows and kicks to detain a person. * Less-Lethal Methods Police officer use less-lethal knowledge to increase command of circumstances. * Blunt impact. Police officer may use a stick or rubber bullet to restrain a belligerent individual. * Chemical. Police officer may use chemical aerosols or shells entrenched with chemicals to detain a person. * Conducted Energy Devices (CEDs). Police officer may use CEDs to restrain a person. CEDs release a high-voltage, low-amperage shock of electricity at a gap. * Lethal Force Police officer use lethal arms to increase the command of circumstances. Should only be used if an accused postures a dangerous threat to the police officer or another person. * Police officer use deadly armaments such as weapons to halt a persons activities. The investigation of Officer Edward Smith, the police officer enmeshed with the scene of a discharging of a weapon or other event causing a death or critical injury of an individual occasioning from the activities or participation of a representative of the Glass Police Department. The police officer shall take actions that are rationally conceivable and suitable to defend their safety, the security of others, and to realm proof vital to the examination of the occurrence (Police, 2011). Safeguard facts from damage, obliteration, or harm that is possible to transpire before reinforcement can arrive. Safeguard that evidentiary articles are not relocated, note unique situation and place of individuals, firearms, and other pertinent matters and verification. Sheltered the location, create a boundary with crime scene tape, and regulate admission to approved individuals essential to investigate the event and help the injured. Document the persons name, addresses, and phone number of all eyewitnesses and other individuals at the scene and ask that they stay on hand in order to make a short declaration whether or not they observed the occurrence. Until supervisory, arrive and establishes a command center. The supervisor after taking control at the scene executes the following. Confirm that the police officer family is informed on a precedence foundation and personally if the police officer is injured. Send for Crime Scene Technicians to the scene. Certify that the attiring of police officer and other injured individuals is gathered for possible evidentiary resolutions and that connected gear of the police officer is protected. If the police officer is not injured, transport him/her away from  the middle of action escorted by another police officer. Safeguard the police officer (s) firearms as evidence. This shall be accomplished in as inconspicuous method as achievable and away from the direct scene. Confirm that the direct area is controlled and restrain any suspects within. Illustrate the scene and take picture as soon as probable. Uncover and secure in place if possible the police officers weapon(s) and ammo casings. Check the firearms of all police officer at the scene, for release and secure the firearm when indication of release is present. Find the accuseds firearm(s), ammunition and used cartridges (Police, 2011). Investigators responsibilities are to ensure that tasks itemized of this procedure have been properly and sufficiently accomplished. Obtain an overall update and walk-through by the controlling police officer concerning the situations encompassing the shooting/use of deadly force. Confirm that the general scene and evidentiary objects are photographed and recorded. Record all individuals’ current at the scene. Certify thorough examination of the scene and appropriate gathering of all articles and materials of evidentiary worth. Acquire taped testimonials from the accused. Find and detect eyewitnesses and perform preliminary tape-recorded questioning. Remove any firearm expended by the police officer(s) into care and control it as evidence. Weapons shall be removed from police officer in a detached method. Make contact with the medical examiner and be present at any autopsy of police officer and/or accused. Conclude entry and departure wounds, approximations of the firearms location, the existence of regulated materials in the decedents blood, or other linked evidence. Acquire search warrants as essential for examinations of cars, vessels, and residences. Complete an account specifying the conclusion of the investigation. The Chief of Police will organize the actions of replying superiors. The Chief of Police will decide the suitable time to publish the names of participating participants to the media. The Chief of Police shall begin an Internal Affairs investigation to be started in episodes resultant in death or life-threatening injury of a police officer or resident, occasioning from or in the implementation of the police officer functions (Police, 2011). References STATE CROWE v. MISSOURI STATE HIGHWAY PATROL, No. WD 64374. (Missouri Court of Appeals,Western District. August 02, 2005). California, S. o. (2013). California Highway Patrol. Retrieved from http://www.chp.ca.gov/programs/fots.html Cole Gertz. (2013). The Criminal Justice System, Politics and Policies. Belmont, California: Wadsworth Cengage learning. Police, I. S. (2011, AUGUST 25). OFFICER INVOLVED SHOOTINGS / LETHAL INCIDENT INVESTIGATIONS. Retrieved from http://www.icgov.org/site/CMSv2/File/police/generalOrders/genorder40.pdf

Mitochondria Essay -- essays research papers

Mitochondria Mitochondria are tiny organelles found in nearly all eukaryotic cells. They are rather large organelles ranging from 0.5Â µm to 10Â µm in length and 1Â µm in diameter. The mitochondria are the energy factories of the cell and are located in the cytoplasm. They are the sites of cellular respiration. The mitochondria are responsible for generating ATP from such organic fuels as simple sugars and fats in the process of cellular respiration. This doubled-membrane organelle has its own DNA and can reproduce by splitting itself. The mitochondria are sausage-shaped structures that move, change their shape and divide. They are distinct organelles with two membranes, the inner membrane and the outer membrane. The outer membrane is smooth and limits the organelle. It is highly permeable to small solutes such as molecules and ions, but it blocks off passages of proteins and other macromolecules. The inner membrane of the mitochondria is folded into shelf like structures called cristae. The cristae does not even allow the passage of small ions and so it maintains a closed space within the cell. The many infoldings of the cristae are responsible for providing the mitochondrion with a large surface area which enhances the productivity of respiration. The inner membrane and outer membrane effectively divide the mitochondria into two internal compartments. The space located between the outer and inner mitochondrial membrane is called the intermembrane space. The space enclosed by th...

Candide Response

Arthur Johnson Western Letters – Professor Fayard Response Essay 2 10/29/12 Arthur Johnson Western Letters – Fayard 10/29/12 Response Essay #2 Francois-Marie Arouet De Voltaire shows in many instances in Candide that he does not buy into the idea of the Enlightenment. With Voltaire’s simple mockery of the idea of a perfect world with a perfectly good God, it is evident that he does not appreciate the idea that everything happens for a reason.Despite Voltaire holding these extremely negative views on whether or not there is a good God, if there is a God at all, he puts in place a character in Candide that arguably contradicts his hateful and pessimistic views on the idea that everything happens for a reason. Voltaire places an old lady in Candide, whom clearly suffers greatly, but continues to get out of her tragedies and makes the decision to continue on living life because living is worth every bit of pain and suffering that comes.This old lady contradicts Volta ire’s negative views on the idea that everything happens for a reason because she continually escapes from her tragic experiences. The old lady continues to reinforce the idea that there is a purpose for everything and that good will eventually come out from even the most evil of situations and scenarios. The old lady not only contradicts Voltaire’s hateful outlook on the idea that everything happens for a reason, but she to an extent revamps and matures Pangloss’ outlook on optimism.Instead of thinking that everything is great and perfectly good, the old lady believes that there are some horrible things in life, but living is worth every bit of struggle that comes along with it. In theory it would be safe to come to a conclusion that would suggest that the old lady believes that despite of all the horrific and brutal events that come with living, there are greater things in life that make suffering a worthwhile price. This idea would also fall into the idea tha t everything does indeed happen for a reason.The old lady used to live a promising life as the daughter of the pope and a princess, who was once seen by many as one of the most beautiful people women ever, a woman who had a body as beautiful as â€Å"the Venus of Medici†. For a better graphic, the Venus of Medici was a Hellenistic life-size classical statue, much like the Venus de Milo, that was a depiction of the Greek goddess of love, Aphrodite. The old lady was at one point in her life a modern day celebrity, but all of what she had going for her was stolen, and yet she continued to live.The old lady while in conversation with Candide and Cunegonde says â€Å"Imagine my situation, the daughter of a pope, only fifteen years old, who in the space of three months had been exposed to poverty and slavery, been raped almost daily, had seen her mother torn to pieces, had endured war and famine, and who is now dying of the plague in Algiers. As it happens, I didn't die† (Vo ltaire). Voltaire also makes a strong emphasis on the old lady losing one of her buttocks, but despite that she continues to get on her horse, and ride it with just one of her buttocks.The old lady has clearly suffered tremendously. She has been through more hardships and trials than Candide and Cunegonde ever have, even though they seemed to have suffered a lot themselves. Despite all of the pains and sufferings that this old woman has been through, she consistently chose not to loathe in self-pity, and also chose life over death one hundred out of one hundred times. If this old woman did not sincerely believe that there was a reason to live and suffer, then why in Heaven’s mind would she ever decide to continue to live a life full of painful and tragic events?Simply putting it, she would not be in her right mind to continue on living a life of pain and suffering if there was no greater payout or at least a small reason for her pains and sufferings. The old woman’s re ason for living, the old woman’s payout for all of her pains and sufferings, and the old woman’s reason for not loathing in self-pity and ending her life was because she enjoyed living life too much. The old lady says to Candide and Cunegonde, â€Å"a hundred times I wanted to kill myself, but always I loved life more† (Voltaire).On the contrary the old lady also mentioned that the notion of loving life while it is miserable is equivalent to holding on to existence in horror, but still clinging on to it or to fondle a serpent that devours until it has eaten our hearts away. The old lady labeled this notion that she carries and that many others carry as ridiculous, extremely weak, and one of human’s worst instincts. Yet, she still decided to endure the hardships, live in her self-labeled â€Å"weakness†, and continued on living a life that pays her with reasons in wanting to live out her life.There is never a crystal clear glimpse of why the old wom an loves living so much, but she does defy Voltaire once more at the end of Candide. While in conversation with Candide in the final chapter, the old lady says to Candide â€Å"I should like to know which is worse, being raped a hundred times by negro pirates, having a buttock cut off, running the gauntlet in the Bulgar army, being flogged and hanged in an auto-da-fe, being dissected and rowing in the galleys—experiencing, in a word, all the miseries through which we have passed—or else just sitting here and doing nothing? (Voltaire). Voltaire places Candide’s garden in Candide as another form of mockery to the idea that everything happens for a reason and their world is the best of all possible worlds. Despite Voltaire inputting the garden as a mockery to Candide’s â€Å"ignorant and ridiculous† philosophy on life, the old lady was not any happier than she was when she was being raped, flogged, beaten, or hung. The old lady was just as â€Å"mis erable† as she was during all of her actual tragedies and hardships she faced, and yet she still continued to love living life and not loathe in her self-pity.The old lady’s life is a testament to there being a reason to the events and tragedies that occur in life. All of the hardships, pains, and sufferings that enter the lives of people happen so that people can grasp and understand the greatness and love for living life. Much like the old lady, people have to endure the pains and sufferings of life because living and experiencing life is worth every ounce of lost blood, sweat, and tears.

A Study On Dialogue And Learning Education Essay

Dialogue has been recognized as the most noteworthy illustration of Western literature by Plato since 428/427 BC – 348/347 BC ; . In Grecian and Indian literature, peculiarly the ancient art of rhetoric, it is historically beginnings as narrative, philosophical or educational device. The duologue has been used to learn a scope of topics, including doctrine, logic, rhetoric, and mathematics. Dialogue ( the Greek DIA for through and logos for word ) can be defined to include legion communicative Acts of the Apostless includes conversation, talk, communicating, interchange, discourse, statement, chat, chitchat, colloquy, every bit good as treatment, argument, exchange of positions, tete-a-tete, audience, conference, meeting, interview, inquiry and reply session, and dialogues ( New Oxford Thesaurus of English 2000 ) . Dialogic acquisition can happen in any educational state of affairs and contains an of import potency for societal transmutation.[ 2 ]Assorted parts to Dialogic acquisition has been developed on many positions and subjects such as, P. Freire, 1970 on the theory of Dialogic action, G. Wells, 1999 looking for the Dialogic enquiry attack, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the impression of Dialogic imaginativeness, and Soler, 2004, the dialogical ego. Among those, there are many more modern-day writers on Dialogic constructs, J. Mezirow, 1990, 1991, 2000 transformative larning theory, M. Fielding 2001, pupils as extremist agents of alteration, T. Koschmann, 1999 emphasizes the possible advantages of following dialogicality as the footing of instruction, Anne C. Hargrave, 2000 shows that kids in Dialogic-learning in vocabulary. Specifically, the construct of Dialogic acquisition ( Flecha, 2000 )[ 3 ]evolved from the probe and observation of how people learn both outside and interior of schools, when moving and larning freely is allowed.The theoryThe construct of Dialogic acquisition is non new. In the book Mind and Society, 1962, Vygotsky argued that kids larn how to utilize be aftering map of their linguistic communication efficaciously and their psychological field alterations basically. He argued that a kid begins to get the hang his milieus with the aid of address prior to get the hanging his ain behaviour. He claimed that the creative activity of these alone homo signifiers of behaviour which finally produced the rational productive work with the usage of tools. This was described in his observations of kids in an experimental state of affairs showed that kids non merely move in trying to accomplish a end but besides speak. This address arose spontaneously and continued about without break throughout the experiment. He claimed that it seems that both natural and necessary for kids to talk while they act. Respectively, Vygotsky drew the same sort of differentiation between the ‘spontaneous ‘ construct of mundane acquisition and the ‘scientific ‘ construct of the schoolroom.[ 4 ]Vygotsky, 1962 argues that the origin of a self-generated construct can normally be traced to a face-to-face meeting with a concrete state of affairs, while a scientific construct involves from the first a ‘mediated ‘ attitude towards it object. Paulo Reglus Neves Freire ( 1921-1997 ) , 1970 theory of Dialogic action 1921 -1997 was a Brazilian pedagogue and influential theoretician of critical teaching method.[ 5 ]He was an educationalist known for developing popular instruction ; he puts duologue as a type of teaching method.[ 6 ]Freire argued that duologue as a agency of democratising instruction ( Freire 1972, 1999 ) . Dialogue communicating allowed pupils and instructors to larn from one another in an environment characterized by regard and equality. He advocates himself to back up suppressed people with their public presentation or application of accomplishments that is informed and linked to their values, by executing and using their accomplishments in order to do teaching method for a more thickening apprehension and doing positive alterations to them. He states that human nature is Dialogic, and he believes that communicating has a prima function in people ‘s life. Dialogue is a claim in favour of the democrati c pick of pedagogues and scholars. The end of the Dialogic action is ever to uncover the truth interacting with others and the universe. He claimed that we are continually in duologue with others and it is in that procedure that we create and recreate ourselves. Besides, in order to advance free and critical acquisition, he insists that we should make the conditions for duologue that encourages the epistemic wonder of the scholar. The Russian philosopher, literary critic, semiotician and bookman who worked on literary theory, moralss, and the doctrine of linguistic communication, Mikhail M. Bakhtin, 1981, distinguishes the impression of Dialogic imaginativeness. He has theorized duologue in stressing the power of discourse to increase apprehension of multiple positions and make countless possibilities.[ 7 ]Bakhtin argued that duologue creates a new apprehension of a state of affairs that demands alteration as relationships and connexions exist among all living existences.[ 8 ]His construct of dialogism states a relation between linguistic communication, interaction, and societal transmutation. Holquist, 1990 described Bakhtin ‘s Hagiographas on dialogicality are profound and stand for a substantial displacement from predominating positions on the nature of linguistic communication and cognition[ 9 ]. Bakhtin established that there is a demand of making significances in a Dialogic manner with other people .[ 10 ]He believed that person does non be outside duologue. The construct of duologue itself establishes the being of the â€Å" other † individual. It is through duologue that the â€Å" other † can non be silenced or excluded. Bakhtin claimed that significances are created in the procedures of contemplation between people. He describes, we use the same significances subsequently in conversations with others, where those significances get better and even change as we obtain new significances. Therefore, when we talk, we learn something. In this sense, every clip that we talk about something that we have read about, seen or felt ; we are really reflecting the duologues we have had with others, demoing the significances that we have created in the old duologues with others. That said, duologue can non be separated from the positions of others: larning derives from here with the single address and the corporate 1 is profoundly related to one ‘s life. Bakhtin asser ts that negotiations is a concatenation of duologues, he points that every duologue consequences from a old one and, at the same clip, every new duologue are traveling to be presented in future 1s. Fitz Simons, G. ( 1994 )[ 11 ]the â€Å" learning communities † , an educational undertaking which seeks societal and cultural transmutation of educational centres and their milieus through Dialogic acquisition, stressing classless duologue among all community members, including learning staff, pupils, households, entities, and voluntaries. Fitz Simons points out: â€Å" The demand to set up an ambiance of common regard and a feeling of community in which grownup scholars are encouraged to be independent scholars and to portion their expertness † ( p. 24-25, 1994 )Dialogic LearningFletcher, 2000 looks at the construct of Dialogic larning evolved from the probe and observation of how people learn both outside and interior of schools, when larning and moving freely is allowed. She describes unfastened duologue which derived from the position of Freire, 1997 engagement of all members of the community the acquisition communities as research shows that larning procedure take topographic point in different infinites of the scholars ‘ life regardless of the scholars ‘ age, and including the instruction staff, depend more on the coordination among all the interactions and activities. The acknowledgment and regard of different types of cognition raise the consciousness that each individual has something to portion, something different and every bit of import. Therefore, the wider the diverseness of voices engaged in unfastened duologue, the better the cognition that can be dialogically constructed. Fletcha puts as†¦ â€Å" [ Dialogic larning ] lead to the transmutation of instruction centres into larning communities where all the people and groups involved enter into relationships with each other. In this manner, the environment is transformed, making new cognitive development and greater societal and educational equality. † ( p. 24 ) Edward and Mercer, 1987 emphasize that the ‘dialogue ‘ construct is ‘ground regulations of conversation ‘ because it operates as inexplicit sets of regulations for acting in peculiar sorts of state of affairs which participants normally take for granted[ 12 ]. ( Edward and Mercer, 1987 ) In 2007, Mercer and Littleton ‘s argues that ‘talk ‘ is non merely the mediating means for back uping single development, but instead that ways of thought are embedded in ways of utilizing linguistic communication. This ‘talk ‘ is more emphatic on as a valuable, societal manner of thought, non merely larning. They argue that scholars engage and interact with others may hold a profound and digesting impact on their accomplishment and rational development.[ 13 ]They further argue that ‘learning ‘ and ‘development ‘ are two footings that related and have both been used in a great trade. Learning is frequently in the company of ‘teaching ‘ . These two words are required to name upon the sorts of cognitive and rational alterations in kids ‘s acquisition. He asserts that ‘learning ‘ is usually associated with the gaining of cognition and the acquisition of some fact or accomplishment. It invokes thoughts of some kind of growing, the outgrowth of a new entity and the reaching of a new province of personal businesss. A subscriber to Mercer and Littleton, Chris Watkins, 2003 ( A bookman in instruction and acquisition ) has distinguished three influential constructs of acquisition: Learning is being taught, larning is the single sense devising, acquisition is constructing cognition with others.[ 14 ] Harry Daniel 2001 claims that schoolroom talk or duologue mediates non merely learning and larning but besides the wider civilization.[ 15 ]He claims that worlds are seen as animals who have a alone capacity for communicating and whose lives are usually led within groups, communities and societies based on shared ways of utilizing linguistic communication, ways of thought, societal patterns and tools for acquiring things done. Daniels emphasizes that such talk, must non be regarded as simple ‘interaction ‘ , but narrowly regarded and bounded by the immediateness of the larning undertaking in manus. Similarly, the Dialogic enquiry attack by Gordon Wells, 1999[ 16 ], Wells argues that schoolroom duologue has been proposed as a method of presenting critical instruction ( Wells 1999, Alro & A ; Skovsmose 2002 ) â€Å" Dialogic enquiry † is an educational attack that acknowledges the dialectic relationship between the person and the society, and an attitude for geting cognition through communicative interactions. Wells points out that the sensitivity for â€Å" Dialogic enquiry † depends on the features of the acquisition environments, and that is why it is of import to reorganise them into contexts for collaborative action and interaction. Wells defines â€Å" enquiry † non as a method but as a sensitivity for oppugning, seeking to understand state of affairss join forcesing with others with the aim of happening replies. Wells farther argues that Dialogic enquiry non merely enriches persons ‘ cognition but besides transforms it, guaranting the endurance o f different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute. Wells claims that Dialogic enquiry non merely enriches persons ‘ cognition but besides transforms it, guaranting the endurance of different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute. Education is seen as a Dialogic procedure, with pupils and instructors working together within scenes that reflect the values and societal patterns of schools as cultural establishments. Alro & A ; Skovsmose, 2002 relate duologue to the larning procedure by property three indispensable belongingss to the impression of duologue ; doing an enquiry, running a hazard and keeping equality.[ 17 ]These indispensable belongingss must be characteristic of the scene of interaction in order for a â€Å" acquisition † duologue to happen. Making an enquiry means learner researching what he does non yet cognize and sharing the desire to derive new experiences. For an enquiry to be Dialogic it must be unfastened to participants conveying their ain positions rooted in their backgrounds into the enquiry. Learners must besides be willing to suspend their ain positions in order to see the positions of others and in jointing these positions new and more insightful positions might come into positi on. For that ground, Dialogic is running a hazard in the ambiguity and uncertainness of the duologue procedure. Learners to a duologue propose other people ‘s positions, nevertheless voyaging in a landscape of probe means that there are no pre-established replies to energetic inquiries. Therefore â€Å" duologue includes risk-taking both in an epistemic and an emotional sense † . In other words scholars to a duologue will be challenged on their cognition every bit good as their emotions. In order for participants to stay in the Dialogic procedure it must be ensured that the uncertainness ne'er appears excessively uncomfortable. They claim that duologue could so keep equality by proposing that scholars are engaged at a degree of para. Parity in this sense does non equal sameness but instead equity. Learners may come in the duologue in different capacities and being equal therefore comes to depend on the ability of scholars to encompass and accept diverseness ( Alro & A ; Skovsmose, 2002 ) . After old ages of research conducted in several states ; India, USA, France, Italy and England with a squad of research workers, Robin Alexander 2004[ 18 ]has put talk as the outstanding component for effectual thought and learning demand for kids. He has distinguished talk for a typical pedagogical attack called ‘Dialogic learning ‘ . He argues that linguistic communication and idea are closely related, and the extent and mode of kids ‘s cognitive development depend to a considerable grade on the signifiers and contexts of linguistic communication which they have encountered and used. This new attack demands both pupil battle and instructor intercession by which students actively prosecute and instructors constructively intervene is through talk.Dialogue and Higher degree of EducationFor higher educational degree, Diana Laurillard, 2002 puts a Dialogic acquisition model as ‘Conversational Framework ‘ . This model supports assorted media signifiers such as narrative, synergistic, adaptative, communicative and productive. The thought of a colloquial model, is used to specify the acquisition procedure for higher instruction and so to construe the extent to which new engineering can back up and heighten high degree conceptual acquisition. She describes that larning must be dianoetic and the instructor should be tie ining learning and larning procedure with the universe. Laurillard asserts that larning engineerings must accomplish their full potency for transforming larning experience. Laurillard argues that the faculty members ; Universities, Institutions, colleges, schools etc. Should get down with an apprehension of how pupils learn, and they should plan and utilize the Conversational Framework and the acquisition engineerings from this point of view to familiarise a better acquisition scheme for university instruction. Laurillard ‘s thought is barely new as she quoted Paul Ramsden ‘s statement that instruction is a kind of conversation. Respectively, Kolb ‘s ‘learning rhythm ‘ ( Kolb, 1984 ) states that larning occurs through an iterative rhythm of experience followed by feedback, so reflected on to be used as revised action[ 19 ]. Gordon Pask, 1976 formalized the thought of larning as a conversation in conversation theory. This theory lays out the separation of ‘description ‘ and ‘model-building behaviours, and the definition of understanding as ‘determined by two degrees of understanding ‘ ( Ibid. 22 )[ 20 ]. This describes the feature of the learning – acquisition procedure is iterative ‘conversation ‘ . Besides schoolroom instruction, dialogue instruction is described as an attack to adult instruction by pedagogue, Jane Vella in the 1980 ‘s. This attack to education draws on assorted grownup larning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom ( Global Learning Partners, 2006b ; Vella, 2004 ) . It is a synthesis of these abstract theories into rules and patterns that can be applied in a concrete manner to larning design and facilitation. Dialogue instruction is a signifier of Constructivism and can be a agency for Transformative acquisition, ( Vella, 2004 ) . Dialogue instruction shifts the focal point of instruction from what the instructor says to what the scholar does, from learner passiveness to scholars as active participants in the duologue that leads to larning ( Global Learning Partners, 2006c ) . A duologue attack to education positions scholars as topics in their ain acquisition and awards cardinal rules such as common reg ard and unfastened communicating ( Vella, 2002 ) . Learners are invited to actively prosecute with the content being learned instead than being dependent on the pedagogue for larning. Ideas are presented to scholars as unfastened inquiries to be reflected on and integrated into the scholar ‘s ain context ( Vella, 2004 ) . The purpose is that this will ensue in more meaningful acquisition.DecisionSignificantly duologue and larning are two footings that ca n't stand by its ain without the other ‘s presence. It is now that the duty of this survey to analyze duologue and acquisition to a farther class of current new media nomadic engineering. How does kids doing usage of nomadic devices in the universe of nomadic engineering in this transmutation age of environment? How does larning so develop from these engineerings? Why does a kid today communicate so much with engineering? That said my hypothesis that the new media nomadic engineering has potential in easing the procedure of kids ‘s acquisition development. Do these engineerings provide acquisition tools which are able to supply important cognition development? Besides, Vygotsky and Vygotskian theory claimed that the acquisition tools are some sort of kids ‘s higher psychological maps of doing his or her interactions to their societal and moral development. As we all knew, these duologues are being created, learned and used by our kids enormously without our consciousness twenty-four hours to twenty-four hours in their universe of communications in synergistic nomadic engineerings. These duologues and larning are integrated with their hand-held appliances, computing machines and package, larning stuffs, playing the games in the practical universe. With the being of other characteristics ; design, sound and picture, picture taking, colourss, founts, information, and programming linguistic communication voyaging them throughout the lessons and plans. Our kids or scholars and members jointl y produce Dialogic cognition and take part in the definition of actions that lead to societal and educational alteration. Therefore, this research sees duologue and larning associates to the impression of Bakhtin dialogicality as duologue represents this senses where it mediates the new media that our kids to listen and watch. These duologues can take legion other signifiers such as: lupus erythematosus structured, more informal and more participatory than interviews or treatment groups, e.g. By promoting participants to put the docket for treatment and for the research worker to take an active function in the treatment instead than merely the function as a hearer. This attack will allow participants to the duologue a sense of equality and the freedom to convey into the duologue whichever subject they deem relevant. Inviting research participants in the reading procedure at the same time embrace a Dialogic epistemology acknowledging the value of negociating, reflecting and construing with the end of common apprehension and relationship edifice. Therefore, in this survey we need to contract our apprehension of duologue and turn to the inquiry of the part of duologue in the synergistic Mobile engineerings in the kids ‘s psychological acquisition development. In the acquisition communities, it is basica lly the engagement of all members of the community because, as research shows, larning procedures, irrespective of the scholars ‘ age, and including the instruction staff, depend more on the coordination among all the interactions and activities that take topographic point in different infinites of the scholars ‘ life, like school, place, and workplace, so merely on interactions and activities developed in infinites of formal acquisition, such as schoolrooms. Along these lines, the â€Å" learning communities † undertaking aims at multiplying larning contexts and interactions with the aim of all participants making higher degrees of development ( Vygotsky, 1978 )[ 21 ].

Free Essays on Guam Pollution

While you Quarrel amongst yourselves upon our problems, the people –the disregarded- seek solutions.My letter may be read with a trifling interest, but that is all it will be deemed as. It will be dismissed upon the heap of letters sent by my compeers, â€Å"I cannot and will not cut my conscience to fit this years fashion.†(Lillian Helm). And though I do possess the vibes of sagaciousness, I do it not on my account, but do it as a reaction which one might form and comprehend when Guam’s destiny is put at hand.To the rulers of Guam’s fate, our environmental fate, OUR fate, I ask you put a 10% interest in my letter, which is slightly more than the 1 % being given thought, more or less, to my fellow peers. I would like to address the easily perceived negative effects of an incinerator, and thus upon it form a resolution to our fiasco. My ideas were neither influenced by business nor commercial enterprise, neither was it any way a result of political affiliat ion. I create my answers based on the concrete evidence I am presented with, and unless shown otherwise, will remain adamant to my views. Rather than bore you with the tedious information on the negative effects of an incinerator, which officials like yourselves, with such high regard, should indeed know by heart, considering your standing and relatively vast knowledge of Guam’s problems, I will make it terse for you, so as not to squander more of your precious time. I’m here to propose a logical, and yet un-widely accepted idea. The pentagon is currently seeking to repeal the prohibition on dumping nuclear waste in space. Yes you know where I’m going with this and you are becoming skeptical, but here me out. Currently China has started it’s first man space program, and though it is a third world country, it can still afford it, why?, you ask, because space based programs have become relatively cheap. Currently you can send most a... Free Essays on Guam Pollution Free Essays on Guam Pollution While you Quarrel amongst yourselves upon our problems, the people –the disregarded- seek solutions.My letter may be read with a trifling interest, but that is all it will be deemed as. It will be dismissed upon the heap of letters sent by my compeers, â€Å"I cannot and will not cut my conscience to fit this years fashion.†(Lillian Helm). And though I do possess the vibes of sagaciousness, I do it not on my account, but do it as a reaction which one might form and comprehend when Guam’s destiny is put at hand.To the rulers of Guam’s fate, our environmental fate, OUR fate, I ask you put a 10% interest in my letter, which is slightly more than the 1 % being given thought, more or less, to my fellow peers. I would like to address the easily perceived negative effects of an incinerator, and thus upon it form a resolution to our fiasco. My ideas were neither influenced by business nor commercial enterprise, neither was it any way a result of political affiliat ion. I create my answers based on the concrete evidence I am presented with, and unless shown otherwise, will remain adamant to my views. Rather than bore you with the tedious information on the negative effects of an incinerator, which officials like yourselves, with such high regard, should indeed know by heart, considering your standing and relatively vast knowledge of Guam’s problems, I will make it terse for you, so as not to squander more of your precious time. I’m here to propose a logical, and yet un-widely accepted idea. The pentagon is currently seeking to repeal the prohibition on dumping nuclear waste in space. Yes you know where I’m going with this and you are becoming skeptical, but here me out. Currently China has started it’s first man space program, and though it is a third world country, it can still afford it, why?, you ask, because space based programs have become relatively cheap. Currently you can send most a...

The 22nd Amendment Sets Presidential Term Limits

The 22nd Amendment Sets Presidential Term Limits The 22nd Amendment to the United States Constitution establishes term limits for persons elected to the office of President of the United States. It also sets additional eligibility conditions for presidents, who after assuming the office through succession, serve out the unexpired terms of their predecessors. Under the 22nd Amendment, no person may be elected president more than twice and no person who has already served or acted as president for more than two years of an unexpired term may be elected president more than once. The joint resolution proposing the 22nd Amendment was passed by Congress and sent to the states for ratification on March 24, 1947. The 22nd Amendment was ratified by the required 36 of the then-48 states on February 27, 1951. Section 1 of the 22nd Amendment states: No person shall be elected to the office of the President more than twice, and no person who has held the office of President, or acted as President, for more than two years of a term to which some other person was elected President shall be elected to the office of President more than once. But this Article shall not apply to any person holding the office of President when this Article was proposed by Congress, and shall not prevent any person who may be holding the office of President, or acting as President, during the term within which this Article becomes operative from holding the office of President or acting as President during the remainder of such term. History of the 22nd Amendment Before the adoption of the 22nd Amendment, there was no statutory limit on the number of terms a president could serve. The Constitution merely stated that the president’s term in office lasted four years. The Founding Fathers had believed that the shifting political views of the people and the Electoral College process would prevent third presidential terms. After George Washington and Thomas Jefferson chose to limit their presidencies to two terms, the two-term limit became a respected tradition- sort an unwritten rule. The two-term tradition held sway until 1940 when President Franklin D. Roosevelt chose to run for a third term. With the nation facing the Great Depression followed closely by World War II, Roosevelt was elected to not only a third but a fourth term, serving a total of 12 years in office before his death in 1945. While FDR was the only president to be elected to a third term, he was not the first to try. Both Ulysses S. Grant and Theodore Roosevelt had run unsuccessfully for third terms. In the 1946 midterm elections, just 18 months after Democrat FDR had died in office, many Republican candidates made limiting presidential tenure a large part of their campaign platforms. In the election, Republicans succeeded in winning control of both the House and Senate and immediately pushed the 22nd Amendment establishing presidential term limits to the top of the legislative agenda when the 80th Congress convened in January 1947. In less than one month- on February 6, 1947- the House of Representatives, with the support of 47 Democrats, passed a joint resolution proposing the 22nd Amendment by a vote of 285-121. After resolving differences with the House’s version, the Senate passed the amended joint resolution on March 12, 1947, by a vote of 59–23, with 16 Democrats voting in favor. The 22nd Amendment imposing presidential term limits was submitted to the states for ratification on March 24, 1947. Three years and 343 days later, on February 27, 1951, the 22nd Amendment was fully ratified and incorporated into the Constitution. The Constitution’s Framers and Presidential Term Limits The Constitution’s Framers had little to go on as they debated how long the president should be allowed to hold office. The Constitution’s predecessor, the Articles of Confederation, provided for no such office, granting Congress both legislative and executive powers instead. Their only other example of a supreme national executive- the King of England- against whom they had just revolted, was a troubling model. Some of the Framers, including Alexander Hamilton and James Madison, argued that presidents should serve for life and be appointed by Congress, rather than elected by the people. Of course, that sounded far to â€Å"kinglike† for others, like Virginia’s George Mason, who said it would make the American presidency an â€Å"elective monarchy.† Surprisingly, however, when Hamilton and Madison’s proposal for lifelong, appointed presidents came to a vote, it failed by only two votes.      With the â€Å"presidents-for-life† option off the table, the Framers debated whether presidents could be re-elected or be term-limited. Most of them opposed term limits, arguing for presidents who would be elected by Congress and could run for re-election an unlimited number of times. But that, warned Gouverneur Morris, would tempt incumbent presidents to make corrupt, secret deals with Congress in order to get re-elected. That argument led the Framers to adopt Article II of the Constitution with its complicated and still controversial Electoral College method of electing presidents with no term limits. Since the 22nd Amendment amended Article II in 1951, some politicians and constitutional scholars have argued that desperate circumstances, like the Great Depression and World War II faced by Franklin Roosevelt, warranted unlimited presidential terms. Indeed, some two-term presidents of both parties, including Ronald Reagan and Barack Obama, lamented their constitutional inability to run for third terms. 22nd Amendment Key Takeaways The 22nd Amendment establishes term limits for the President of the United StatesUnder the 22nd Amendment, no person may be elected President of the United States more than twice.The 22nd Amendment was approved by Congress on March 24, 1947, and ratified by the states on February 27, 1951. References Neale, Thomas H. (October 19, 2009). â€Å"Presidential Terms and Tenure: Perspectives and Proposals for Change.† Washington, D.C.: Congressional Research Service, The Library of Congress.Buckley, F. H.; Metzger, Gillian. â€Å"Twenty-second Amendment.† The National Constitution Center.Peabody, Bruce. Presidential Term Limit.† The Heritage Foundation. Updated by Robert Longley

Personal statement Assignment Example | Topics and Well Written Essays - 1000 words

Personal statement - Assignment Example It needs to intellectually stimulate me and be emotionally gratifying. I want to feel that I am making a positive difference to society and the people around me. My choice of application to the courses I have chosen reflects upon how I want to spend my life. With my mother a midwife, I knew from a very early age that I would like to follow in her footsteps some day. While my mother discussed her day’s work with me, I got to know of many things that sparked my interest. She used to tell me stories of her patients, the babies she helped bring into this world and the happy mothers who held their babies in their arms for the first time thanks to my mother. I remember how she glowed when she would be telling me all that. I felt that she made a bond with every single one of those new lives. It was amazing to see that most, if not all, of the new mothers remembered her. I remember some of the mothers bringing up their toddlers to meet her if she ran into them while walking with me on the street. To her, it was more than a profession: it was her passion and she probably passed her love and passion on to me. Bringing a new life into this world is a huge responsibility. And it would really make me feel honoured to be a part of it. Sometimes childbirth it is a tricky process and skill is the only difference between life and death. A skilful midwife is indispensible in such situations. And to be a good midwife, one needs dedicated study from a professional institution as well as gaining field experience afterwards. To be able to be a good midwife and do justice to my chosen profession, I wish to enrol in a full time course of study. The field of medicine and medical care is not new for me. I was enrolled in a nursing course back home in Poland along with having a part-time placement at the local hospital. I was very happy with that career choice and found myself settling in without effort. Unfortunately, due to some personal reasons, I could not finish the course an d hence was not entitled to a professional qualification. I was upset at not being able to continue and have been looking for a chance to be able to enrol in a course of study. I know that without obtaining proper qualification, I will not be able to work in this field. It is absolutely necessary to have a good education to be able to turn my passion into my career. My second choice of Early Childcare perhaps also reflects on my first choice – how I like working with people in general and children in particular. Childcare requires someone who is thoughtful and understanding as well as sympathetic to the needs of others. Newborns require special attention during the first few days of their lives and there are cases where pre-mature babies need to be taken care of round the clock. Being a kind and caring person, I believe that I can really make a difference as an early childcare nurse. I love babies and would really feel that in caring for them, I am making a difference. I alre ady have a little experience and would love to pursue it further as a career. As I have mentioned above, I fully understand the importance of getting a proper education before entering this field. My third choice is Pharmacology, once again directly related to the field of medicine. I have always had an interest in medicine and the miraculous life-saving drugs that are wonders of modern

Discuss in what ways have these two technological innovations had an Essay

Discuss in what ways have these two technological innovations had an impact on international relations - Essay Example In addition to its ability to connect the different IT systems, internet also facilitates people on individual level to connect to one another. Internet has provided people living in different countries with the most cost-effective means to interact with one another more often. Thus international relations have been promoted through internet both on the level of a common man in the society and the nation as a whole. Since the introduction of internet into the society, it has been frequently used by the virtual organizations to create online democracy. Input for the decisions that affect the national and international political scenario is retrieved from the internet voters. Where this has generally provided the concerned authorities with a fairly convenient means of getting the public opinion on one hand, it has also, on the other hand, limited the representation of a significant population that is uneducated on the use of internet. It is noteworthy that a vast majority of the intern et users all over the world belong to the elite minority that represent â€Å"a fairly narrow spectrum of political discourse relative to local contest, rather than witnessing the emergence of cyberspace democracy or the incipient triumph of the internet in promoting civil society and democracy† (Moon-Gi 58). This speaks of the fact that the internet is yet far from being a setting for the democratic society that wants to share its views and make an impact through the cyberspace. The expansion of the cyberspace has conventionally had a huge impact upon the nature of political dialogue amongst the nations in general and their economic development in particular. Another prime driver of the online activity is the social sustainability. Cyber democracy requires increased representation of all communities of the society. Nuclear Bomb With the creation of nuclear bomb, the nature of war has undergone an altogether change. The world would have been a much different place to live in had nuclear bomb never been invented. Perhaps, there would have been more frequent breakouts of wars both within and among the countries all over the world. In the past, success in the war fundamentally depended upon the manual strength. People used to fight with arrows, swords and guns. Nuclear bomb has obviated the need to make use of any of these ancient weapons in the contemporary wars, yet nations tend to find other ways including dialogue and reconciliation to settle their disputes with their rivals rather than starting the war because there is no â€Å"winning the war† when it is a nuclear war. The nuclear war is just as harmful for the nation that is attacked as it is for the one that attacks, provided that both of them are nuclear powers. Since the division of the Indian subcontinent into India and Pakistan in 1947, tensions between the two nations only strengthened. The two countries have twice had a war with each other once in 1965 and the second time, in 1974, whe n East Pakistan got separated from its Western wing and became Bangladesh. At the time of division, it was decided that the cities with Muslim majority would make part of Pakistan. Kashmir, the Indian-held place with a majority of Muslims into it has conventionally