Tuesday, August 25, 2020

Law of express trust Case Study Example | Topics and Well Written Essays - 1000 words

Law of express trust - Case Study Example It might be either an individual or a legitimate substance; iv) Beneficiary, for example the individual for whose advantage the trust was made. v) Purpose of the trust, for example the trust must have a reason, which is lawfully legitimate. Express Trusts are further extensively arranged into I) Living Trust: It is otherwise called entomb vivos trust is made for the benefit of another during the lifetime of settlor. ii) Testamentary trusts: These are made by the desire of the settlor. That implies, the settlor's property will be changed over into trust property simply after his passing. iii) Revocable Trusts: It is where the setlor has full power over the trust property, and he can change or invalidate the trust whenever. This is a trust, which is at the impulses and extravagant of the settlor. iv) Irrevocable Trusts: As the name suggests, this is a trust, which can't be revocable aside from the assent of the recipients, and trustees. In addition, the trust doesn't flame out once the reason for the trust is satisfied. v) Fixed Trusts: These are those trusts where the trust property will be shared by the recipients according to the schedule fixed by the settlor. In circulating the property, the trustee has no tact to pla y. Gartside v IRC [1968] AC 553 the Inland Revenue contended that as every recipient may be qualified for money from the trust finance, they should each be charged as though they were qualified for the entire of the store. vi) Discretionary Trusts: They are those trusts where the trustee has total force in the board, organization and appropriation and dispensing the portions of the trust property to recipients. This trust offers many tax reductions to the recipients, as no intrigue is made to them until the property is appropriated. Privileges of recipients: Under a discretioanry trust, the privileges of individual recipients are not satisfactory. In Re Smith [1928] Ch 915 it was held that the trustees needed to draw up a total rundown of recipients, however this rule is changed in McPhail v Doulton [1971] A.C. 424, 451, if there should be an occurrence of family trust. Court's Jurisdiction: Schmidt v Rosewood Trust Ltd [2003] UKPC 26, [2003] 3 All ER 76: For this situation the court held that 1) The court has inborn ward to direct and even mediate in the organization of a trust if fundamental. What's more, there is no special case even in optional trust. 2) This intrinsic purview is the central of law of trust. 3) The option to look for the court's mediation didn't rely upon privilege to a fixed and transmissible intrigue. 3) The court has the circumspection to mediate to keep up the harmony between the contending enthusiasm of recipients, the trustees and the outsiders. Gartside v IRC [1968] 1 All ER 121 at 134.Re Manisty's Settlement [1973] 2 All ER 1203 at 1211-1212, Mettoy Pension Trustees Ltd v Evans [1991] 2 All ER 513 at 549. Questions: 1. Exchanges made by the trustees over the span of the board of trust property: The trustees made the accompanying three exchanges: 1. Deal Vintage care for 15,000 during the most recent year to Crowther's child, 2. Installment of legitimate administration charge of 25,000 to the specialists firm in which the trustees are accomplices. 3. Chosen to put from existing stores in to an) incompletely

Saturday, August 22, 2020

Comfort Theory in PACU Settings Essay Example | Topics and Well Written Essays - 500 words

Solace Theory in PACU Settings - Essay Example This paper outlines that Ms.Donald composes that in her down to earth settings, she recognizes the individual needs of every patient and actualizes fitting nursing mediations which add to the comprehensive methodology of Kolcaba’s hypothesis. Patients have certain and express solace needs that, when met, reinforce them and inspire them to perform better in treatment, recovery, and getting the hang of/sticking to new wellbeing regimens. A post-sedation tolerant has certain un-addressed issues which may upset his/her recuperation. These necessities are not met by either the family or the wellbeing place yet are basic for the patient’s recuperation. This is the place Kolcaba’s nursing hypothesis sets up itself. The nursing staff is required to recognize the necessities and the needs of the patients and solace the patient inside and out. Solace has an alternate significance to each being, in this way the nursing mediation ought to likewise be executed as needs be. In Ms.Donald’s PACU settings, she intercedes by tuning in to her patient and consoling them, along these lines she meets the psychospiritual need of her patients. PACU patients have a few issues. These patients who have experienced complex surgeries or different medications may experience the ill effects of physical, torment, sickness, natural inconvenience, homeostatic lopsidedness on the physical and ecological level while the spoilers of their psycho-otherworldliness perhaps sentiments of dread, tension and other negative mentalities. While natural and physical ones are generally simpler to follow and address the other solace structures need to see appropriately. Ms.Donald applies the â€Å"coaching† mediation portrayed in the Comfort hypothesis. The Comfort hypothesis proposes that the patient’s needs and needs can be met by anybody and not really the human services staff.

Wednesday, July 29, 2020

Sample TOEFL Integrated Essay Wave Energy

Sample TOEFL Integrated Essay Wave Energy Sample TOEFL Integrated EssayThe QuestionThis integrated question is taken from aKorean textbookwhich you probably cant buy. I am unable to provide the lecture and reading here for you, but if you need some practice tests I strongly recommend buying theOfficial TOEFL iBT Tests Collection. Its an excellent source of practice questions!Special Offer: TOEFL Essay Evaluation and ScoringYou can now sign up to have your practice essays evaluated and scored by the author of this page. This service is a great way to learn how you will do before test day and how you can best prepare for the big day. Sign up today.The Sample Essay The reading and the lecture are about wave farms, which are considered to be a possible alternative to fossil fuels. The author of the reading believes that these facilities have many advantages. The lecturer casts doubts on the author’s claims. He does not believe that they are particularly advantageous. First of all, the author notes that wave farms are re liable sources of power because they utilize waves which are constant and predictable. As a result, it is possible to guess exactly how much energy they can produce. The lecturer disagrees with this assertion. He says that wave generators are not very reliable because they often experience technical problems because of the harsh environment they operate in. He points out that for this reason the amount of power they produce fluctuates wildly. Secondly, in the article it is mentioned that wave farms do not harm the environment. It is pointed out that they do not burn fossils fuels, so no harmful gasses are emitted into the environment. This point is challenged in the lecture. The lecturer says that the convertors used in the stations contain damaging chemicals that can sometimes leak into the surrounding ocean. He asserts that these will have a very bad effect on marine organisms when this happens. Finally, the author observes that wave farms do not affect the attractiveness of the surrounding area. It is mentioned that they float just near the surface of the ocean, so they cannot be spotted by local people. The lecturer, on the other hand, posits that they actually do clash with local scenery. He says that they are painted bright colors so they can be detected by ships, which means that tourists can also spot them from beaches.Templates and GuidesThis is a sample TOEFL integrated essay written by a native speaker. It follows our master guide for TOEFL integrated essays. If you find it useful, please remember that we have many more sample essaysfor you to read!

Friday, May 22, 2020

Cerrar Conjugation in Spanish, Translation, and Examples

The Spanish verb cerrar  means to close  or shut something. It  is an  -ar  verb, so it follows the  same conjugation pattern as other -ar  verbs, like cortar and cenar. However,  cerrar  is a stem-changing verb, which means that the e in the stem changes to ie when it falls on a stressed syllable.  In this article you can find cerrar conjugations in the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms like the past and present participles. Using the Verb Cerrar In Spanish, cerrar  can be used in most contexts when you would say to close or to shut in English. For example, cerrar la puerta  (to close the door), cerrar la tienda  (to close the store),  cerrar las cortinas  (to close the curtains), cerrar la herida  (to close the wound), or cerrar el evento  (to close or end the event). However, cerrar  has a few other uses, such as cerrar el tubo o  el agua  (to turn off the faucet or the water), or  cerrar el puà ±o  (to make a fist or clench your fist).   Cerrar Present Indicative In the present indicative, be careful with the stem change e to ie, which occurs in all the conjugations except nosotros  and vosotros. Yo cierro I close Yo cierro las ventanas del carro. T cierras You close T cierras las cortinas por la noche. Usted/l/ella cierra You/he/she closes Ella cierra el evento con un discurso. Nosotros cerramos We close Nosotros cerramos el restaurante muy tarde. Vosotros cerris You close Vosotros cerris el tubo para no gastar agua. Ustedes/ellos/ellas cierran You/they close Ellos cierran el libro al terminar la clase. Cerrar Preterite  Indicative The  preterite  tense can be translated as the simple past in English, and  is used to talk about completed actions  in the past. Notice that the present and preterite indicative forms of cerrar for nosotros  are both  cerramos.  Context is necessary to determine whether that verb refers to the present or the past. There is no stem change in the preterite  tense. Yo cerr I closed Yo cerr las ventanas del carro. T cerraste You closed T cerraste las cortinas por la noche. Usted/l/ella cerr You/he/she closed Ella cerr el evento con un discurso. Nosotros cerramos We closed Nosotros cerramos el restaurante muy tarde. Vosotros cerrasteis You closed Vosotros cerrasteis el tubo para no gastar agua. Ustedes/ellos/ellas cerraron You/they closed Ellos cerraron el libro al terminar la clase. Cerrar Imperfect  Indicative There is no stem change in the  imperfect tense either, which can be translated to English as was closing or used to close,  and is used to talk about ongoing or habitual actions in the past.   Yo cerraba I used to close Yo cerraba las ventanas del carro. T cerrabas You used to close T cerrabas las cortinas por la noche. Usted/l/ella cerraba You/he/she used to close Ella cerraba el evento con un discurso. Nosotros cerrbamos We used to close Nosotros cerrbamos el restaurante muy tarde. Vosotros cerrabais You used to close Vosotros cerrabais el tubo para no gastar agua. Ustedes/ellos/ellas cerraban You/they used to close Ellos cerraban el libro al terminar la clase. Cerrar Future  Indicative Since the future indicative is conjugated by starting with the infinitive form (cerrar) and then adding the future tense endings, there is no stem change for this tense either. Yo cerrar I will close Yo cerrar las ventanas del carro. T cerrars You will close T cerrars las cortinas por la noche. Usted/l/ella cerrar You/he/she will close Ella cerrar el evento con un discurso. Nosotros cerraremos We will close Nosotros cerraremos el restaurante muy tarde. Vosotros cerraris You will close Vosotros cerraris el tubo para no gastar agua. Ustedes/ellos/ellas cerrarn You/they will close Ellos cerrarn el libro al terminar la clase. Cerrar Periphrastic Future  Indicative There are three components that form the periphrastic future: the present tense conjugation of the  verb  ir  (to go), the preposition  a  and the infinitive of the verb (cerrar).   Yo voy a cerrar I am going to close Yo voy a cerrar las ventanas del carro. T vas a cerrar You are going to close T vas a cerrar las cortinas por la noche. Usted/l/ella va a cerrar You/he/she is going to close Ella va a cerrar el evento con un discurso. Nosotros vamos a cerrar We are going to close Nosotros vamos a cerrar el restaurante muy tarde. Vosotros vais a cerrar You are going to close Vosotros vais a cerrar el tubo para no gastar agua. Ustedes/ellos/ellas van a cerrar You/they are going to close Ellos van a cerrar el libro al terminar la clase. Cerrar  Present Progressive/Gerund Form The present participle (gerundio  in Spanish) can be  used to form progressive forms like the present progressive.   Present Progressive of Cerrar està ¡ cerrando is closing Ella està ¡ cerrando  el evento con un discurso. Cerrar Past Participle The past participle can be used to form compound tenses such as the  present perfect, or it can be used as an adjective, as in La puerta està ¡ cerrada  (The door is closed). Compound tenses include the verb  haber  as an auxiliary verb. Present Perfect of Cerrar   ha cerrado has closed   Ella ha cerrado  el evento con un discurso. Cerrar Conditional  Indicative The conditional tense is commonly used to talk about possibilities or hypothetical situations, and can be translated to English as would verb.  It is formed similarly to the future tense (starting with the infinitive form), so there is no stem change in this conjugation either. Yo cerrara I would close Yo cerrara las ventanas del carro si hiciera fro. T cerraras You would close T cerraras las cortinas por la noche si quisieras dormir mejor. Usted/l/ella cerrara You/he/she would close Ella cerrara el evento con un discurso si le dieran la oportunidad. Nosotros cerraramos We would close Nosotros cerraramos el restaurante ms tarde, pero se termin la comida. Vosotros cerrarais You would close Vosotros cerrarais el tubo para no gastar agua, pero los platos an estn sucios. Ustedes/ellos/ellas cerraran You/they would close Ellos cerraran el libro al terminar la clase, pero quieren seguir leyendo. Cerrar Present Subjunctive In the present subjunctive you have to be careful with the stem change e to ie, which occurs in all of the conjugations except  nosotros  and  vosotros,  just like in the present indicative. Que yo cierre That I close El chofer pide que yo cierre las ventanas del carro. Que t cierres That you close Tu esposo quiere que t cierres las cortinas por la noche. Que usted/l/ella cierre That you/he/she close El jefe espera que ella cierre el evento con un discurso. Que nosotros cerremos That we close Los clientes quieren que nosotros cerremos el restaurante ms tarde. Que vosotros cerris That you close Mam pide que vosotros cerris el tubo para no gastar agua. Que ustedes/ellos/ellas cierren That you/they close La profesora pide que ellos cierren el libro al terminar la clase. Cerrar Imperfect  Subjunctive There are two possible ways of  conjugating the imperfect subjunctive (which is also called the past subjunctive). Both options are correct, and neither one includes a stem change. Option 1 Que yo cerrara That I closed El chofer peda que yo cerrara las ventanas del carro. Que t cerraras That you closed Tu esposo quera que t cerraras las cortinas por la noche. Que usted/l/ella cerrara That you/he/she closed El jefe esperaba que ella cerrara el evento con un discurso. Que nosotros cerrramos That we closed Los clientes queran que nosotros cerrramos el restaurante ms tarde. Que vosotros cerrarais That you closed Mam peda que vosotros cerrarais el tubo para no gastar agua. Que ustedes/ellos/ellas cerraran That you/they closed La profesora peda que ellos cerraran el libro al terminar la clase. Option 2 Que yo cerrase That I closed El chofer peda que yo cerrase las ventanas del carro. Que t cerrases That you closed Tu esposo quera que t cerrases las cortinas por la noche. Que usted/l/ella cerrase That you/he/she closed El jefe esperaba que ella cerrase el evento con un discurso. Que nosotros cerrsemos That we closed Los clientes queran que nosotros cerrsemos el restaurante ms tarde. Que vosotros cerraseis That you closed Mam peda que vosotros cerraseis el tubo para no gastar agua. Que ustedes/ellos/ellas cerrasen That you/they closed La profesora peda que ellos cerrasen el libro al terminar la clase. Cerrar Imperative   The imperative mood is used to give direct orders or commands. Below you can find the positive and negative commands. Notice the stem change in the  tà º, usted,  and  ustedes  forms. Positive Commands T cierra Close! Cierra las cortinas por la noche! Usted cierre Close! Cierre el evento con un discurso! Nosotros cerremos Lets close! Cerremos el restaurante ms tarde! Vosotros cerrad Close! Cerrad el tubo para no gastar agua! Ustedes cierren Close! Cierren el libro al terminar la clase! Negative Commands T no cierres Dont close! No cierres las cortinas por la noche! Usted no cierre Dont close! No cierre el evento con un discurso! Nosotros no cerremos Lets not close! No cerremos el restaurante ms tarde! Vosotros no cerris Dont close! No cerris el tubo para no gastar agua! Ustedes no cierren Dont close! No cierren el libro al terminar la clase!

Saturday, May 9, 2020

Of Mice and Men Essay on Loneliness - 1318 Words

Honors English 9 10 March 2014 Of Mice and Men Literary Analysis Essay on Loneliness â€Å"Actually, feeling lonely has little to do with how many friends you have. It s the way you feel inside. Some people who feel lonely may rarely interact with people and others who are surrounded by people but don t feel connected† (Karyn Hall 2013). Truthfully, loneliness is something almost all people fear. It s a deeper feeling then just being isolated. It s feeling distant or disconnected from others. Loneliness is so much more than just feeling secluded, it s feeling rejected by society, or even like an outcast. In Of Mice and Men, John Steinbeck suggests that there is a deeper meaning to being lonely than just the superficial sense of†¦show more content†¦He tells George that he does not have any relatives, so he would be able to give all of his money to him and Lennie. That is if they let him in on their dream to buy their own house. This shows just how bad Candy wants to get out of that ranch and that h e will do anything to not be lonely. Loneliness is shown through Candy because he feels like he does not belong and because he has no other friends except his dog, so he feels secluded from the others. An additional character who portrays loneliness throughout the book is Curley s Wife. She feels lonely and isolated because nobody wants to be around her in fear of Curley seeing them with her, so she thinks that she has no one to talk to; this leads to a deep, fathomless feeling of loneliness. When she finally does find someone she can talk to, she mainly talks about how she hates the ranch because nobody ever talks to her. Another favorite topic of hers is to talk about how lonely she is all of the time. â€Å"—Sat day night. Ever body out doin som pin. Ever body! An what am I doin ? Standin here talkin to a bunch of bindle stiffs—a nigger an a dum-dum and a lousy ol sheep—an likin it because they ain t nobody else† (Steinbeck 78). This is the par t of the novella when the reader stops thinking of Curley s Wife as a â€Å"tart† (Steinbeck 28) who â€Å"gives the eye† (Steinbeck 28) to every man she sees; rather,Show MoreRelatedOf Mice and Men Loneliness Essay1123 Words   |  5 PagesOf Mice and Men Essay: ‘Soledad’ means loneliness. Why is this relevant in ‘Of Mice and Men’? The relevance of ‘Of Mice and Men’ being set in the town of Soledad comes from the parallels drawn between the meaning of the name ‘Soledad’ and the deeper sense of loneliness expressed through the characters of the novella. The symbolism of the loneliness that is associated with the town of Soledad establishes an underlying sense of loneliness in all characters. The author uses a variety of techniquesRead MoreOf Mice Men Loneliness Essay1353 Words   |  6 Pagesï » ¿Of Mice and Men Loneliness Essay Loneliness is an impossible fact of life that nobody can avoid especially during the Great Depression. In the novel, Of Mice and Men, a novella by John Steinbeck shows that in the early 1930s – during the Great Depression – was a period of great loneliness of men and women, therefore people are driven to find friendship in order to escape the loneliness. But barely anyone find the right companionship while a lot of them were still lonely even if they found theirRead More Of Mice And Men Essay On Loneliness1267 Words   |  6 Pages In the novel Of Mice and Men, John Steinbeck looks at the theme of loneliness as it affects many characters on the ranch. Crooks, Curleys wife, and Candy are the most excluded characters on the ranch, because they all have dreams that they will not be able to live out and they all are at loss when it came to companionship. Crooks is lonely because he is the only black man on the ranch. Since this book is set during the Depression, Jim Crow laws are still in effect, whites and blacks had separateRead MoreOf Mice And Men Loneliness Essay1013 Words   |  5 PagesThe Effects of Loneliness â€Å"I think cruelty is loneliness disguised in bitterness† (Thomas W. Hiddleston). This quote expounds how the lack of company and friends can potentially lead you down a path of heartlessness, and despair. In the story Of Mice and Men, you follow the duo George and Lennie in their quest to achieve the American dream. John Steinbeck utilizes his story Of Mice and Men to show how the loneliness of the characters leads to their cruel actions, he exposes this through the charactersRead More Loneliness in John Steinbecks Of Mice and Men Essay2202 Words   |  9 PagesLoneliness in John Steinbecks Of Mice and Men       Mother Theresa once said, Loneliness is a mans worst poverty. Without friends and companions, people begin to suffer from loneliness and solitude (Dusenbury 38). Loneliness is an inevitable fact of life and cannot be avoided, as shown prevalent through each of the characters in John Steinbecks Of Mice and Men. Each and every character in this novel exhibits loneliness. Lennie was isolated for being mentally handicapped, Candy was isolatedRead MoreOf Mice and Men - Theme of Loneliness Essay609 Words   |  3 PagesOf Mice and Men by John Steinbeck is book of many themes; one that is very prominent is loneliness. Loneliness is common in many peoples lives and that is also true for the lives of the characters of the book. Almost all characters in the book are lonely in one way or the other. The main characters of the book are George and Lennie. Even though these two seem to have each other, they are both lonesome in a way. Lennies mental retardation isolates him from many people. George is the only personRead More Loneliness in Steinbecks Of Mice and Men Essay1084 Words   |  5 PagesPersonally I believe that this statement is true in every aspect. Loneliness is a big part of the book Of mice and men. The book shows loneliness in every ones life in the book. The quote says Guys like us George is talking about the ranch workers by saying us we know they are all lonely because they all show signs of loneliness, they try to fight this by making friends I think that in the book Steinbeck tries to show us that loneliness can be resolved by friendship. George blames Lennie for himRead MoreLoneliness in Of Mice and Men by Steinbeck Essay843 Words   |  4 PagesLoneliness in Of Mice and Men by Steinbeck John Steinbeck wrote â€Å"of Mice and Men† in the 1930s. It is set in California and shows us life for migrant workers at this time. The book describes how lonely life can be. In the book there are different kinds of loneliness. The different types described are Isolation which means that you are kept separate from others because you have an illness just like being in quarantine. Solitude is another type of loneliness which meansRead MoreThe Theme of Loneliness in John Steinbecks Of Mice and Men Essay870 Words   |  4 PagesThe Theme of Loneliness in John Steinbecks Of Mice and Men Of Mice and Men, by John Steinbeck, is set in the farmlands of Salinas Valley in California during the 1930’s. At this time there was a world wide depression caused by the Wall Street crash in America. John Steinbeck was born and brought up in Salinas California, he had lived and experienced a life of a migrant worker and that is what inspired him to write this novel (novella?). This meant he could paint a lot Read MoreLoneliness in Of Mice and Men by John Steinbeck Essay1010 Words   |  5 PagesLoneliness in Of Mice and Men by John Steinbeck This book is set in a deserted, lonely country. The individuals in the story are isolated by particular features such as age, sex, disability and race. They appear to relate to each other, however, each is essential trapped by their situation. In the end they are unable to help each other to escape their loneliness or to escape their own fate. Of Mice and Men is set in the farmland of the Salinas valley, where John

Wednesday, May 6, 2020

Deception Point Page 31 Free Essays

More laughter this time. â€Å"And,† she said, glancing down at the bottom of the screen, â€Å"I had certainly not imagined I would be sitting at the President’s desk†¦ much less on it!† This brought a hearty laugh and some broad smiles. Rachel felt her muscles starting to relax. We will write a custom essay sample on Deception Point Page 31 or any similar topic only for you Order Now Just give it to them straight. â€Å"Here’s the situation.† Rachel’s voice now sounded like her own. Easy and clear. â€Å"President Herney has been absent from the media spotlight this past week not because of his lack of interest in his campaign, but rather because he has been engrossed in another matter. One he felt was far more important.† Rachel paused, her eyes making contact now with her audience. â€Å"There has been a scientific discovery made in a location called the Milne Ice Shelf in the high Arctic. The President will be informing the world about it in a press conference tonight at eight o’clock. The find was made by a group of hardworking Americans who have endured a string of tough luck lately and deserve a break. I’m talking about NASA. You can be proud to know that your President, with apparent clairvoyant confidence, has made a point of standing beside NASA lately through thick and thin. Now, it appears his loyalty is going to be rewarded.† It was not until that very instant that Rachel realized how historically momentous this was. A tightness rose in her throat, and she fought it off, plowing onward. â€Å"As an intelligence officer who specializes in the analysis and verification of data, I am one of several people the President has called upon to examine the NASA data. I have examined it personally as well as conferring with several specialists-both government and civilian-men and women whose credentials are beyond reproach and whose stature is beyond political influence. It is my professional opinion that the data I am about to present to you is factual in its origins and unbiased in its presentation. Moreover, it is my personal opinion that the President, in good faith to his office and the American people, has shown admirable care and restraint in delaying an announcement I know he would have loved to have made last week.† Rachel watched the crowd before her exchanging puzzled looks. They all returned their gaze to her, and she knew she had their undivided attention. â€Å"Ladies and gentlemen, you are about to hear what I’m sure you will agree is one of the most exciting pieces of information ever revealed in this office.† 35 The aerial view currently being transmitted to the Delta Force by the microbot circling inside the habisphere looked like something that would win an avant-garde film contest-the dim lighting, the glistening extraction hole, and the well-dressed Asian lying on the ice, his camel-hair coat splayed around him like enormous wings. He was obviously trying to extract a water sample. â€Å"We’ve got to stop him,† said Delta-Three. Delta-One agreed. The Milne Ice Shelf held secrets his team was authorized to protect with force. â€Å"How do we stop him?† Delta-Two challenged, still gripping the joystick. â€Å"These microbots are not equipped.† Delta-One scowled. The microbot currently hovering inside the habisphere was a recon model, stripped down for longer flight. It was about as lethal as a housefly. â€Å"We should call the controller,† Delta-Three stated. Delta-One stared intently at the image of the solitary Wailee Ming, perched precariously on the rim of the extraction pit. Nobody was anywhere near him-and ice cold water had a way of muffling one’s ability to scream. â€Å"Give me the controls.† â€Å"What are you doing?† the soldier on the joystick demanded. â€Å"What we were trained to do,† Delta-One snapped, taking over. â€Å"Improvise.† 36 Wailee Ming lay on his stomach beside the extraction hole, his right arm extended over the rim trying to extract a water sample. His eyes were definitely not playing tricks on him; his face, now only a yard or so from the water, could see everything perfectly. This is incredible! Straining harder, Ming maneuvered the beaker in his fingers, trying to reach down to the surface of the water. All he needed was another few inches. Unable to extend his arm any farther, Ming repositioned himself closer to the hole. He pressed the toes of his boots against the ice and firmly replanted his left hand on the rim. Again, he extended his right arm as far as he could. Almost. He shifted a little closer. Yes! The edge of the beaker broke the surface of the water. As the liquid flowed into the container, Ming stared in disbelief. Then, without warning, something utterly inexplicable occurred. Out of the darkness, like a bullet from a gun, flew a tiny speck of metal. Ming only saw it for a fraction of a second before it smashed into his right eye. The human instinct to protect one’s eyes was so innately ingrained, that despite Ming’s brain telling him that any sudden movements risked his balance, he recoiled. It was a jolting reaction more out of surprise than pain. Ming’s left hand, closest to his face, shot up reflexively to protect the assaulted eyeball. Even as his hand was in motion, Ming knew he had made a mistake. With all of his weight leaning forward, and his only means of support suddenly gone, Wailee Ming teetered. He recovered too late. Dropping the beaker and trying to grab on to the slick ice to stop his fall, he slipped-plummeting forward into the darkened hole. The fall was only four feet, and yet as Ming hit the icy water head first he felt like his face had hit pavement at fifty miles an hour. The liquid that engulfed his face was so cold it felt like burning acid. It brought an instantaneous spike of panic. Upside down and in the darkness, Ming was momentarily disoriented, not knowing which way to turn toward the surface. His heavy camel-hair coat kept the icy blast from his body-but only for a second or two. Finally righting himself, Ming came sputtering up for air, just as the water found its way to his back and chest, engulfing his body in a lung-crushing vise of cold. â€Å"Hee†¦ lp,† he gasped, but Ming could barely pull in enough air to let out a whimper. He felt like the wind had been knocked out of him. â€Å"Heee†¦ lp!† His cries were inaudible even to himself. Ming clambered toward the side of the extraction pit and tried to pull himself out. The wall before him was vertical ice. Nothing to grab. Underwater, his boots kicked the side of the wall, searching for a foothold. Nothing. He strained upward, reaching for the rim. It was only a foot out of reach. Ming’s muscles were already having trouble responding. He kicked his legs harder, trying to propel himself high enough up the wall to grab the rim. His body felt like lead, and his lungs seemed to have shrunk to nothing, as if they were being crushed by a python. His water-laden coat was getting heavier by the second, pulling him downward. Ming tried to pull it off his body, but the heavy fabric stuck. â€Å"Help†¦ me!† The fear came on in torrents now. Drowning, Ming had once read, was the most horrific death imaginable. He had never dreamed he would find himself on the verge of experiencing it. His muscles refused to cooperate with his mind, and already he was fighting just to keep his head above water. His soggy clothing pulled him downward as his numb fingers scratched the sides of the pit. His screams were only in his mind now. And then it happened. Ming went under. The sheer terror of being conscious of his own impending death was something he never imagined he would experience. And yet here he was†¦ sinking slowly down the sheer ice wall of a two-hundred-foot-deep hole in the ice. Multitudes of thoughts flashed before his eyes. Moments from his childhood. His career. He wondered if anyone would find him down here. Or would he simply sink to the bottom and freeze there†¦ entombed in the glacier for all time. How to cite Deception Point Page 31, Essay examples

Tuesday, April 28, 2020

Katarina Stevanovic Essays - , Term Papers

Katarina Stevanovic Cast zena u Seviljskom zavodniku Kao sto kaze Anahori-Librovic, cast zena i muskaraca ne zasnivaju se na istim kriterijumima. Cast muskaraca je opsiran i dinamican koncept, dok cast zena sa sobom nosi negativnu i fatalisticku konotaciju. Na primer vitez moze da podigne svoju cast na visi nivo svojim vojnim podvizima, akcijama, hrabroscu i sl. Medjutim cast zena se zasniva samo na jednom kriterijumu: na njenoj cednosti . Jednom kada je izgubljena, ne moze biti vracena. Cini se kao da je zena rodjena sa nekom vrstom blaga (cednost) koju mora cvrsto da brani. Kada svoje blago preda svom gospodaru (muzu), onda mora da nastavi da je brani od drugih muskaraca. Ako ne uspe u tom zadatku, obescastice i sebe i svog muza. Ukratko, zenska cast je pojam koji je blisko povezan sa pojmom nevinosti, cistote i vernosti. Muskarci mogu da zavode druge zene, izdaju ili napuste svoju suprugu bez stavljanja svoje casti u opasnost, dok zene isti takvi postupci (pa cak i mnogo bezazleniji) skupo kostaju. Na kraju, mozemo reci da muska i zenska cast mogu biti definisane kao potpune suprotnosti. U delu Seviljski zavodnik i kameni gost, imamo lik Don Huana Tenoria, muskarca koji svoju cast duguje svom ocu i ona mu ne moze biti oduzeta bez obzira na to sto postupa sa zenama na potpuno nemoralan nacin. Kao sto kaze De Maestu, Don Huan postupa veoma promisljeno. Ako zeli da zavede obrazovane dame kao sto su vojvotkinja Izabela i donja Ines, onda se pretvara da je njihov verenik. Medjutim, ako se udvara obicnim devojkama kao sto su Tizbea i Aminta, obecava im brak i naglasava to da je on uticajan i mlad covek. S obzirom na to da je u pitanju XVII vek, njima vise od reci nije potrebno da mu poveruju i da pomisle da su njegove namere casne. Don Huan ih je sve obescastio i posle toga nije bilo povratka. Ono sto je zanimljivo je to sto iako one nisu krive za to sto su obmanute, i dalje bivaju osudjivane. , Kralj (za sebe): Casti, dusa ako li si covekova, zasto su te slaboj zeni prepustili kada ona nestalna je? " ( de Molina, Tirso , 2000: 12) Uzmimo Izabelu kao primer obrazovanih dama. Kralj svejedno osudjuje vojvotkinju iako je ona bila obmanuta Don Huanovim lazima. Kralj: Ni zidine, straza, ni bedemi silni, niti kule tu ne vrede, kad ljubavni dah detinji zidove ce provaliti! Don Pedro, ti sada smesta zenu ovu utamnici na vrh kule, pa potajno i vojvodu tamo hiti, jer sad mora obecanje, rec zadatu ispuniti. (de Molina, Tirso , 2000: 13) Iako je Don Huan kriv za oduzimanje Izabeline casti, kralj smatra da vojvotkinja treb a da bude zatvorena u tamnicu, i da je ovim cinom Izabela ta koja je obescastila i sebe i Don Oktavia. Uspeo je da prevari cak i Tizbeu, zenu koja je zivela odupiruci se iskusenjima. ,Tizbea: ...U slami cast svoju cuvam poput voca socnog, te mi, kao staklo sad u slami stoji kako pukla ne bi." (de Molina, Tirso , 2000: 20) Uzmimo Tizbeu za primer obicnih devojaka. Poverovala je Don Huanovim lazima i izgubila je sve ono sto je toliko dugo i pazljivo cuvala. Posto je shvatila kakva nepravda joj je nacinjena, u razgovoru sa Izabelom, izgovorila je jednu vrlo upecatljivu recenicu koja savrseno docarava duh tog vremena: , Tizbea: ...Kad zene poveruju, tesko njima!... " ( de Molina, Tirso, 2000: 76 ) Tako je pisac nama, citaocima, dao do znanja da se zenama nista ne prasta, i utoliko je tragedija svih zena koje je Don Huan u ovom delu obescastio veca. Dihotomija casti u vreme kada je ovo delo napisano izmedju muskaraca i zena je naglasena cinjenicom da je Don Huan i pored svojih lazi i manipulacija i dalje zadrzao svoju cast, dok su zene bile osramocene, obescascene i osudjivane od strane drustva u kom se nalaze. Pisac, Tirso de Molina, je tezio da svojim delima razonodi i pouci citaoce. Sa jedne strane imamo zene, koje predstavljaju staro shvatanje casti, dok sa druge strane imamo Don Huana, koji predstavlja pobunu protiv tradicije. Iako se ne slazem sa njegovim postupcima, njegova liberalna shvatanja su ispred tadasnjeg vremena i shvatanja. Zene su u nezavidnoj poziciji zato sto

Friday, March 20, 2020

Redesigned SAT Essay Prompts

Redesigned SAT Essay Prompts    The SAT Essay is no longer a simple read and respond kind of a prompt where the tester forms his or her own opinion on a topic and supports it with facts and examples. The Redesigned SAT essay prompts require the tester to read a persuasive text, and then analyze the authors opinion, explaining how the author builds his or her argument.   Redesigned SAT Essay Prompts Here are some prompts from the College Board and the Khan Academy, followed by a prompt on this page so you can get started practicing right now! College Board SAT Essay Prompt 1College Board SAT Essay Prompt 2Khan Academy SAT Essay Prompt Practice With a Redesigned SAT Essay Prompt Now As you read the passage below, consider how Caroline Walker  uses evidence, such as facts or examples, to support claims.reasoning to develop ideas and to connect claims and evidence.stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Adapted from Caroline Walker, Media Outlets Are Getting the Drift That a Daily Dose of Heavy News Isnt Enough for Well-Rounded Brains.  © 2009 by the HuffingtonPost.com Originally published September 6, 2009. Caroline Walker is a freelance writer and editor. There’s a trend catching on in the news; it’s called seeing the bright side and it couldnt come at a better time. Despite associations with earnest idealism, â€Å"goodness† is a smart sell. It comes down to marketing logic - with the side benefit of possibly changing our collective conscience for the better. It’s about using language that engages readers and keep our hopelessness at bay. We already know what it feels like to be beaten over the head with gut-wrenching headlines. The timing is right to try something new. It starts simply, with softer columns peppered in among gruesome stories. Take this example from the New York Times, published a little while back and earning hefty responses from a slew of fans. In â€Å"The Consolation of Animalsâ€Å" by Richard Conniff, the author talks about witnessing animals in their element, watching wildlife do its thing. He makes the case that experiencing the wild kingdom doesn’t require an expensive safari or a swim down the Amazon. Check your backyard, your nearest pond, your shadiest tree. â€Å"People who do dumb stuff like racing red-throated loons down a beach in the dead of winter - or even just stopping to admire swans flying overhead, their wings creaking like door hinges - are liable to get a reputation for being a little nuts. But I prefer to think of it as what makes me almost sane. These encounters with the lords of life (and also with the soybeans) pull me up out of the pettiness and stupidity of my workaday life.† The post drew my attention to its home on the newish Times series called â€Å"Happy Days: The Pursuit of What Matters in Troubled Times.† Most headlines skew toward doom and gloom, leaving feel-good stories in the dust. Digging through daily articles to search for inspiring ones can sometimes feel like a futile treasure hunt. We know they’re out there, everywhere... they’re just not always easy to find. Media outlets also seem to be recognizing that a reader can only take so much heaviness, and that if we’re going to pitch in toward making things better in our world we’ve got to be reminded that there’s plenty of goodness to be found. From the Happy Days site: â€Å"The severe economic downturn has forced many people to reassess their values and the ways they act on them in their daily lives. For some, the pursuit of happiness, sanity, or even survival, has been transformed. Happy Days is a discussion about the search for contentment in its many forms - economic, emotional, physical, spiritual - and the stories of those striving to come to terms with the lives they lead.† The Times isn’t alone. CNN started the CNN Heroes series last year, and it’s still going strong. Then NBC Nightly News and Brian Williams asked readers to offer their own â€Å"good news† stories. Submissions - and requests - for positive news poured in. It can’t be long before others catch on and balance the necessity of learning about the world’s tragedies and struggles with the desire to hear about humanity’s efforts to heal these wounds. I think it’s safe to say that we’ve reached a point of compassion fatigue where crisis and tragedy don’t penetrate our brains and hearts in a sufficiently empathy-provoking way. We need balance. It’s important to know about war and economic crashes, disease and catastrophe that affect our world, but without anything to counter the heaviness, it makes for a rather desolate template. The state of affairs starts looking hopeless, change seems elusive, and the Kardashians become infinitely more mentally digestible than foreclosure rates and bombings. Wanting to re-frame issues in a good light isn’t just idealism; it’s responsible business and effective persuasion. It’s a little bit of subliminal manipulation, and it’s all good as far as I’m concerned - re-frame an issue with a positive slant and we can trick readers into learning about concerns that need our collective attention. It’s official: Kindness is cool. Nice is all right. Good news is here to stay. SAT Essay Prompt:   Write an essay in which you explain how Caroline Walker  builds an argument to persuade her audience that positive news stories are important. In your essay, analyze how Walker uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of her argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Walker’s claims, but rather explain how Walker builds an argument to persuade her audience.

Tuesday, March 3, 2020

Domestication and Spread of the Sweet Potato

Domestication and Spread of the Sweet Potato The sweet potato (Ipomoea batatas) is a root crop, probably first domesticated somewhere between the Orinoco river in Venezuela north to the Yucatan Peninsula of Mexico. The oldest sweet potato discovered to date was in the Tres Ventanas cave in the Chilca Canyon region of Peru, ca. 8000 BCE, but it is believed to have been a wild form. Recent genetic research suggests that Ipomoea trifida, native to Colombia, Venezuela, and Costa Rica, is the closest living relative of I. batantas, and maybe its progenitor. The oldest remains of domesticated sweet potato in the Americas were found in Peru, about 2500 BCE. In Polynesia, decidedly Precolumbian sweet potato remains have been found in the Cook Islands by CE 1000-1100, Hawaii by CE 1290-1430, and Easter Island by CE 1525. Sweet potato pollen, phytoliths, and starch residues have been identified in agricultural plots alongside maize in South Auckland. Sweet Potato Transmissions Transmission of the sweet potato around the planet was primarily the work of the Spanish and Portuguese, who got it from the South Americans and spread it to Europe. That doesnt work for Polynesia, though; its too early by 500 years. Scholars generally assume that either seed of the potato were brought to Polynesia by birds such as the Golden Plover that regularly cross the Pacific; or by accidental raft drift by lost sailors from the South American coast. A recent computer simulation study indicates that raft drift is, in fact, a possibility. Source This article on the domestication of sweet potatoes is part of the About.com Guide to Plant Domestications, and part of the Dictionary of Archaeology. Bovell-Benjamin, Adelia. 2007. Sweet potato: A review of its past, present and future role in human nutrition. Advances in Food and Nutrition Research 52:1-59. Horrocks, Mark and Ian Lawlor 2006 Plant microfossil analysis of soils from Polynesian Journal of Archaeological Science 33(2):200-217.stonefields in South Auckland, New Zealand. Horrocks, Mark and Robert B. Rechtman 2009 Sweet potato (Ipomoea batatas) and banana (Musa sp.) microfossils in deposits from the Kona Field System, Island of Hawaii. Journal of Archaeological Science 36(5):1115-1126. Horrocks, Mark, Ian W. G. Smith, Scott L. Nichol, and Rod Wallace 2008 Sediment, soil and plant . Journal of Archaeological Science 35(9):2446-2464.microfossil analysis of Maori gardens at Anaura Bay, eastern North Island, New Zealand: comparison with descriptions made in 1769 by Captain Cooks expedition Montenegro, lvaro, Chris Avis, and Andrew Weaver. Modeling the prehistoric arrival of the sweet potato in Polynesia. 2008. Journal of Archaeological Science 35(2):355-367. OBrien, Patricia J. 1972. The Sweet Potato: Its Origin and Dispersal. American Anthropologist 74(3):342-365. Piperno, Dolores R. and Irene Holst. 1998. The Presence of Starch Grains on Prehistoric Stone Tools from the Humid Neotropics: Indications of Early Tuber Use and Agriculture in Panama. Journal of Archaeological Science 35:765-776. Srisuwan, Saranya, Darasinh Sihachakr, and Sonja Siljak-Yakovlev. 2006. The origin and evolution of sweet potato (Ipomoea batatas Lam.) and its wild relatives throughout the cytogenetic approaches. Plant Science 171:424–433. Ugent, Donald and Linda W. Peterson. 1988. Archaeological remains of potato and sweet potato in Peru. Circular of the International Potato Center 16(3):1-10.

Sunday, February 16, 2020

Sociodrama Essay Example | Topics and Well Written Essays - 1500 words

Sociodrama - Essay Example The sharing is a time to begin to process and integrate what has taken place moments before in action. (Sternberg and Garcia, 2000). There are various techniques in sociodrama. Sculpting refers to the phase when the director physically places individuals to show how they are perceived to relate. For example, arm in arm, back to back and a stiff pose with a pointed finger. The director lets the people holding the roles begin to speak. Participants can also be taken out of the sculpt and allowed to view it. By stepping out of the sociodrama, the person has some time to reflect on it and perhaps make some changes to the sculpt. (Eckloff, 2006). Doubling is where one group member puts him/herself beside a person in a role and gives voice to that person's unspoken thoughts and feelings. The more a doubler faithfully imitates the posture and actions of the person they are doubling, the more effective it is. It can be used to show that there is something else the character could say rather than just thinking it. Voices is really another form of doubling. Voices can encompass various roles: the women's movement, church, sanctity of the family, government, woman not wanting children, and historical facts. Role reversal is another technique. With role reversal one person moves out of one role and into another. Reversal is utilized in a confrontational scene where it is helpful for one person to understand a situation if he tackles it from another perspective. Soliloquy is another technique. The director stops the action to gives a person space and time to say what is going on inside him/her. This helps the individual explore the role in a way the scene does not allow.Sociodrama has an ending. It begins with a scene, moves to broader issues, then returns with fresh insights. There is time for sharing at the end of the scene. People may share what they have learned from playing different roles. Other volunteers describe what it was like for them and the emotional release which they may have felt. Group members may share what they have learned about the group theme, topic and the thematic issue explored Sociodrama in Theatre Sociodrama can by its unique methods, give back to theatre, helping it to renew itself spontaneously and creatively. Sociodrama may not have theatrical expertise as its aim, but it can be used successfully in preparing for a variety of theatrical endeavors. There are three types of theatre experiences that are relevant to sociodrama: Theatre Arts, Theatre Arts Education, and Theatre-in-Education (TIE). Theatre arts education covers the entire spectrum of theatre aesthetics, focusing on training for actors, directors, and writers. It also involves training students to execute all other facets of theatrical production--for example, scenic design, costume design, stage management. These programs focus on stress professional training, preparing students for jobs in the theatre. This type of training is practical and specific and new programs dwell on the development of the artistic qualities in the student as an integral person. Sociodrama in Education Gordon Vallins founded the Theatre in Education in England, in the 1960s. His vision was to dramatize non-theatre curriculum programs to improve and upgrade

Sunday, February 2, 2020

Caterpillar Restructuring Assignment Example | Topics and Well Written Essays - 1500 words

Caterpillar Restructuring - Assignment Example The company is having the revenue of US $ 36.339 Billion in the year 2005 and is currently employing 77000 employees approximately. The company was founded in 1925 as a result of a merger with Holt Manufacturing Co. and it started struggling and established it self because of the lack of competition, they were the pioneers in manufacturing the construction equipments of that time which were also used in the world war I and II effectively, the company sooner captured the market by providing products that were useful for construction which was taking place at its maximum as that era is highly admired for the construction in US, the company kept on moving and did manage to have contracts with leading construction companies, the company was running fine in 50s and 60s and 70s due to wars started by the US and also the world wars, but after some period when the stagnant construction took place, it was assured that the products were having a fall from growth towards the maturity, this Medvedev said in 1987, "Before the war the most widely used tractor was a wheeled 15-horsepower model with iron wheels without tires"(290). The company identified a number of problems in their products, and also this brought them to loss, also there were problems faced in the exports of the tools manufactured by the company. "Construction equipment industry net exports were $7.2 billion at their peak in 1980 and Caterpillar was the world's dominant manufacturer, exporting almost half of its 1981 U.S. production. This U.S. dominance was sharply eroded by the strength of the dollar in 1982-1984 as net exports dropped steadily to $2.2 billion in 1986. Japanese construction equipment manufacturers invaded the U.S. market in this period, pricing 50% below Caterpillar, Komatsu in particular gained 18% of the U.S. market and was able to establish a significant dealer network" (Wigmore, 143/44: 1997). This is showing how well the competition was growing and Caterpillar failed to identify the problem prevailing in 80s, the sales was only 15% from Caterpillar and 85% from Komatsu, and also the problems appeared in the company's operations as a result of the stock problem. "Caterpillar's stock dropped from a high of $73 in 1981 to a low of $30 in 1984. Capital expenditures were cut from $836 million to $229 million, and capital expenditures net of depreciation were negative from 1983 on. Plants were closed in Mentor (Ohio), San Landro (California), Burlington and Davenport (Iowa), Milwaukee (Wisconsin), Dallas (Oregon), Newcastle (England), and Glasgow (Scotland). Employees dropped from 89,300 in 1979 to 54,000 in 1987. Costs were cut 22% through salary reductions, layoffs and early retirements, plant consolidations, and manufacturing efficiencies. Heavy price pressure was put on suppliers, worldwide sourcing was instituted, and 25% of production was moved abroad"(Wigmore, 172: 1997). The company was desperately looking to bring back its

Saturday, January 25, 2020

Speed Cameras

Speed Cameras Speed Cameras Is it another con? Or is it another excuse? Or just another reason to exploit the most law abiding majority of drivers amongst us, where it was reported at the time, that we were already one of the safest countries, in the world, to drive in. This great governments novel idea to introduce a speed camera; ‘a roadside speed camera designed to catch speeding vehicles by taking video footage or a photograph Wordpower Dictionary; Was it another illustrious plan to gain public trust? What trust? Apply greater pressure on to our police to enforce this ridiculous money making scheme, and basically thats all it is, its a way of squeezing more money out of the innocent motorist, when they should be out there catching real criminals; like our corrupt politicians as a classic example. The Independent has indicated the countrys biggest force; The Metropolitan Police has refused to put up more speed cameras, despite government support to do so. It argues that the increase of cameras would fuel public bitterness towards the police, in what could be seen as a getting even more money out of the motorist. Speed cameras are to be seen as nice little earners. In Northamptonshire, the cash for cameras scheme where the local police allowed allowed to keep the money from speeding fines; brought about a major increase in convictions. In Essex alone, a single camera on the M11 raised just short of a million in a single week. Chief constables were undecided as to how the cameras should be displayed, a highly ranking officer of Norfolk police, wanted them to be bright and visible. That avoided the perception that they are cunningly hidden away to increase police profits. However, it also had a flaw, because serial offenders will simply brake as they approached the camera, and then speed up once past detection. Richard Alleyne of the Guardian reported in the last year alone, the number of speeding tickets has exceeded 1.5m for the first time, twice the number issued back in 1997 when New Labour first came to power. They accumulated  £88m from motorists in one year alone and have since raked in  £1 billion over the past decade. Average speed cameras have proved effective at persuading people to keep within the limits though. Nearly 100 cameras were installed at road works mostly on motorways and accident black spots, and according to data collected from five active camera sites, 99.4 per cent of drivers obey the speed limits. The numbers of motorists killed and seriously injured after the cameras had been installed has fallen considerably. There are new cameras now and how they work are; they link wirelessly to each other, are capable of tracking vehicles for up to 15 miles whichever route they decide take over a vast area. The cameras, which are named ‘Specs3 are to be fitted at entry and exit points in built-up areas and on our busy roads. They are capable of reading number plates which record the time as each car passes. Critics point out that even these new cameras will not deter motorists from indulging in short bursts of speed, because they will still average less than 20mph either when they stop at junctions, traffic lights or stuck in traffic. On main roads, the average speed cameras issue fewer tickets than conventional Gatso cameras, which measure speed over only a few yards, according to the manufacturers. Richard Alleyne also states that a representative for the Home Office confirmed that these new first average speed cameras are to be placed in 20mph zones and that they have also passed laboratory tests for effectiveness, but they have yet to be officially given the green light, which could be as early as 2010. The new time over distance devices are also seen as a way of dealing with the problem of motorists braking when they see a camera then accelerating once past it. They have already been used on our motorways where despite catching far fewer speeders than traditional speed cameras, they have dramatically reduced casualties. These new cameras would be far more expensive, compared to the ‘Gatso which are getting pushed out at  £50k a device, in an area of London is one of the most profitable cameras which is located at the bottom of M11 motorway near Woodford, Essex which is alleged in raking in over  £840k a week, creating extra revenue for the government, the one good thing that it has in its favour is that it has created more jobs as the demand for cameras have increase year-on year since the turn of the millennium. Speed Cameras are a really splendid idea when are strategically placed in build up areas; around our schools and are placed within our hospitals areas, they are an ubiquitous sight on our motorways and our ‘B roads, where the majority of cameras are not needed, they are situated there because they are ‘areas that encourage us to speed if you dont keep up with the traffic; it is also deemed a criminal offense. How easy is it to creep over the speed limit accidentally? Research from the Think Campaign indicates that a cut in speed to 20mph has a dramatic impact in making areas friendlier to cyclists and pedestrians. One in 40 pedestrians struck by a car at 20mph dies, compared with one in five at 30mph. Traffic managers throughout the country see them as a way of restoring calm to Britains neighbourhoods without resorting to intrusive calming devices such as those ridiculous road humps and chicanes; which cause unnecessary damage to vehicles no matter what speed you go over them, even the slightest bump knocks out the tracking and the wheel balance; which can cost a small fortune on realignment and tyres. A huge decline in the number of road deaths was achieved between the years of 1983 and 1993, and they have been largely associated when they introduced front seatbelt wearing law mandatory back in 1983, along with making better-designed cars and having major reductions in drink driving fatalities. Factors likely to be responsible for the slowing rate of reduction between 1993 and 2003 include continued increases in traffic (up from 583 billion passenger kilometres 1993 to 634 billion passenger kilometres in 2002(2); sharp increases in motorcycle casualties (up from 427 in 1993(3) to 609 in 2002(4); a levelling-off of drink drive fatality numbers (up from 520 in 1993 to 560 in 2002(5); a decline in seatbelt-wearing and the increased use of mobile phones while driving. Another point in the decrease of deaths and accidents not attributed by speed was the introduction of the hazard and perception test back in 2003 (6) (Think) along with the theory questions prior to gaining your licence, making people more aware out on the roads. 1. (2001). Readers Digest Word Power Dictionary. London: Readers Digest. 942. 2. DfT. 2003b. Transport statistics for Great Britain 2002. DfT: London. 3. DoT. 1994. Road Accidents Great Britain 1993. HMSO: London. 4. National Statistics /DfT. 2003. Road Casualties Great Britain 2002: Annual Report. TSO: London. 5. Ibid. 6. dft.gov.uk/think Another interesting factor that contributed to these figures was the inexperience of drivers in the 17-25 year old bracket; showing no respect to our authorities and the people around them; thinking that the world owes them something; driving like lunatics to impress their friends and the opposite sex that are travelling with them in the car, break neck speeds which would even have the grim reaper laughing on their shoulders, crashing and causing deaths, resulting in mayhem on our roads and creating distress for the families of the victims. I know this because I used to be one of them, fortunately for me I grew out of this wild, childlike behaviour before I got caught, even worse killed. Many outsiders that are flooding this nation; bringing their bad driving habits with them, unleashing their inexperience on to our roads. A sound solution to this would be to increase the age limit to apply for your provisional to 21, (which I believe is under review); where we can only hope that they are all that little bit more mature and realise how dangerous a vehicle can be. To do this would mean that the government would miss the extra revenue that is collected in taxes from the extortionate prices the insurance companies charge these youngsters. Conclusion Speed cameras, are similar to speed limits, they play a useful role. The United Kingdom has fewer deaths on the road than most other countries in the world its because of tightly monitored limits. Especially at accident black spots, speed cameras can significantly reduce the number of road deaths. An argument can be raised for increasing the 70mph speed limit (and then strictly police the higher limit). In built-up areas, however, limits could be lower than they are now. Finally, we must remember that the importance of speed limits and cameras alike are to save peoples lives, and are not to be abused as a government made up tax. Speed limits exist to encourage people to drive sensibly; speed cameras exist in order to remind drivers that they cannot break those limit. Success, however, is not when the police funds are significantly increased because so many people drive dangerously over the speed limit, but a speed-camera job is if more drivers can (at last) persuade to drive at safer speeds. Bibliography DoT. 1994. Road Accidents Great Britain 1993. HMSO: London. (2001). Readers Digest Word Power Dictionary. London: Readers Digest. 942. (2001). Speed cameras are for saving lives, not raising cash. Available: http://www.independent.co.uk/opinion/leading-articles/speed-cameras-are-for-saving-lives- not-raising-cash-664735.html. Last accessed 14 December 2009. DfT. 2003b. Transport statistics for Great Britain 2002. DfT: London. (2003). The slower speeds Inititive. Available: http://www.slower-speeds.org.uk/files/10myths031220.pdf. Last accessed 14 December 2009. National Statistics /DfT. 2003. Road Casualties Great Britain 2002: Annual Report. TSO: London. Ibid. Richard Alleyne. (2009). Average speed cameras installed in neighbourhoods for the first time. Available: http://www.telegraph.co.uk/science/6743003/Average-speed-cameras-installed-in-neighbourhoods-for-the-first-time.html. Last accessed 10 December 2009. (2009). Speed Urban. Available: http://www.dft.gov.uk/think/focusareas/driving/speedurban?page=FAQwhoareyou_id=. Last accessed 14 December 2009 Paul Maloy Argumentative Essay 1st draft

Friday, January 17, 2020

Literary Luminary

Week#1: Literary Luminary â€Å"The Great Gatsby† Chapter 1/2 â€Å"You look at him sometimes when he thinks nobody's looking. I'll bet he killed a man. † (Fitzgerald 44) -This passage shows the thoughts that run among all of Gatsby's guests. Who is he? Where did he come from? Gatsby has set himself up to a lot of questions and a lot of suspense. â€Å"He smiled understandingly- much more than understandingly. It was one of those rare smiles with a quality of reassurance in it that you may come across four or five times in life. (Fitzgerald 48) -This passage showcases the attraction people have towards Gatsby. While they may not know much about him, they are drawn into him by his friendliness and charm. This is something that Nick thinks is special about Gatsby. â€Å"Some time toward midnight Tom Buchanan and Mrs. Wilson stood face to face discussing in impassioned voices whether Mrs. Wilson had any right to mention Daisy's name. â€Å"Daisy! Daisy! Daisy! † s houted Mrs. Wilson â€Å"I'll say it whenever I want to! Daisy! Dai—-† Making a short deft movement Tom Buchanan broke her nose with his open hand. (Fitzgerald 37) -This passage shows us the how society treated woman back in those days almost as if they didn’t have their own freedom of speech, the situation however was treated differently because of the fact that Mrs. Wilson seemed to openly say her name without any thought that her actions might have consequences. In today’s society if one was to break a lady’s nose for screaming out the name of a flower, they might be put into something as extreme as a mental asylum. It’s interesting to portray these two different arguments because we must contrast events that go on today and back then.People's moral standards nowadays are so very low. Relationships aren't truthful, the way everyone dresses is bizarre, and the way others speak is wrong. In the book, Tom Buchanan takes Nick to his â€Å"gi rl†, even though he's already married, and she dresses strange. In the book it says, â€Å"‘We're getting off,' he insisted. â€Å"I want you to meet my girl. † (Fitzgerald 24). No one stays true to their values anymore, because, like Tom, they do whatever they want. -Nick goes to Gatsby's party, one of the only guests that come that were actually invited. -A huge orchestra was there. Jordan Baker is there, along with seemingly everyone in West Egg.This means Gatsby is very rich, considering he is able to supply food for all the people. Chapter 3 (food for thought) Also, in all of chapter 3 people are partying and gossiping. This definitely happens a lot today, especially in high school. They gossiped about Gatsby when someone said, â€Å"Somebody told me they thought he killed a man once (Fitzgerald 44). † Most of the people at the party are also not invited, which also happens at a lot of high school parties today. â€Å"†¦ I was one of the few gue sts who had actually been invited. People were not invited—they went there (Fitzgerald 41). â€Å"

Thursday, January 9, 2020

My writing styles Essay - 786 Words

My writing styles There are many writing styles that many people pick up as they go through there many years of schooling. Each person picks up the same type of writing styles but as years go by people seem to pick up there own little types of writing style that separates them from everyone else. As I have gone through many years of English classes I have acquired more and more skills and many more are sure to come as I continue my education. My writing skills have only gotten better from the time of ninth grade English class until today. Since my days back in junior high school I was only taught the basic skills to write papers and since then they have grown to make me a decent writer. I have many strengths and also†¦show more content†¦Run-on sentences is also another one of my weaknesses as a writer which is not as big as a problem as my weakness of verb tense use. Another of many disadvantages of a writer in my point of view is my able to organize my sentences so they run smoothly. I need to work a little bit more on my internal organization of paragraphs. I don’t exactly incorporate quotes so that my sentences run as smoothly as they can. All together I think these couple of disadvantages of my writing is minimal and that I can work on these mistakes out if I would proof read my papers more in depth. If I can work out my weaknesses from my writing I will have more advantages and also be considered a better writer. Along with disadvantages of my writing also come the advantages which make me a half way decent writer in my perspective. In writing papers I include many interesting facts about the topic that I am writing on. This skill of being able to research topics good is something that I think is one of my major strengths because of the ability to take the time and patience to weed through tons of material. I am able to take this research that I find and incorporate it into my papers in a fair enough manner that makes my papers have way decent. Another strength that I posses is myShow MoreRelatedMy Writing Style Of Writing905 Words   |  4 PagesThroughout this class I have learn many different writing styles. We used APA form of writing to type our paper and essay. I have also learned that it’s good to take your time and spend more time thinking about what to write, other than just righting a paper right off back. I have learned that it’s not a good idea to wr ite a paper on the day it’s done, that’s more like a ruff daft. My teacher have helped me understand different point of writing. Which all writing deal with an ethos, pathos and logos, eitherRead More My Writing Style1718 Words   |  7 PagesWhenever I get a writing assignment for class, it seems like a chore. I don’t have a problem with writing, but papers always seem to take more time than they should. Maybe this is due to poor planning on my part, but essays are usually an ordeal, and I dread actually doing the work to finish one. The task is simple enough, but putting it off always seems like a better alternative to writing. I do think about the paper that I have to write, but I do not put thoughts and ideas into a paper or outlineRead MoreMy Writing And Writing Style Essay1300 Words   |  6 Pagesbutterfly, my writing style transformed from something mediocre to something quite exceptional. In high school, even when I took advanced placement English and Literature courses, I was never good at writing. My writing would lack structure, reasoning, syntax, and a well-defined thesis statement. My inadequate grades on writing assignments lowered my self-esteem, so I assumed I would never enjoy writing papers because I believed I could never improve. However, since attending a university my writing styleRead MoreMy Writing Style And Writing890 Words   |  4 PagesWriting was never a known weakness of mine. However, I could never confidently call it a strength. Throughout the course of this semester, my writing style has evolved and I have rid my writing of many habitual mistakes. I have learned to appreciate writing much more, and enjoy the moments where my mind meets words on a paper. Creativity has always been one of my strong suits, but through this course I catered my creativity to compose a variety of essays and speeches. Likewise, public speaking isRead MoreMy Personal Writing Style1549 Words   |  7 Pagespeople speak around 1 6000 words a day (Huynh). On the other hand, writing is a more formal and concise way of communication than speaking. However, a person need to practice in order to write well. Throughout years, its writing habit developed, writing style progressed, and writing content varied. In this essay, I would reflect on my own writing process now, how my writing progressed throughout three years in PRISMS, and On Writing. Writing starts with thinking about a prompt. I think about what I wantRead MoreMy Personal Writing Style1334 Words   |  6 Pagesown writing styles, and they choose it depends on the situation. I am a college student, so I have opportunities to write academic writings such as essays and e-mails. I am young, so I use informal writing styles such as slang and abbreviation words. I use both Japanese and English. English is not my native language, so I usually use Japanese more often than English. I worked at the restaurant when I was a high school student in Japan, so I have variable acquaintance. I learned that my writing styleRead MoreMy Writing Style And Skills900 Words   |  4 Pagesme about how I formulate ideas and outlines to my papers and visual works. My writing style and skills have gone through many changes throughout English 150 but by far there have been three areas where I have seen the most improvement. How I compose and formulate my works, using certain resources and how I integrated them into my paper, how I edit those works, and how well I use the advice and guidance from my peers to help me revise or complete my works. Composing and formulating to me should beRead More My Writing Style Essay1173 Words   |  5 PagesMy Writing Style We all have a style, and it would seem that I wouldnt know another style, better than I know my own. However, I really wasnt aware that every circumstance causes me to change my style accordingly. It seems that we are all just actors and actresses, playing various social roles, and yet we think we are being our self. There were times when I was really nervous, perhaps before a job interview or meeting new people, and my mom would say , dont be nervous, just go and beRead MoreMy Writing Style And Abilities994 Words   |  4 PagesFinal Essay Within being enrolled for EN11, as well as EN12, I believe that I have made significant improvements in my writing style and abilities. From the first semester, I struggled with choosing one side of the argument or assignment, focusing on such topic and being more specific about it, rather than incorporating a more general idea of both sides that could be taken. By the end of the semester, I believe I had made noteworthy progress of keying into one idea and focusing on the major detailedRead MoreMy Writing Style Of The Professor961 Words   |  4 Pagesmost thing that I like with this class is the teaching style of the professor. The professor made the course very interesting, because when I came to the Tuesday class, I can learn the knowledge from the Asian American history, and when I went to the Thursday class, I can listen to my classmates’ opinion. This is what I like about the teaching style of the professor. I can actually learn things from the class, and I also can discuss with my classmates about the article. In this letter, I will discuss

Wednesday, January 1, 2020

Standard Courses for 11th Grade Students

As they enter their junior year of high school, many students are starting to think about life after graduation. If they are college-bound, 11th graders will begin taking college entrance exams and focus on getting academically and emotionally prepared for college.  If they are following a different path, such as entrepreneurship or entering the workforce, students may begin to refine their elective studies to prepare for their specific field of interest.   Language Arts A typical course of study for 11th-grade language arts will focus on developing higher level skills in the areas of literature, grammar, composition, and vocabulary. Students will refine and build on the skills they have previously learned.   Colleges expect students to have earned four language arts credits. In 11th grade, students will likely study American, British, or World literature, completing whichever course they did not complete in 9th or 10th grade.   Homeschooling families may wish to combine literature and history, so an 11th-grade student taking world history would choose world literature titles.  Ã‚  Families who dont want to tie literature into their history studies should work with their student to select a robust and well-rounded reading list. Students should continue to gain writing practice in a wide variety of composition types such as how-to, persuasive, and narrative essays and research papers. Grammar is not typically taught separately in 11th grade but is incorporated in the writing and self-editing process.   Math A typical course of study for 11th-grade math usually means geometry or Algebra II, depending on what the student has previously completed. High school math is traditionally taught in the order Algebra I, geometry, and Algebra II to ensure that students have a solid understanding of geometry for college entrance exams.   However, some homeschool curriculum follows Algebra I with Algebra II before introducing geometry. Students who completed pre-algebra in 9th grade may follow a different schedule, as will those who completed Algebra I in 8th grade.   For students who are strong in math, 11th-grade options may include pre-Calculus, trigonometry, or statistics. Students who are not planning on going into a science- or math-related field may take courses such as business or consumer math. Science Most students will study chemistry in 11th grade after having successfully completed the math courses necessary for understanding how to balance chemical equations. Alternative science courses include physics, meteorology, ecology, equine studies, marine biology, or any dual-enrollment college science course. Common topics for 11th-grade chemistry include matter  and its behavior; formulas and chemical equations; acids, bases, and salts; atomic theory;  periodic law; molecular theory; ionization and ionic solutions; colloids, suspensions, and emulsions; electrochemistry; energy; and nuclear reactions and radioactivity. Social Studies Most colleges expect a student to have three credits for social studies, so many 11th grade students will be completing their final social studies course.  For homeschooled students following a classical education model, 11th-grade students will study the Renaissance. Other students may be studying American or world history.   Common topics for 11th grade social studies include the  Age of Exploration and Discovery; the colonization and development of America; sectionalism; the  American Civil War and Reconstruction; World Wars;  the Great Depression;  the Cold War and the nuclear era; and civil rights. Other acceptable courses of study for 11th-grade social studies include geography, psychology, sociology, anthropology, civics, economics, and dual enrollment college social studies courses. Electives Most colleges expect to see at least six elective credits. Even if a student is not college-bound, electives are an ideal way to explore areas of interest that may lead to a future career or a lifelong hobby. A student can study just about anything for elective credit. Most colleges expect a student to have completed two years of the same foreign language, so many 11th graders will be finishing their second year. Many colleges also like to see at least one credit in the visual or performing arts. Students can earn this credit with courses such as drama, music, dance, art history, or a class like painting, drawing, or photography. Other examples of elective credit options include digital media, computer technology, creative writing, journalism, speech, debate, auto mechanics, or woodworking. Students can also earn credit for test prep courses, which can be useful in helping them meet their elective credit requirements and approaching entrance exams with more confidence.