Criminal Justice and Leading U.S. Supreme Court Cases,...

Annotated Bibliography Champion, D.J. (2009). Leading U.S. supreme court cases in criminal justice: Briefs and key terms. Upper Saddle river, NJ: Prentice Hall. Leading U.S. supreme court cases in criminal justice: Briefs and key terms is a source reference with respect to criminal law, constitutional law, and criminal procedure. The major focus of this book includes explained mandates of over 1000 U.S. Supreme Court cases and this book details key terms and definitions. Grant, H.B. and Terry, K.J. 2008: Law Enforcement in the 21st Century. (2nd ed.). Upper Saddle, River, NJ. Pearson/Prentice Hall. Law Enforcement in the 21st Century gives an extensive view of law enforcement practices at all levels and the limitations within the scope†¦show more content†¦This paper is intended to analyze the rationale and purpose of the Exclusionary Rule and the exceptions to the Exclusionary Rule. Furthermore, this paper will also detail opposing views and rebuttals. The Supreme Court began to erect modern Fourth Amendment law in the late nineteenth and early twentieth centuries, recognizing police discretion but with the exclusionary rule at its center. The provision that became the Fourth Amendment was ratified in 1791 and states as follows: â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. The Fourth Amendment does not entitle absolute protection, but rather a reasonable protection. Said protection not only applies to material objects, but also individuals themselves (Schmalleger 2009). Exclusionary Rule The term Exclusionary Rule is a legal designation utilized within the criminal justice system put into effect by U.S. Supreme Court precedent that incriminating information or evidence must be taken in accordance with the Constitutional standings of due process. The Exclusionary Rule is specificallyShow MoreRelatedWe the People- Examination of the Relationship between the Government and Governed 1996 Words   |  8 Pagespresented in the Patriot Act, the actions of the National Security Agency (NSA), and our law enforcement’s ability to lawfully search and seizure through the Supreme Court’s ruling in pivotal court cases like Terry v. Ohio (392 U.S. 1) (Samaha, 2006). With the combination of many other controversies like the guns right issue and celebrity cases leading to not guilty verdicts, the American people are very skeptic across the whole board. The purpose of this research is to exam how skeptical the AmericanRead MoreRace And Crime Of The Criminal Justice Syst em6937 Words   |  28 Pagesongoing issue. Therefore, the criminal justice topic I am going to research throughout this paper will be regarding the different races and crimes that are most commonly committed and how each different race is treated in the criminal justice system also how they are each individually affected by the American justice system. I will discuss background information of each race as well as problems and issues they are currently facing today regarding the criminal justice system. In researching thisRead MoreLibrary Management204752 Words   |  820 PagesHarassment . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 Unionization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 Section 5: Leading 13—Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 The Human Element of the Organization . . . . . . . . . . . 300 Structuring the Human Element in Organizations . . . . 302 Motivation . . . . . . . . . . . . .

Business in context Free Essays

What responses do you have to the reading or video e. G. Fresh understandings, opinions, Insights or questions? What connections does the related additional reading or video have with the required reading or video? How does It reinforce or critique the ideas In the required reading/evolved? This reading presents us the approach of utilitarianism, real life cases that related to utilitarianism, three common mistakes that people usually make when they applying Utilitarianism and the difficulties of measuring utility. We will write a custom essay sample on Business in context or any similar topic only for you Order Now Case 1 When Ford motor company was having dilemma of modifying pinto’s gas tank or keep the original design, they chose to use utilitarian approach to calculate the utility of tooth options and the result Is cost over benefit, so they chose to risk their customers’ lives rather than correcting their poorly designed cars. Case 2 Lawrence summers The director of the white house wrote a memo that proposed shipping wastes form rich countries to poor countries is a beneficial action to world’s welfare and he make 4 arguments and I think the first 3 are supported by utilitarianism. Understandings: utilitarianism support that the right action is one that produces the most utility and minimizing the negatives, and the utility that reduced by the action Is not only for the person performing the action but also for all person involved in the action. Question: In the end of the reading it clearly states that health and life is beyond measuring, but Ford company and Lawrence they are putting a price on each person. Is not it would considering as an UN-ethical action? If it is not then I think we are nothing but slaves In this world. In my opinion the additional video is not quit related to the required reading. Peter singer’s ethics says that every Individual has their own interests and It Is perfectly normal that we want to spend our money on expensive reduces under our own desires, but it will be considering as ethical action if a person spend money on contributing the would instead of buying luxuries. And he also states that the purpose of life is making the world a better place by one’s actions and presence. Lecture 2 Required Reading Reference: Shaw, W. Barry, B. Sandburs, G. (2009). Moral issues In business (1st Asia-Pacific De. ). Melbourne, Australia: Coinage (Kantian ethics). Up 71-78 Lecture 2 Dilation Reading Reference: California Newsreel. (2008, December 2). Health for Sale . Retrieved from: http:// www. Youth. Com/watch? V=Jukeboxes Record a brief description of what the required reading was about. What responses do you have to the reading or video e. G. Fresh understandings, opinion s, insights or questions? What connections does the related additional reading or video have with the required reading or video? How does It reinforce or critique the Ideas In the required reading/evolved? Kantian ethics consequences are, and the performer must motive by good wills. An action might looks like an ethical action but if it was motive by self-interests or there concerns then this action will be considering as lack of moral worth (recording to the shop assistant case) Formulate an universal law that applies on all our actions is what Kant wanted. And this categorical imperative rule is the measurement of ethic or UN-ethic. Understanding: After reading this article I realized that everything we do has a propose, if the foundation of the propose is good will then it is ethical, but if the propose is not based on good will then it is not ethical. Question: What if an action is following one’s good will but in the same time it might break the universal law? This video is about UN-ethical behaviors of the world pharmaceutical market. 5% of drags were used on 11% of the people who need them and can afford them, But only 15% of drags were used on 89% of people who need them but do not have the money to buy them. And some drags are no longer producing because the people who need them could not afford them, the poor people are not the target of pharmaceutical market. This kind of behaviors is UN-ethical because drags were meant to help people not only focus on making profit, companies ignored the poor is not an action of good w ill recording to Kantian theory. How to cite Business in context, Papers

Android App Development-Free-Sample for Students-Myassignmenthelp

Question: Discuss about the User's Call History and daily data usage app. Answer: Introduction: Various mobile operators in Australia have been delivering different plans regarding Internet data and phone calls. An Android app is to be developed by them having the most effective economic mobile plan. It also considers the regular data usage and call history of the user. The following report introduces the app with its device capability requirements. Then a brief description of the architecture is proposed. Lastly the use case and case diagrams are includes with the small discussion on the project user interface and interaction. Introduction of the mobile app: The aim of the app is not just simplifying the chores of the users but also serve as the entertainment. However, they often end up in hogging data. This eventually makes the chosen data plan going for a toss. There has been need for various apps in order to monitor which app has been consuming more data daily keeping any tab used up and so on (Burton Felker, 2015). On the other hand the users also need to display various call information that includes the incoming calls with the name of the caller if available. They should also be aware of the outgoing calls or the party name. They need to know about the starting time of the call and the call types. The later one includes whether that was outgoing, incoming or missed calls. They must filter the record views by the call type and delete the older records after they get to view those (Beyer Pinzger, 2014). They should also be able to return the missed calls through pressing the soft-keys. Lastly the app must help them to insert the AR S prefix needed to make the external calls. They must add or delete the prefix digits through manually. Device Capability Requirements for the App: The phoneCall capability must allow the app in accessing the phone lines over the device and do various functions. They must place a call over the phone line and display the system dialer. This must be done without prompting the users. They should also be able to access the line related triggers and metadata (Deitel, Deitel Deitel, 2014). They must also use the spam filter app selected by the user for setting and checking the information regarding call source and the check block list. The capability of the phoneCall should include the namespace uap as it is declared in the package manifest of the app. On the other hand there have been two capabilities indicating that the apps could receive the incoming data from Internet. They are the internetClientcapability denoting that the app could receive the incoming data from Internet. It does not act as the server with any local access of network. The other one is the internetClientServercapability (Li Halfond, 2014).This denotes that the app could retrieve the data but could act as the server without any access of local network. Brief Architecture of the app: The real strength of the architecture lies in the capability for the administrators in taking action using the automated policy controls. This includes the device quarantining, caps, blocks, filters and alerts. The administrators must receive the real time intelligence and the reporting (Gu et al., 2017). This must include the summary digests. The user activity has to be presented in the real-time and the data has to be simply exported. The executives could view the summary dashboards for monitoring the security performance and the data management. Project Use Case and Class Diagram: The actors shown in the following use case is the User. The user is effectively able to access the section of main menu. From there he is able to view the call history. Next, the class diagram has been regarded as the static structure diagram that is displaying the structures like the user, call log, data usage and others with the attributes and the relationship among them. Figure 1: The suggested Use case (Source: Created by Author) Figure 2: The suggested Class diagram (Source: Created by Author) Project User Interface and User Interaction: The chosen app has needed the GUI to allow the user interaction. The GUI has been interface between come primary areas. One of them is the menu bar that could transfer the multimedia, HTM L and XML contents. Figure 3: Suggestion for a user interface GUI (Source: Created by Author) Conclusion: The application that is proposed above has analyzed keeping every potential and effectively of the existing data mining and internet usage in mind. It has helped in understanding the brief description as per as the architecture is concerned. It has covered the elements of device capabilities along with fulfilling the app requirements. Next, the use case diagram has been created by displaying all its various components. Then, the class diagram has helped to understand every class with all the applicable links. Finally the report has suggested an interface in mind the relevant user interaction with the application. References: Burton, M., Felker, D. (2015).Android App Development For Dummies. John Wiley Sons. Deitel, P., Deitel, H., Deitel, A. (2014).Android how to Program. Prentice Hall Press. Kang, H., Cho, J., Kim, H. (2015). Application study on android application prototyping method using App inventor.Indian Journal of Science and Technology,8(18), 1. Iversen, J., Eierman, M. (2014).Learning mobile app development: a hands-on guide to building apps with iOS and Android. Pearson Education. Li, D., Halfond, W. G. (2014, June). An investigation into energy-saving programming practices for android smartphone app development. InProceedings of the 3rd International Workshop on Green and Sustainable Software(pp. 46-53). ACM. Beyer, S., Pinzger, M. (2014, September). A manual categorization of android app development issues on stack overflow. InSoftware Maintenance and Evolution (ICSME), 2014 IEEE International Conference on(pp. 531-535). IEEE. Barnett, S., Vasa, R., Grundy, J. (2015, May). Bootstrapping mobile app development. InProceedings of the 37th International Conference on Software Engineering-Volume 2(pp. 657-660). IEEE Press. Gu, Y., Xu, C., Zheng, M. (2017, April). Using React Native in an Android App. InMICS2017-Conference Proceedings of Midwest Instruction and Computing Symposium.

Learning Theories Comparative Perspective

Educators have offered different explanations of how learning takes place. The lack of consensus on the ideal learning method has led to emergence of many learning theories. Leonard (2002) defines learning theories as the â€Å"conceptual frameworks that describe how information is absorbed, processed, and retained during learning† (23). Some educators argue that learning is simply a change of behavior.Advertising We will write a custom research paper sample on Learning Theories: Comparative Perspective specifically for you for only $16.05 $11/page Learn More Others feel that change of behavior is too simplistic to encompass all that learning entails. To them, learning is complex and thus employs high mental faculties. Several factors influence how human beings acquire knowledge. The cognitive and emotional state of the learner plays a major role in determining people’s worldview (LefrancÃŒ §ois, 2012). Additionally, the physical environmen t has a profound effect on people’s absorption and retention of new knowledge. This paper will extrapolate three learning theories: behaviorism, cognitive, and constructivism. It will further put the theories side by side and explain their differences. Behaviorism theorists argue that learning takes place through conditioning (Skinner, 1976). To them, learning does not involve mental activities. To measure whether learning has taken place, what one needs to do is to establish whether there has been a change in behavior. Operant and classic conditioning underpins the theory. Pavlov, a psychologist, developed and popularized Classic conditioning. By carrying out experiments with dogs, he established that human beings and animals respond in a specific way to certain stimulus. B.F Skinner reinforced this school of thought through operant conditioning. He taught a pigeon to dance and concluded that a response follows every stimulus (Turner, 2007). If this response attracts a rewar d, it becomes more frequent. The implication for learning is that to encourage or discourage a behavior, teachers can use positive or negative reinforcement. This is the basis on which educators advocate for the use of rewards and punishment in learning. Cognitive theory explains that a child’s cognitive ability develops with age. Jean Piaget developed and popularized the theory. Piaget and Roberts (1976) aver that children â€Å"build cognitive structures and mental maps for understanding and responding to physical experiences within their environment† (56). Educators must therefore desist from â€Å"suffocating† learners with complex knowledge that is not in tandem with their cognitive levels.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More An infant’s capacities are limited to simple reflexes but they develop and become more complex as the child’s grow. In the early life of a child, abstract learning is difficult to conceptualize. Teachers should focus on concrete things especially those that the child can manipulate using motor skills. The complexity of learning materials should increase commensurate with the child’s cognitive structures. The child’s mental map accommodates new learning and creates equilibrium between what the child is capable of absorbing and the experiences emanating from the environment. Constructivism theory is more philosophically grounded than the two theories discussed above. It argues that human beings understand the world through reflection on current and past experiences. Leonard (2002) avers that each human being generates â€Å"his own rules and mental models which he uses to make sense of his experiences† (34). In learning, therefore, people create space for new experiences by simply making a change to their mental models. People search for meaning through reflection. Learning is not a mere regurgitation of knowledge but a deep search for meaning in every thing human beings do. Before teaching, a teacher should establish the perception of the learner in the particular discipline or subject. The teaching should not just focus on the whole but also on the parts (LefrancÃŒ §ois, 2012). The theory discounts the use of tests for assessment. According to constructivists, learning is a product of individual’s reflection as he or she interacts with new knowledge. As such, examinations cannot be effective in establishing whether learning has taken place. Comparative Perspective Educators consider behaviorism theory the traditional approach in teaching and learning. The teacher is the source of knowledge and the learner is the recipient. The teacher delivers the knowledge directly to the learner. If the information is complex, the teacher has the discretion to provide it to the learner through contingencies that incorporate rewards and reinforcement. Ritzer and Sage Publications (2005) aver that in behaviorism, â€Å"students learn without teaching, in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly† (64). Examinations are an indispensable item in learning for behaviorist theorists.Advertising We will write a custom research paper sample on Learning Theories: Comparative Perspective specifically for you for only $16.05 $11/page Learn More Their aim is to measure whether there have been any changes in the behavior of the learner. Educators motivate learners through rewards and reinforcement. If a learner errs, punishment comes in handy to bring about behavioral change. The learners task in this approach is acquire facts and master skills. An educator must praise and reward learners who make small accomplishments. Behaviorist theorists employ progress charts to monitor learnersâ⠂¬â„¢ improvement. The educator can apply his authority to punish learners who show little or no behavioral change. In constructivism, learning takes place through problem solving and discovery. It is not structured. It instead unfolds in a natural and uninhibited manner. Human beings have an innate curiosity. If given the liberty, they are capable of discovering things by themselves as long as there is motivation. Learning is neither teacher-centered nor at the direction of a teacher or an authority. The approach, in the eyes of behaviorist theorists, lacks â€Å"meaningful learning† (Turner, 2007). There are not structured examinations but rather direct tests that correspond to the learners’ skills. The role of the teacher is to reduce threats in the learning environment and make it challenging. This way, learners will become critical thinkers and problem-solvers. The teacher merely facilitates the learning process as learners work in groups. He asks thoughtful and p rovoking questions that stimulate discussions. Learners brainstorm and arrive at original solutions and present them in a way of their choosing. In cognitive theory of learning, learning is a product of well-formulated strategies. The learners’ aim is to acquire facts and master concepts. They observe the teacher as he demonstrates and explains facts. The teacher employs his own strategies to capture and retain the attention of the learners. Visual aids are very important in the learning process. The learners observe graphics and use them to derive meaning through analysis and synthesis. To enhance retention of information, learners can use mnemonics and other retrieval cues. Schunk (1991) propounds that the approach applies learning strategies such as â€Å"review, examine, ask, do, and summarize† (34).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to behaviorist theorists, the major factor that influences learning is the environment. Brain affects learning because it involves internal emotions that cannot be measured. Conditioning is the main way through which to understand learning. Inevitably, therefore, rewards and punishment influence learning. If educators motivate learners for their small accomplishments, learners will achieve more behavioral change. An ideal teacher will transfer facts and skills to the learners and assess their understanding through examinations. Constructivist theories believe that learning motivation influences learning. The role of a teacher is to motivate the learner to develop solutions rather than memorize documented solutions. Apart from motivation, experience also influences learning. The theory propounds that learners come into the learning process with their own experiences; they are not blank. The task of the teacher therefore is not to deposit knowledge on the learners but provok e and elicit discovery of new knowledge. Schunk (1991) further asserts that teacher is an influence â€Å"that performs a minimalist role geared towards most learning for least teaching† (45). The major influence in this approach is experience and motivation. Cognitive theorists hold that cognitive structures and mental maps influence learning (Piaget Roberts, 1976). As a child grows, his cognitive structure develops to be able to absorb abstract materials. The child’s developmental stage inevitably has an influence on the learning process. For instance, children who are below two years in age are in sensor motor stage. They can only interact with its environment at a physical level. Their construct of abstract reality is low. Curriculum developers must therefore formulate a curriculum that is appropriate to children’s cognitive level. Behaviorist theorists acknowledge the role of the brain in learning but their major preoccupation is with what one can observe directly. They consider what is manifest, not the thought process that leads to an action. Emotions have no place in learning according to theorists who propound this learning approach. Rather, students can learn a behavior and unlearn those behaviors that are not acceptable. Rewarding response contributes to learning more than the brain does. Reward and punishment thus form the basis for this theory. Taylor and MacKenney (2008) assert that knowledge â€Å"is separate to the human mind and the teacher must transfer it to the learner† (45). While brain is important in retaining â€Å"deposited† knowledge, the teacher must enforce acceptable behavior. Cognitive theory of learning recognizes that the brain is very important in the learning process. According to Taylor and MacKenney (2008), mental processes come first in learning. He argues that with â€Å"effective cognitive processes, learning is easier and new information can be stored in the memory for a long timeâ₠¬  (35). If the learner adopts ineffective cognitive process, it would be hard to learn and retain new information. The educator should use good instructional strategies to suit the brain processing sequence of the learner. The theorists propound that the brain is â€Å"wired† to receive knowledge in a hierarchical order. The instructor should therefore present information to the learner starting from the simple to the complex. The level of complexity should be in tandem with the learner’s cognitive levels. Constructivist theorists believe that the brain is important for discovery of new knowledge and reflection. Because they are endowed with a brain, human beings can learn without a teacher. The human brain is capable of arriving at solutions with proper guidance. The role of the teacher is therefore to provide the learner’s brain with the needed motivation to pursue knowledge. To constructivist theorists, knowledge is indivisible from the human brain. To a be haviorist theorist, a learner applies knowledge to change behavior. The educator is the source of all knowledge and he deposits this knowledge to the learner’s empty mind. The knowledge is meant to achieve behavioral change. The teacher rewards good behavior until he accomplishes the level he intends to with the learner. To test acquisition of knowledge, the teacher administers examination. In other words, the learner applies new knowledge by changing behavior. Learners apply knowledge in a way that has observable indicators. In constructivism, the learner applies new knowledge to solve problems by discovering solutions. As highlighted earlier, this learning approach is learner-centered. The teacher creates a challenging situation and allows learners to brainstorm and discuss the solution. He then complicates the issue so that in the end, the learner arrives at a solution after deep thinking. The learner then integrates the new knowledge into the old knowledge and obtains a h olistic understanding of an issue. In cognitive theory, new knowledge builds on the old knowledge. As the learner grows, his cognitive abilities increase. Cognitive development puts one in a better position to absorb complex and abstract knowledge. Learners apply new knowledge to â€Å"enhance their logical and conceptual growth† (Turner, p.23, 2007). Human beings construct reality as they interact with the environment and other people. To facilitate the learning process, different theorists design their instruction to suit their purposes of education. Behaviorist theorists are interested with behavior change and their instructional design aims to achieve that purpose. Turner (2007) observes, behaviorists, prepare the instructional design â€Å"to arrange contingencies of reinforcement under which students learn† (56). The design is teacher-centered and systematic. The teacher provides direction to learners who passively participate in the process. The design is object ivist and focused on an individual. The theory lacks the holistic aspect of other theories because of its focus on behavioral observation. The theorists integrate rewards and punishment in the design. A teacher gives compliments and rewards for small achievements from learners. The design premises on the fundamental believe that learners can learn and unlearn behavior. The proponents of constructivism theory recognize the importance of the conditions under which learning takes taking place. The physical and emotional environment plays a big role in shaping the instructional design. Human beings have an innate curiosity. Instructional design therefore recognizes that the learner is the most important person in the learning process. The design is therefore learner-centered. For testing, the design aims to match the skills acquired by the learner to the items assessed. The design is natural and holistic in several ways. The proponents of this theory discourage standardized curriculum b ecause it makes it impossible to incorporate learner’s experiences in the learning process. The design glorifies reflection, discovery of knowledge, and problem solving. Learners brainstorm in groups and the teacher’s roles is to provide a holistic environment that is not only challenging but also stimulating. Turner (2007) argues that a good design should â€Å"reduces the quantity of teaching while leaving everything unchanged† (54). The design is non-directed and learner-centered. It emphasizes the role of cognitive operations in the learning process. Additionally, it pays special focus to the group rather than an individual. Modern educationists consider constructivism theory more holistic than behaviorism theory. Educators in this approach formulate their strategies in a manner that encourages learners to analyze rather than regurgitate knowledge. The classes are usually lively and interactive with the students doing most of the talking. There are not stand ard tests as learners judge their own progress. Cognitive theorists believe that cognitive and mental structures are very important in learning. As Taylor and MacKenney (2008) assert, the instructional design must be â€Å"developmentally appropriate curriculum that enhances their students’ logical and conceptual growth† (43). It is therefore incumbent upon the teachers to take the experience of learners into consideration. The environment plays a big role in shaping the instructional design. The cognitive age of a learner determines the curriculum’s content. For instance, educators should not introduce abstract knowledge to children who have not grown out of the sensor motor stage. Rather, they should structure knowledge hierarchically. The design envisions a situation where instructors will start with easy information and increase the complexity as the learners becomes acquainted with it. Conclusion The paper has addressed three learning theories: behaviorism, cognitive, and constructivism. Each theory is unique in the way it envisions the learning process. Each theory also has its own merits and demerits and it is upon education stakeholders to decide the theory that suits their circumstances. The presence of many learning theories is evident of the attention that philosophers, psychologists, and educationists have attached to the learning process. There is no consensus as to the best theory because each works best under specific situations. For instance, constructivism theory would be inappropriate for learners with special needs. This is because learners with disabilities require specialized attention. However, behaviorism theory has become unpopular because of negating the role of brains in learning. The theories offer insightful information on how to understand and enhance the learning process. References LefrancÃŒ §ois, G. R. (2012). Theories of human learning: What the professor said. Belmont, CA: Wadsworth. Leonard, D. C. (2002). Learning theories, A to Z. Westport, Conn: Oryx Press. Piaget, J., Roberts, G.-A. (1976). To understand is to invent: The future of education. Harmondsworth: Penguin. Ritzer, G., Sage Publications. (2005). Encyclopedia of social theory. Thousand Oaks, CA: Sage Publications. Schunk, D. H. (1991). Learning theories: An educational perspective. New York, NY: Merrill Publishing Company. Skinner, B. F. (1976). About behaviorism. New York: Vintage Books. Taylor, G. R., MacKenney, L. (2008). Improving human learning in the classroom: Theories and teaching practices. Lanham, Md: Rowman Littlefield Education. Turner, S. (2007). Learning theories. Chandni Chowk, Delhi: Global Media. This research paper on Learning Theories: Comparative Perspective was written and submitted by user Lexie Pate to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Countries of the World in French

The Countries of the World in French Learning the French names for countries is relatively easy if you are already familiar with the name in English. In most instances, the translation is as simple as attaching something like  -ique  or  -ie  to the end of the name.  That means that this a very easy French lesson which students of any level can learn. Les Pays en Franà §ais Below is a list of virtually all of the countries in the world, organized alphabetically from English to French. As you study geography in the French language, you will find it useful to learn how to speak about the countries and be able to use them in sentences. Remember that you need to use a definite article (the the, such as  le or  la)  for countries. Some of the countries do not have a  definite article  because they are islands. Articles are normally not used with islands. You will also need to know the gender of the country in order to use it in a preposition.  Nearly all countries that end in -e are feminine, and the rest are masculine. There are just a few exceptions: le Belizele Cambodgele Mexiquele Mozambiquele Zaà ¯rele Zimbabwe In those cases and for  countries that use  l  as the definitive article, the gender is indicated next to the name. English French Afghanistan l'Afghanistan (m) Albania l'Albanie (f) Algeria l'Algà ©rie (f) Andorra l'Andorre (f) Angola l'Angola (m) Antigua and Barbuda l'Antigua-et-Barbuda (f) Argentina l'Argentine (f) Armenia l'Armà ©nie (f) Australia l'Australie (f) Austria l'Autriche (f) Azerbaijan l'Azerbaà ¯djan (m) Bahamas les Bahamas (f) Bahrain le Bahreà ¯n Bangladesh le Bangladesh Barbados la Barbade Belarus la Bià ©lorussie Belau Belau Belgium la Belgique Belize le Belize (m) Benin le Bà ©nin Bhutan le Bhoutan Bolivia la Bolivie Bosnia la Bosnie-Herzà ©govine Botswana le Botswana Brazil le Brà ©sil Brunei le Brunà ©i Bulgaria la Bulgarie Burkina-Faso le Burkina Burma la Birmanie Burundi le Burundi Cambodia le Cambodge (m) Cameroon le Cameroun Canada (learn the provinces) le Canada Cape Verde Island le Cap-Vert Central African Republic la Rà ©publique centrafricaine Chad le Tchad Chile le Chili China la Chine Colombia la Colombie Comoro Islands les Comores (f) Congo le Congo Cook Islands les ÃŽles Cook Costa Rica le Costa Rica Cà ´te d'Ivoire la Cà ´te d'Ivoire Croatia la Croatie Cuba Cuba Cyprus Chypre (f) Czech Republic la Rà ©publique tchà ¨que Denmark le Danemark Djibouti le Djibouti Dominica la Dominique Dominican Republic la Rà ©publique dominicaine Ecuador l'Équateur (m) Egypt l'Égypte (f) El Salvador le Salvador England l'Angleterre (f) Equatorial Guinea la Guinà ©e à ©quatoriale Eritrea l'Érythrà ©e (f) Estonia l'Estonie (f) Ethiopia l'Éthiopie (f) Fiji les Fidji (f) Finland la Finlande France (learn the regions) la France French Polynesia la Polynà ©sie franà §aise Gabon le Gabon Gambia la Gambie Georgia la Gà ©orgie Germany l'Allemagne (f) Ghana le Ghana Greece la Grà ¨ce Grenada la Grenade Guatemala le Guatemala Guinea la Guinà ©e Guinea Bissau la Guinà ©e-Bissao Guyana la Guyana Haiti Haà ¯ti Honduras le Honduras Hungary la Hongrie Iceland l'Islande (f) India l'Inde (f) Indonesia l'Indonà ©sie (f) Iran l'Iran (m) Iraq l'Irak (m) Ireland l'Irlande (f) Israel Israà «l (m) Italy l'Italie (f) Jamaica la Jamaà ¯que Japan le Japon Jordan la Jordanie Kazakhstan le Kazakhstan Kenya le Kenya Kiribati Kiribati (f) Kuwait le Koweà ¯t Kyrgyzstan le Kirghizstan Laos le Laos Latvia la Lettonie Lebanon le Liban Lesotho le Lesotho Liberia le Libà ©ria Libya la Libye Liechtenstein le Liechtenstein Lithuania la Lituanie Luxembourg le Luxembourg Macedonia la Macà ©doine Madagascar Madagascar (m) Malawi le Malawi Malaysia la Malaisie Maldives les Maldives (f) Mali le Mali Malta Malte (f) Marshall Islands les ÃŽles Marshall Mauritania la Mauritanie Mauritius ÃŽle Maurice (f) Mexico le Mexique (m) Micronesia la Micronà ©sie Moldavia la Moldavie Monaco Monaco Mongolia la Mongolie Montenegro le Montà ©nà ©gro Morocco le Maroc Mozambique le Mozambique Namibia la Namibie Nauru la Nauru Nepal le Nà ©pal Netherlands les Pays-Bas New Zealand la Nouvelle-Zà ©lande Nicaragua le Nicaragua Nieu Niouà © Niger le Niger Nigeria le Nigà ©ria North Korea la Corà ©e du Nord Northern Ireland l'Irelande du Nord (f) Norway la Norvà ¨ge Oman l'Oman (m) Pakistan le Pakistan Panama le Panama Papua New Guinea la Papouasie-Nouvelle-Guinà ©e Paraguay le Paraguay Peru le Pà ©rou Philippines les Philippines (f) Poland la Pologne Portugal le Portugal Qatar le Qatar Romania la Roumanie Russia la Russie Rwanda le Rwanda Saint Kitts-Nevis Saint-Christophe-et-Nià ©và ¨s (m) Saint Lucia Sainte-Lucie Saint Vincent and the Grenadines Saint-Vincent-et-les-Grenadines San Marino Saint-Marin Sao Tomà © and Principe Sao Tomà © et Principe (m) Saudi Arabia l'Arabie saoudite (f) Scotland l'Écosse (f) Senegal le Sà ©nà ©gal Serbia la Serbie Seychelles les Seychelles (f) Sierra Leone la Sierra Leone Slovakia la Slovaquie Slovenia la Slovà ©nie Soloman Islands les ÃŽles Salomon Somalia la Somalie South Africa l'Afrique du Sud (f) South Korea la Corà ©e du Sud Spain l'Espagne (f) Sri Lanka le Sri Lanka Sudan le Soudan Surinam le Surinam Swaziland le Swaziland Sweden la Suà ¨de Switzerland la Suisse Syria la Syrie Tajikistan le Tadjikistan Tanzania la Tanzanie Thailand la Thaà ¯lande Togo le Togo Tonga les Tonga (f) Trinidad and Tobago la Trinità ©-et-Tobago Tunisia la Tunisie Turkey la Turquie Turkmenistan le Turkmà ©nistan Tuvalu le Tuvalu Uganda l'Ouganda (m) Ukraine l'Ukraine (f) United Arab Emirates les Émirats arabes unis (m) United Kingdom le Royaume-Uni United States (learn the states) les États-Unis (m) Uruguay l'Uruguay (m) Uzbekistan l'Ouzbà ©kistan (m) Vanuatu le Vanuatu Vatican le Vatican Venezuela le Venezuela Vietnam le Vià ªt-Nam Wales le pays de Galles Western Samoa les Samoa occidentales Yemen le Yà ©men Yugoslavia la Yougoslavie Zaire (Congo) le Zaà ¯re (m) Zambia la Zambie Zimbabwe le Zimbabwe (m)

Charles Darwin Student WebQuest

Charles Darwin Student WebQuest Learning about the life and work of scientist Charles Darwin can be more engaging with a lesson plan incorporating a WebQuest. Students can do their own research to learn more about the Father of Evolution by using these questions with the links provided. Charles Darwin WebQuest:    Directions:  Go to the webpages listed below and answer the following questions using the information on those pages.    Link #1:  Who Is Charles Darwin?  https://www.thoughtco.com/who-is-charles-darwin-1224477​    1.  When and where was Charles Darwin born?  What were his parents named and did he have any siblings?    2.  Briefly describe Darwin’s schooling and why he did not become a doctor.    3.  How did Darwin get selected to sail on the HMS Beagle?    4.  What year did Darwin first propose the Theory of Evolution through Natural Selection and who was his collaborator?      5.  What was the name of his most famous book, when was it published, and why was he so reluctant to publish it?    6.  When did Charles Darwin die and where is he buried?    Link #2: 5 Interesting Facts About Charles Darwin https://www.thoughtco.com/interesting-facts-about-charles-darwin-1224479​    1.  Who did Charles Darwin marry and how did he meet her?  How many children did they have?    2.  What TWO things did Charles Darwin have in common with Abraham Lincoln?    3.  How did Darwin influence the beginning of Psychology?    4.  What is the name of the book Darwin wrote that was influenced by Buddhism and how is it related to that religion?    Link #3:  People Who Influenced Charles Darwin https://www.thoughtco.com/people-who-influenced-charles-darwin-1224651​ (Note:  In this section, you may have to click on the links of the people’s names to get to their biographies to answer some of the following questions)    1.  Give the birth and death dates of Jean Baptiste Lamarck.    2.  What did Lamarck believe would happen to older, unused structures as new adaptations took over for them?    3.  Who influenced Darwin to come up with the idea of Natural Selection (also sometimes called â€Å"Survival of the Fittest†)?    4.  The Comte de Buffon was not a scientist.  What area was he most known for and what did he help discover?    5.  Alfred Russel Wallace contributed to the Theory of Evolution as well but is far less known outside scientific circles. Briefly describe Wallaces contributions.    6.  What relation was Erasmus Darwin to Charles Darwin and how did he influence Charles Darwin?    Link #4:  Darwin’s Finches  https://www.thoughtco.com/charles-darwins-finches-1224472​    1.  How long did it take the HMS Beagle to reach South America and how long did they stay there?    2.  Besides the finches, what two things did Darwin study while on the Galapagos Islands?    3.  What year did Darwin return to England and whom did he enlist to help him figure out the situation with the finches’ beaks?  (Name the man and his occupation.) Describe the man’s reaction and what he said about Darwin’s information.    4.  Relate why the finches had different beaks to the evolution of the species.  How did this new information compare to Jean Baptiste Lamarck’s ideas?    5.  What is the name of the book Darwin published about his trip to South America?

Family assessment Essay Example | Topics and Well Written Essays - 1250 words

Family assessment - Essay Example The family values its health and therefore invested in numerous health policies. Additionally, the family values its security and therefore takes every precaution to avert any type of accidents that may impair the health of any of its member. Making the home safe is a family responsibility. As such, the family under study strives to make the home safe by ensuring the strategic placement of the equipment and electronics in the house. The family further strives to manage the space of its home efficiently by avoiding any instance of crowding in the home. This facilitates easy movement of both the adults and the children without risking any form of injury. Nutrition is yet another fundamental feature that contributes to the wellbeing of a family. The family strives to have balanced diets in order to curb the manifestation of any nutrition related infections. Balanced diet enhances efficient growth patterns thus enabling faster growth and physical wellbeing of individuals. The family observes consistency in their eating patterns often striving to consume adequate amount of water depending on the weather patterns of the day. Consistency in the eating patterns curbs instances of shock that arise from eating disorders. Eating supplies the body with energy to sustain the daily activities. This underscores the need for adequate physical exercise in order to burn out the excessive calories that often contribute to different types of nutritional disorder. The family admits engaging in different types of physical exercises including walking to work, using the staircase and taking art in different spots among others. Such are effective in burning out the excessive calories in the body thereby resulting in a lean and efficient body. Furthermore, physical fitness contributes to mental alertness. The family contends that taking part in the

Engineering Essay Example | Topics and Well Written Essays - 500 words

Engineering - Essay Example The first smartphone in the United States was the Kyocera 6035, which was launched by Palm, Inc. in the year 2001 (Cross & Szostak, 2004). Since then, the smartphone technology has swiftly grown to encompass iPhones and Samsung galaxies among others. In the context of my grandparent’s lifetime, a significant technological innovation is the development of laptops. The emergence of the computer marked a cultural, social, economic, and political change. Every aspect of society began to experience computerization, with businesses becoming more effective and efficient. Computer use at a personal level was not overlooked. Desktops were complemented by laptops, allowing mobile use of computers. Computer development further took business needs into consideration, linking individual and organizational use of computers. The occurrence of laptops into the picture paved way for continued technological progress. Commercialized use of laptops was realized back in the 1970s when IBM launched its IBM 5100 (Cross & Szostak, 2004). The impact of this technological development is applied in almost every available aspect of the society. Laptops made it easier for people to keep records, store information, and even communicate. The laptop era led to the emergence of diverse use of internet all over the world. The laptop era became the source of many other technological breakthroughs. The transport sector has undergone substantial growth and development right from the 19th century. The period prior to 1900 realized a technological innovation relative to automobile development. Germany became the source of automobile technology back in the 1870s when the first four-stroke internal combustion engine was created by Nicolaus Otto (Cross & Szostak, 2004). What followed were progressive improvements to this engine and automobiles in general. The process finally ushered in the electric

Medmira Case Essay Example for Free

Medmira Case Essay MedMira Case Course: Marketing Planning What changes in the environment made it possible to consider the launch of an OTC Aids Test? Be specific. MedMira is known by developing and manufacturing quality diagnostics to prevent and control the spread of infectious diseases. All tests used a flow-through membrane technology and were fast and easy to use. Medmira was distributing rapid HIV tests in Canada, United States, South Africa, Latin America and China, and selling them to hospitals, pharmacies and aid groups. One of the focuses of MedMira was to expand to Over-the-Counter market as there happened some changes that made it possible to consider this attempt: New infections were happening and about 3.1 million people were dying from HIV. This adds a higher preoccupation to the government and specialists on the health sector and pressure to arrange a solution. During the 80’s, there were few available treatment and when people knew they had the virus they would see it as a death sentence. Nowadays this idea is disappearing as technology is more advanced, it is a â€Å"more manageable illness† and there is an increase of information available about HIV. Due to legal approval of the tests, MedMira was able to distribute rapid HIV tests in Canada, United States, China and European Union. This is a step closer of entering the OTC market. Rapid testing was expected to grow between 20 to 30 per cent of the market. This expected growth was also related to a higher approval by governments as there were changes in the society acceptance and technological improvements on this area. Comparison factor as Medmira’s first rapid HIV test for OTC, Miracare, had a big success in China and this could happen in the rest of the world. Due to this accomplishment, international demand for this product has increased. Prepare a SWOT analysis for MedMira Aids Test. The following SWOT analysis contains the most significant and strategically important internal and external conditions that MedMira faces. The Internal is divided into strengths and weakness and the external is divided into opportunities and threats: Internal Strengths: -HIV test market leader -Easy use Weakness: -Ethical concerns -Cannibalization of revealing G2 External Opportunities: -Partnership with HA -Open door for testing other diseases -Growing rapid test market Threats: -Ethical concerns -Possible partnership of HA with competitors -Entry costs MedMira has some internal strengths by being a HIV test market leader, specially selling to hospitals, and suitable for at-home use. The Aids test is also easier to use and faster on getting the results relative to the competition, result of this was a higher international recognition. Relative to weakness aspects, there are some ethical concerns such as the possibility of testing without another person’s authorization that is a negative aspect. Apart from this, in case MedMira is able to enter the OTC market, there is a possibility of cannibalizing the sales of Reveal G2 to laboratories and hospitals, as the products would be considered as â€Å"substitutes† as they practically have the same objective. One of the opportunities is the partnership with Home Access and develop a revised  version of HA’s Consumer Advocate System. This partnership would eliminate the ethical concerns MedMira couldn’t address and would also help to remain competitiveness, build a barrier to entry of other firms on the phone support system and reduce courier costs. Another opportunity is if MedMira could enter the OTC market, it would be an open door for rapid tests of other infectious diseases that are worth millions. For last, the development of the rapid test market is a favorable trend to higher sales and profits, which is seen as a good opportunity. If Home Access, which possesses a patent on phone support system, joins with one of the competitors, MedMira will eventually lose competitiveness with this partnership, being one of the main threats. For last, entry costs on the OTC market are high and it is not clear if the company could afford the expansion at this moment. To conclude this analysis, the partnership would have a positive impact in the society. Because if consumers are able to buy rapid tests, this could prompt people to be tested earlier in a faster, easier and more accessible way, which would reduce the instances of transmission.

Supernatural in Shakespeares Macbeth - Witches as Heroines :: GCSE English Literature Coursework

The Witches as the Heroines of Macbeth Traditionally, the witches of Shakespeare's Macbeth have been treated as symbolic manifestations of the potential for evil. Many students and critics of Macbeth enjoy blaming the witches, along with Lady Macbeth, for Macbeth's downfall. Regardless, it may be argued that the witches are the heroines of the play. One eminent modern literary critic, Terry Eagleton, has addressed the issue of the witches as heroines directly: To any unprejudiced reader--which would seem to exclude Shakespeare himself, his contemporary audiences and almost all literary critics--it is surely clear that positive value in Macbeth lies with the three witches. The witches are the heroines of the piece, however little the play itself recognizes the fact, and however much the critics may have set out to defame them. (William Shakespeare, p. 2) For Eagleton, the social reality of the witches matters. They are outcasts, much like feminists they live on the fringe of society in a female community, at odds with the male world of "civilization," which values military butchery. The fact that they are female and associated with the natural world beyond the aristocratic oppression in the castles indicates that they are excluded others. Their equality in a female community declares their opposition to the masculine power of the militaristic society. They have no direct power, but they have become expert at manipulating or appealing to the self-destructive contradictions of their military oppressors. They can see Macbeth's destruction as a victory of a sort: one more viciously individualistic, aggressive male oppressor has gone under. This suggestion is not entirely serious (Eagleton observes that the play does not recognize the issue he is calling attention to), but it underscores a key point in the tragic experience of Macbeth, its connection to a willed repudiation of the deep mysterious heart of life, the place where sexuality and the unconscious hold sway. This aspect of life is commonly associated with and hence symbolized by women, for complex reasons which there is not time to go into here (but which would seem to be intimately bound up with women's sexuality and fertility, contacts with the irrational centres of life which men do not understand and commonly fear). In seeking to stamp his own willed vision of the future onto life, the tragic hero rejects a more direct acquaintance with or acceptance of life's mystery.

O How Human Resource Management Has Developed in the Past Few Years to Become an Integral Part of Our Organizations?

Essay Question: How Human Resource Management has developed in the past few years to become an integral part of our organizations? Major Field of Study: Human Resource Management. Human Resource Management has developed in the past few years to become an integral part of our organization. According to Armstrong, Michael (2006), â€Å"The terms â€Å"Human Resource Management† (HRM) and â€Å"human resources† (HR) have largely replaced the term â€Å"personnel management† (PM) as a description of the processes involved in managing people in organizations. In simple words PM means to describe activities that are necessary in the recruiting of a workforce, providing its members with payroll and benefits, and administrating their work-life needs. Torrington and hall (1987 p. 49) define PM as â€Å"a series of activities which: first enable working people and their employing organizations to agree about the objectives and nature of their working relationship and, secondly, ensures that the agreement is fulfilled† and Miller (1987 p. 52) suggests that HRM relates to â€Å"†¦Ã¢â‚¬ ¦. those decisions and actions which concern the management of employees at all levels in the business and which are related to the implementation of strategies directed towards creating and sustaining competitive advantage†. The early debate about HRM was conducted largely because of the absence of any data about actual practice. In recent years though much more information, both from large-scale surveys and from detailed case studies has becom e available. The growing body of research that seeks to examine the impact of HRM policies and practices on organizational outcome has come to a common solution saying that when individuals effectively implement these policies and practices, they provide significant economic benefit to the company. In order to learn the skills to practice good HRM in the workforce, it is integrated with many known courses of today’s date. Let’s take an example about one of the key functions of HRM, namely staffing. A person with a high level of understanding in HRM may be able to hire, recruit and train the best employees. Ensure they are high performers and deal with performance issues better, and most importantly is able to approach management in such a way that motivate an individual person to contribute to the achievement of the objectives of the business. Some other functions of HRM include learning about managing your approach to employee benefits and compensation, employee records and personnel policies. â€Å"_An organization is nothing without human resources. It is a lot of factories, expensive equipment and some impressive bank balances† (Low & Mourel, 1986). _The number of organizations around the world recognizing HRM as an integral part of their success is increasing every day. One of the main reasons for this is because when employers are hiring managers, one of the qualities they look for is if the employee has a high skill level in HRM. HRM is management, but management is more than HRM. Management normally includes marketing, budgetary control, production, operations control, finance and development. Because the purpose of HRM is to improve the productive contribution of people, it is intimately related to these aspects of management. All managers are involved in managing people and the management of an organization’s human resource. And because of this HRM is becoming an area which is regularly researched and developed further. Having done a course on HRM or even as a part of a course is becoming a necessary skill. Whether or not HRM is a profession has been questioned a lot (Jenks, July-Aug. ). What is not in question is that HR managers should be professional in terms of their qualifications and performance (Chruden and Sherman, 1984). The debate about HRM was conducted in the early days about the lack of research material on the subject is quickly turning into a thing of the past. More and more institutions are offering a course about HRM, and more and more people are learning from it. In order to be a good manager the HRM skills are required more in today’s date. Hardly a week goes by without the publication of another book on HRM. There are numerous handbooks, textbooks, encyclopedias, research and casebooks about HRM Businesses are getting globalised which means that as a manager of a department you may have communicate and manage people from lots of different cultures. Your duties may involve promotion, downsizing and performance reviews. You will have to do these with people from many different cultures, and to do these tasks you will require a higher understanding of HRM, which all in turn will lead to the organizations progress and profit. References Armstrong, Michael (2006). A Handbook of Human Resource Management Practice (10th ed. ) J. M. Jenks, ‘Let’s stop professionalizing’, Personnel Journal, vol 37, no. 3 July-Aug H. J. Chruden and J. W. Sherman, Managing Human Resources, 7th edition, 1984, p. 13 Peter S. Low, Mark P. Mourell, Stephen P. Robbins, Managing Human Resources, , 1986, p. 2, chapter 1 Bachelor Of International Hospitality Management (2009), Retrieved September 1, 2009, from http://www. aut. ac. nz/study-at-aut/study-areas/hospitality–tourism/qualifications/undergraduate-courses/bachelor-of-international-hospitality-management-human-resources

Cause and Effects of Drug Use in High Schools

Cause and Effects of Drug use in High schools The use of drug is becoming prevalence in today’s society. Drug abuse is referred to as intake of drugs by over does of the prescribed drug given by medical personnel or taking drugs on an individual’s personal interest or influence by some groups of people. Indeed, the term drug abuse is used to indicate excessiveness and frequent consumption of drugs regardless of whether an individual is depending on it or not. Drug abuse is chemical substances that exert mood-altering effects on the brain and which are capable of producing addiction.They are abused for the feelings they produce. Drug use commonly begins in high school, usually with nicotine from cigarettes. The first cause is simple curiosity. Many teens have heard about drugs can be fun, can make a person feel and act different, and they are curious to experience them for themselves. Peer group influence is also one of the causes. The type of friend individual associate and relate with could lead one to partake in drug abuse. Young people take drugs to feel cool and impress their friends. Some teens will do whatever their friends do, just to fit in and follow the crowd.They don’t want to be the only one not doing something; even it is something dangerous. Another reason young people take drugs is to escape their reality. Maybe their home life is not happy, maybe they have a boring job, or under lots of pressure in high school. In this case, they take drugs to get away that unhappy reality. They can feel a little braver, stronger, smarter, more beautiful or more important. Of course this doesn’t last long, but that doesn’t matter. For the brief time that the drugs are taking affect, the user can forget about the problems, responsibilities and limitations of everyday life, and escape to a fantasy world.This is why they are so attractive to young people and despite their dangers. However, drug abuse can lead to drug dependence. I t can damage the systems in the body, lead to nervous problem, and causes other health hazards. Internal organs could be equally affected by drug and substance abuse. The symptoms are increase heart and breathing rates and blood pressure, and decrease appetite. Side-effects can include sweating, dry mouth, blurred vision, insomnia, and dizziness. In addition users can feel restless, anxious and moody, become excitable and have a false sense of power and security.Moreover, complaints of indiscipline in the school are mostly because of drug abuse. Drug abuse could also causes mental illness with the consequence of drop-out of school. It could cause decline in the societal moral and cultural values. The violent tendencies are also associated with drug abuse. According to those, abuse of drugs affects a person's physical or emotional conditions, even both. Drug abuse can lead to poor performance of the students in the schools. Since majority of drug abuse among youths start in high scho ols, the facilities can have early detection and prevention by teach students the effect of drug use. Word count: 504

Influential Identity essays

Influential Identity essays Living in a prejudiced country, moving back and forth from slow country life; Arkansas, to a fast pace society; St. Louis, being pregnant at 16 are some of the many problems Maya faced with as an African American teenager. The book, I Know Why The Caged Bird Sings by Maya Angelou is an autobiography, which portrays Mayas life as an African American teenager and gives us an insight on southern life during the 1930s. The book is a recollection of her childhood years with Bailey, grandmother Henderson momma, and her friend Louise Kendrick and how their personalities influenced her to beget her own identity. The first of the three characters is Louis Kendrick. Louis was Maya's first friend. Maya describes her as: "Her face, which was long and dark chocolate brown, had a thin sheet of sadness over it, as light but as permanent as the viewing gauze on a coffin. And her eyes, which I thought her best feature, shifted quickly as if what they sought had just a second before eluded her. She had come near and the spotted light through the trees fell on her face. I had never noticed before, but she looked exactly like Bailey. Her hair was "good" more straight than kinky and her features had the regularity of objects placed by a careful hand". (pg.140) Louis, according to Mayas description is the total opposite of Maya. When Maya and Louis first meet each other they are shy, however as they get to know each other they became best friends. She says "In daring to challenge the unknown with me, she became my first friend" (page 142). Louis influenced Maya greatly as she gave her a chance to be a girl. On page 142 Maya says: " Since all the other children spoke Pig Latin, we were superior because Tut was hard to speak and even hard to understand. At last I began to comprehend what girls giggled about. Louise would rattle a few sentences to me in the unintelligible Tu ...

War of 1812 Overview - Aftermath

War of 1812 Overview - Aftermath 1814: Advances in the North A Capital Burned | War of 1812: 101 Efforts for Peace As the war raged, President James Madison worked to bring it to a peaceful conclusion. Hesitant about going to war in the first place, Madison instructed his chargà © d’affaires in London, Jonathan Russell, to seek reconciliation with the British a week after war was declared in 1812. Russell was ordered to seek a peace that only required the British to repeal the Orders in Council and halt impressment. Presenting this to the British foreign minister, Lord Castlereagh, Russell was rebuffed as they were unwilling to move on the latter issue. There was little progress on the peace front until early 1813 when Czar Alexander I of Russia offered to mediate an end to hostilities. Having turned back Napoleon, he was eager benefit from trade with both Great Britain and the United States. Alexander also sought to befriend the United States as a check against British power. Upon learning of the czars offer, Madison accepted and dispatched a peace delegation consisting of John Quincy Adams, James Bayard, and Albert Gallatin. The Russian offer was declined by the British who claimed that the matters in question were internal to the belligerents and not of international concern. Progress was finally achieved later that year following the Allied victory at the Battle of Leipzig. With Napoleon defeated, Castlereagh offered to open direct negotiations with the United States. Madison accepted on January 5, 1814, and added Henry Clay and Jonathan Russell to the delegation. Traveling first to Goteborg, Sweden, they then headed south to Ghent, Belgium where the talks were to take place. Moving slowly, the British did not appoint a commission until May and their representatives did not depart for Ghent until August 2. Unrest on the Home Front As the fighting continued, those in New England and the South grew tired of the war. Never a great supporter of the conflict, New Englands coast was raided with impunity and its economy on the verge of collapse as the Royal Navy swept American shipping from the seas. South of the Chesapeake, commodity prices plummeted as farmers and plantation owners were unable to export cotton, wheat, and tobacco. Only in Pennsylvania, New York, and the West was there any degree of prosperity though this was largely related federal expenditures relating to the war effort. This spending led to resentment in New England and the South, as well as precipitated a financial crisis in Washington. Taking office in late 1814, Treasury Secretary Alexander Dallas forecasted a $12 million revenue shortfall for that year and predicted a $40 million shortfall for 1815. Efforts were made to cover the difference through loans and issuing treasury notes. For those who wished to continue the war, there was a genuine concern that there would not be funds to do so. During the course of the conflict, the national debt had ballooned from $45 million in 1812 to $127 million in 1815. While this angered Federalists who had opposed the war initially, it also worked to undermine Madisons support among his own Republicans. The Hartford Convention The unrest sweeping parts of the country came to a head in New England in late 1814. Angered over the federal governments inability to protect its coasts and its unwillingness to reimburse states for doing so themselves, the Massachusetts legislature called for a regional convention to discuss the issues and weigh whether the solution was something as radical as secession from the United States. This proposition was accepted by Connecticut which offered to host the meeting in Hartford. While Rhode Island agreed to send a delegation, New Hampshire and Vermont refused to officially sanction the meeting and sent representatives in an unofficial capacity. A largely moderate group, they convened in Hartford on December 15. Though their discussions were largely limited to a states right to nullify legislation that adversely affected its citizens and issues related to states preempting federal collection of taxes, the group badly erred by holding its meetings in secret. This led to wild speculation regarding its proceedings. When the group released its report on January 6, 1815, both Republicans and Federalists were relieved to see that it was largely a list of recommended constitutional amendments that were designed to prevent foreign conflicts in the future. This relief quickly evaporated as people came to consider the what ifs of the convention. As a result, those involved quickly became and associated with terms such as treason and disunion. As many were Federalists, the party became similarly tainted effectively ending it as a national force. Emissaries from the convention made it as far as Baltimore before learning of the wars end. The Treaty of Ghent While the American delegation contained several rising stars, the British group was less glamorous and consisted of admiralty lawyer William Adams, Admiral Lord Gambier, and Under-Secretary of State for War and the Colonies Henry Goulburn. Due to the proximity of Ghent to London, the three were kept on a short leash by Castlereagh and Goulburns superior, Lord Bathurst. As the negotiations moved forward, the Americans pressed for an elimination of impressment while the British desired a Native American buffer state between the Great Lakes and the Ohio River. While the British refused to even discuss impressment, the Americans flatly refused to consider ceding territory back to the Native Americans. 1814: Advances in the North A Capital Burned | War of 1812: 101 1814: Advances in the North A Capital Burned | War of 1812: 101 As the two sides sparred, the American position was weakened by the burning of Washington. With the deteriorating financial situation, war weariness at home, and concerns over future British military successes, the Americans became more willing to deal. Similarly, with fighting and negotiations at a stalemate, Castlereagh consulted the Duke of Wellington, who had turned down command in Canada, for advice. As the British held no meaningful American territory, he recommended a return to status quo ante bellum and an immediate end to the war. With talks at the Congress of Vienna breaking down as a rift opened between Britain and Russia, Castlereagh became eager to end the conflict in North America to focus on European matters. Renewing the talks, both sides ultimately agreed to a return to status quo ante bellum. Several minor territorial and border issues were set aside for future resolution and the two sides signed the Treaty of Ghent on December 24, 1814. The treaty included no mention of impressment or a Native American state. Copies of the treaty were prepared and sent to London and Washington for ratification. The Battle of New Orleans The British plan for 1814 called for three major offensives with one coming from Canada, another striking at Washington, and the third hitting New Orleans. While the thrust from Canada was defeated at the Battle of Plattsburgh, the offensive in the Chesapeake region saw some success before being halted at Fort McHenry. A veteran of the latter campaign, Vice Admiral Sir Alexander Cochrane moved south that fall for the attack on New Orleans. Having embarked 8,000-9,000 men, under the command of Major General Edward Pakenham, Cochranes fleet arrived off Lake Borgne on December 12. In New Orleans, the defense of city was tasked to Major General Andrew Jackson, commanding the Seventh Military District, and Commodore Daniel Patterson who oversaw the US Navys forces in the region. Working frantically, Jackson assembled around 4,000 men which included the 7th US Infantry, a variety of militia, Jean Lafittes Baratarian pirates, as well as free black and Native American troops. Assuming a strong defensive position along the river, Jackson prepared to receive Pakenhams assault. With both sides unaware that peace had been concluded, the British general moved against the Americans on January 8, 1815. In a series of attacks, the British were repulsed and Pakenham killed. The signature American land victory of the war, the Battle of New Orleans forced the British to withdraw and re-embark. Moving east, they contemplated an attack on Mobile, but learned of the wars end before it could move forward. The Second War of Independence While the British government had speedily ratified the Treaty of Ghent on December 28, 1814, it took much longer for word to reach across the Atlantic. News of the treaty arrived in New York on February 11, a week after the city learned of Jacksons triumph. Adding to the spirit of celebration, the news that the war had ended quickly spread throughout the country. Receiving a copy of the treaty, the US Senate ratified it by a 35-0 vote on February 16 to officially bring the war to a close. Once the relief of peace had worn off, the war was viewed in the United States as a victory. This belief was propelled by victories such as New Orleans, Plattsburgh, and Lake Erie as well as by the fact that the nation had successfully resisted the power of the British Empire. Success in this second war of independence helped forge a new national consciousness and ushered in the Era of Good Feelings in American politics. Having gone to war for its national rights, the United States never again was refused proper treatment as an independent nation. Conversely, the war was also viewed as victory in Canada where the residents took pride in having successfully defended their land from American invasion attempts. In Britain, little thought was given to the conflict especially as the spectre of Napoleon rose again in March 1815. While the war is noew generally viewed as stalemate between the principal combatants, the Native Americans exited the conflict as losers. Effectively forced out of the Northwest Territory and large tracts of the Southeast, their hope for a state of their own vanished with the end of the war. 1814: Advances in the North A Capital Burned | War of 1812: 101

Black Theology Essay Example | Topics and Well Written Essays - 3000 words

Black Theology - Essay Example In the midst of this turbulent period, a relatively unknown theologian from a rural town in Arkansas emerged to confront the abstract and irrelevant definitions of white mainstream theology and to speak to the social conditions of black Americans. James Cone has been called "the father" of black theology, "the leading exponent of black theology," and the "premier black theologian" (Burrow, 1993, p. 1). Grenz and Olson (1992, p. 206) acknowledge, "Cone was able to emerge as an important voice for the new Black theology in part because he shared the plight of Blacks through his upbringing in the South. This qualified him to understand their feelings and speak on their behalf. At the same time, his voice was significant because he had obtained the academic credentials necessary to gain a hearing in the largely White-dominated theological circle." Cone wrote the first systematic treatment of black theology. His books, articles, and lectures launched black liberation theology into the national and international theological arena. As Hopkins (2002, p. 16) argues, "I believe he was the first person in the history of the United States to position liberation of the poor as the central and foundational preaching and teaching of Jesus And Cone was one of two people in the world to first write books on liberation theology." To better contextualise this assessment, it would be pertinent to point out that Hopkins (2002, p. 14) defines black liberation theology as "the name given to a movement created by a group of African American pastors in the late 1960s who felt that the gospel of Jesus Christ had a positive message for black people." Arguably, there were three historic events that provided the context for the formation of black theology as a movement: (1) the civil rights movement of the 1950s and 1960s, associated with Martin Luth er King Jr., (2) the publication of Joseph Washington's book, Black Religion: The Negro and Christianity in the United States (1964), and (3) the rise of the black power movement, strongly influenced by Malcolm X's philosophy of black nationalism (Burrow, 1993). In the 1960s, the notoriety of the civil rights movement emerged under the leadership and direction of Dr. Martin Luther King Jr. He confronted racism and discrimination using a social-oriented theology and a nonviolent method of protest. His pastoral concern and academic training gave a theological and biblical voice to the debilitating implications of racial oppression. Second, Joseph Washington's (1964) book Black Religion was one of the major writings to argue that black religion is not identical to white Protestantism or any other expression of Euro-American Christianity. "Rejecting the thesis of earlier studies that viewed Black religion as one aspect of the broader category of North American Protestantism, Washington asserted that it was actually a distinctive phenomenon in North American religious life" (Grenz and Olson, 1992, p. 204). Finally, with the influence of Malcolm X, phrases like "black nationalism," "black pride," and "black power" emerged to raise black consciousn ess and reclaim black identity in American society. The three historical benchmarks - the civil rights movement, Black Religion, and the black power movement -provided the conte

Ideology And International Relations In The Modern World Case Study

Ideology And International Relations In The Modern World - Case Study Example The inter-reactions between other countries are only for settling disputes between themselves, but at the same time, the main question to be kept in mind is the choice of the monarch. There are many other factors which should influence the decisions of individual countries, but all countries want to be independent first and effective for the improvement of a lot of their people and other people afterward. Till a few years back, there were two powers with one situated in Washington and the other in Moscow and they could not afford to fight with each other. This led them to battles in absentia in the Third World and those were among the countries that were supported by one of the two superpowers. This led to conflicts among the two for the political allegiance of Asians, Africans, or Latin Americans. This was the method of promotion of the two so-called ideologies - capitalism or communism. The only possible alternative, which existed in places where these conflicts were not desired, w as the Cold War. (Cassels, 1996, p. 207) Yet the development or reactions of countries were dependants not on their benefits, but the desire of the two leaders. Today, the conflict of the state has deteriorated further and all are based on constitutions which define the political authorities of the country, or the countries within the area. These consist of states, countries dependant on other states and even international organizations some of whom are even for the commercial benefit of groups of shareholders. It is they who control trade, control the flow of money and investment within the area, invade other countries within the area, ally with some groups for the benefit of their masters, intervene in the ongoing civil conflicts within other states, etc.

Importance of Risk Assessment Research Paper Example | Topics and Well Written Essays - 1500 words

Importance of Risk Assessment - Research Paper Example Effective risk assessment is quite crucial to the success of every organization or business activity.Risk assessment requires consistently applying and defining an approach that is tailored to the organization. Any assessment activity begins with the outlay of a plan and scope considering objectives, timing, input, output and responsibility requirements (Wenyuan 21). These responsibilities are assigned to parties that can provide a meaningful perspective on relevant risks. In implementing these responsibilities, one requires input sources which are determined by the information available such as prior assessments, lessons learned and loss data. On the other hand, output requirements are determined based on specific requirements of sponsors and stakeholders. The execution of the assessment process is done once the planning and scoping have been determined. Â  There are several important steps required in carrying out a risk assessment.The first step involves the identification of relevant organization objectives. Identifying relevant objectives provides a basis for ascertaining the potential risks that may have an impact on the achievement of certain objectives. It further ensures relevance of consequential risk assessment and management plan to important organizational objectives. These objectives are usually defined as a number of organizational levels and it is necessary to comprehend how they are formulated. (Vose 12). Moreover, well-formulated objectives are analyzed by considering the weaknesses, opportunities, threats, and strengths.

Effect of Formic Acid Supplementation on Brioler Chickens

Effect of Formic Acid Supplementation on Brioler Chickens Effect of Formic Acid supplementation on some biochemical parameters of broiler chickens Murad K. Al-Fadhli*, Nora Q. Abbas *, Mustafa J. Jalil* * Ministry of Science and Technology, Animal and Fish Research Center Abstract: The aim of this study was to evaluate the effect of adding different concentrations of the organic furmaric acid to the drinking water on some biochemical parameters of broiler chickens aged between 21 and 42 days. Organic formic acid was added to the drinking water in the following concentration (0.1%, 0.2%, and 0.3%) represented the treatment group (T1, T2 and T3) respectively. In the control group (T4), the drinking water was free of formic acids. Blood samples were collected at 21 and 42 days of age. At 21 days of age, data indicated that the first treatment group (T1) showed a significant increase (P†°Ã‚ ¤0.05) in serum total protein and albumin and significant decrease (P†°Ã‚ ¤0.05) in each of serum cholesterol, triglycerides and serum glucose. The second treatment group (T2) was also showed a significant increase (P†°Ã‚ ¤0.05) in serum total protein and albumin, in addition to serum cholesterol but it showed significant decrease (P†°Ã‚ ¤0.05) in both serum triglycerides and serum glucose. Whereas the third treatment group (T3) was showed a significant increase (P†°Ã‚ ¤0.05) in each of serum total protein, albumin, cholesterol, and serum triglycerides, but it was showed non-significant differences (P†°Ã‚ ¥0.05) in serum glucose concentration. The result of the blood samples that was collected at 42 days of age indicated a presence of a significant decrease (P†°Ã‚ ¤0.05) in serum total protein level, non-significant differences (P†°Ã‚ ¥0.05) in both of albumin and cholesterol level, but it was showed a significant increase (P†°Ã‚ ¤0.05) in both serum triglycerides and glucose levels in the first treatment group (T1). The second treatment group (T2) was showed a significant increase (P†°Ã‚ ¤0.05) in each of serum total protein, triglycerides and serum glucose levels, but it was showed non-significant differences (P†°Ã‚ ¥0.05) in serum albumin level and non-significant decrease (P†°Ã‚ ¥0.05) in seru m glucose levels. The result from the third treatment group (T3) indicated non-significant differences (P†°Ã‚ ¥0.05) in each of serum total protein, albumin, cholesterol levels, and non-significant decrease in serum glucose levels. Indicated results showing the importance of adding organic formic acid to the drinking water in the improvement of some physiological traits of broiler chickens. Key words: organic acids, formic acid, physiological traits, broiler chickens. Introduction: Broiler chicken meat is considered one of the most important sources of animal protein and the poultry production rate was 25% of the total global production of meat (1). Broiler chicken meat is characterized by their high nutritional value as it is rich in the essential elements in addition to its easy digestion (2). Poultry production has consistently in recent years to find the ways to improve the growth rates in order to obtain the highest conversion efficiency of food as well as reduction of the negative effects of the diseases that lead to heavy economic losses. One of the most important ways to control the negative effect of the diseases was the introduction of the antibiotics in the poultry production (3). However, use of these antibiotics on a large scale has led to the development of the bacterial resistance to antibiotics. In addition to that, use of antibiotics lead to cumulative harmful effect on poultry meat as it alters the bacterial environment and leading to weakenin g performance of poultry production (4). Therefore, the research tries to find an alternative to antibiotics to control the negative effect of the diseases and among these alternatives to antibiotics was the use of organic acids and the addition of probiotic to poultry feeds (5). Organic acids are weak acids that are commonly found in fruit juices and fermented foods and that are added to foods as preservative agents (6). Organic acids have been used for decades in feed preservation, for protecting feed from microbial and fungal destruction or to increase the preservation effect of fermented feed. Organic acids have increasingly and successfully been supplemented in feed in broiler production. The way of action of organic acids seems to be related to a reduction of pH in the upper intestinal tract, interfering with the growth of undesirable bacteria and modifying the intestinal flora (7). The aim of the present study was to evaluate the effect of adding different concentrations of t he organic formic acid to the drinking water on some physiological traits of broiler chickens. Materials and Methods: This study was conducted in the chicken field of the poultry section in the Center of Animal Resources and Fisheries Agricultural Research Directorate Ministry of Science and Technology, which included the field and laboratory study to examine the effect of adding formic acid in the drinking water on the productive performance of broiler chickens. 84 mixed sexes broiler chickens (Rose Type), one-day old, were used for the experiment. These broiler chickens were distributed randomly inside a closed room into four groups as the following: First group (Treatment 1): The Drinking water treated with 0.1 % formic acid. Second group (Treatment 2): The Drinking water treated with 0.2 % formic acid. Third group (Treatment 3): The Drinking water treated with 0.3 % formic acid. Fourth group (Control group): Free of formic acid. Each group was further sub-divided into three replicates of 7 birds per replicate. A photo period of 24 hours day was maintained since the start of the experiment and until the end of the sixth week by using electric lamps. The ingredient and the chemical composition of the diets presented in Table 1. They were analyzed using N.R.C (1994) procedure. Feed and water were provided ad libitum during the experiment. Table 1: The ingredient and the chemical composition of the diets Ingredients Percentage composition Yellow corn 43 wheat 12 Barley 9 Soybean meal 20 Animal protein concentrate 12 Oil 3 Limestone 0.7 Salt 0.3 Total 100% Calculated levels Crude protein (%) 21.14 ME (Kcal/kg) 3032 Protein-energy ratios 143 Lysine (%) 0.82 Methionine + Cystine (%) 0.73 Crude fiber (%) 2.16 Blood samples were collected at 21 and 42 days of age from the wing vein and centrifuged at 3000 rpm for 5 minutes by using Hettich centrifuge to separate the serum samples and the obtained sera were aspirated into sterile vials and kept in deep freezer (-20 °C) for the later analysis of the serum biochemical parameters that include the serum total protein, albumin, cholesterol, triglycerides and glucose and these analysis was estimated by using the Vegasys chemical analyzer device (AMS Co., Italy). Statistical analysis was performed with statistical program Statistacal Analysis System (SAS) (2001). Means were compared by the Duncans multiple range test at the level of 5% probability (1955). Results and Discussion: The results illustrated in Table (2) indicate the serum biochemical analysis of the broiler chickens at 21 days of age. These data showed a significant increase (P†°Ã‚ ¤0.05) in the concentration of serum total protein and albumin in the treatment groups (T1, T2 and T3) in compartment with the control group (T4). Serum cholesterol concentration was significantly increased (P†°Ã‚ ¤0.05) in the treatment groups (T2 and T3) while it was significantly decreased (P†°Ã‚ ¤0.05) in the treatment group (T1) in compartment with control group (T4). Serum triglycerides concentration showed a significant decrease (P†°Ã‚ ¤0.05) in the treatment groups (T1 and T2), while it was significantly increased (P†°Ã‚ ¤0.05) in the treatment group (T3) in compartment with control group (T4). Serum glucose concentration was also significantly decreased (P†°Ã‚ ¤0.05) in the treatment groups (T1 and T2), but it was non- significantly increased (P†°Ã‚ ¥0.05) in the treatment gr oup (T3) in compartment with control group (T4). Table (2): Serum biochemical analysis of the broiler chickens at 21 days of age. Treatments Total Protein g/dl Albumin Cholesterol triglycerides Glucose T1 (0.1%) 3.84 + 0.31 a 1.566 + 0.98 b 134 + c 2.34 111.66 + c 2.73 235.33 + b 3.52 T2 (0.2%) 3.86 + 0.31 a 1.813 + 0.01 a 154.33 + 6.64 b 114.66 + 9.20 c 293.33 + 7.05 b T3 (0.3%) 3.64 + 0.12 b 1.7933 + 0.06 a 169.33 + 7.68 a 140.33 + a 8.55 370.0 + 10.26 a T4 control 2.97 + 0.24 c 1.506 + 0.17 c 150 + 10.11 b 120 + b 5.53 361.66 + a 3.69 The data in Table (3) showed the serum biochemical analysis of the broiler chickens at 42 days of age. These results showed a significant decrease (P†°Ã‚ ¤0.05) in serum total protein concentration of the treatment group (T1) and significant increase (P†°Ã‚ ¤0.05) in the treatment group (T2) but there were non-significant differences (P†°Ã‚ ¥0.05) in the treatment group (T3) in compartment with the treatment group (T4). Serum albumin concentration showed non-significant differences (P†°Ã‚ ¥0.05) between the treatment groups (T1, T2, and T3) and control group (T4). There were also non-significant differences (P†°Ã‚ ¥0.05) in serum cholesterol concentration between the treatment group (T1 and T3) while it was significantly increased (P†°Ã‚ ¤0.05) in the treatment group (T2) in compartment with the control group (T4). Serum triglycerides concentration was significantly decreased (P†°Ã‚ ¤0.05) in the treatment group (T3), while it was significantly incr eased (P†°Ã‚ ¤0.05) in the treatment groups (T1 and T2) in compartment with the control group (T4). Serum glucose concentration showed a significant increase (P†°Ã‚ ¤0.05) in the treatment group (T1) and non-significant decrease (P†°Ã‚ ¥0.05) in the treatment groups (T2 and T3) in compartment with the control group (T4). Table (2): Serum biochemical analysis of the broiler chickens at 42 days of age. Treatments Total Protein g/dl Albumin Cholesterol triglycerides Glucose T1 (0.1%) 3.686 + 0.19 c 1.803 + 0.12 157.66 + 5.17 b 129.33 + 7.83 a 356.33 + a 4.35 T2 (0.2%) 3.883 + 0.13 a 1.793 + 0.72 170.66 + a 8.78 123.33 + 9.24 a 289.33 + c 4.17 T3 (0.3%) 3.840 + 0.10 b 1.836 + 0.04 157.66 + b 4.97 114.33 + 4.80 c 259.33 + 5.81 c T4 control 3.846 + 0.15 b 1.77 + 0.14 149.33 + 8.74 b 121.33 + b 7.03 3055.33 + 2.60 b In this experiment, the addition of formic acid to the diet resulted in reducing the mortality rate and this result was agreeing with previous results indicated a decrease in the proportion of the mortality rate when using a probiotics containing organic acids in the diets of broiler chickens (8). In this study, the addition of formic acid to the diet resulted in significant decrease in the total cholesterol. The results obtained from the present study are in agreement with the results obtained by (El-Kerawy 1996) (9). The significant reduction in serum cholesterol could be attributed to the probiotic secretion of organic acid that stimulate the probiotic bacteria Lactobacillus acidophilus to reduces the cholesterol in the blood by deconjugating bile salts in the intestine, thereby preventing them from acting as precursors in cholesterol synthesis (Abdulrahim et al., 1996) (10). In the present study, the addition of formic acid to diets was significantly decreased the serum triglycer ides concentration and this decline may be due to secretion of the inuline and the inulin in turn has an inhibitor effect on the triglycerides synthesis processes (11). This experiment was showed a significant age-related difference either in the levels of the serum total protein, albumin and serum glucose. These age-related changes have also been observed in broilers chickens reported by (Sribhen C. et al, 2003) (12). The effect of organic acid supplementation on protein metabolism may be related to improvement of intestinal amino-acids absorption in acidic conditions that consequently enhances protein synthesis (13). This study concluded that the use of organic formic acid had a role in the improvement of some physiological traits in broiler chickens. References:   Ã‚   F.O.A, Statistics and meat. 2000 Rafh M.T. Khuleel. Economical Evaluation of Broiler Ration Used in Ninawa Province. Mesopotamia Journal of Agriculture. 2005: 33 (1): 30-34. Mathivanan R. Andrographispaniculata as alternatives to Antibiotic Growth promoter on Broiler production and carcass characteristics. Intern J Poul Sci. 2006: 5 (12): 1144-1150. Paryod A, and Mahmoudi M. Effect of different levels of supplemental yeast (Saccharomyces cerevisiae) on performance blood constituents and carcass characteristics of broiler chicks. African J Agricul I Res. 2008: 3(12): 835-842. Deng R. Food and Food supplements with hypocholestrolmic effects. Recent patent on food nutrition and Agriculture. 2009: 1 :15-24. Là ¼ck, E. and M. Jager,. Antimicrobial food Omogbenigun, F.O., C.M. Nyachti and B.A. Solminski, additives: characteristics, uses, effects. Springer-Veriag, Berlin, Germany. 1997: 137: 144-239. Kirchgessner, M. and F.X. Roth. Formic acid as a feed additive in pig nutrition. Pig News Inf. 1982: 3: 259-264. N. R. Sallh and N. A. J. Al Hussary. Effect of probiotics supplementation on some biochemical parameters of broiler chickens. Iraqi journal of Veterinary Sciences. 2009: 23 (1): 239-249. EI-Kerawy DMA. Acidified feed for growing rabbits. Egypt J Rabbit Sci. 1996: 6: 143-156. Abdulrahim, S.M., Haddadin, M.S.Y., Hashlamoun, E.A.R., Robinson, R.K. The influence of Lactobacillus acidophilus and bacitracin on layer performance of chickens and cholesterol content of plasma and egg yolk. British Poultry Science. 1996: 37 (2): 341, 346. Trautwein EA, Rieckhoff D, And Erbersdobler HF. Dietary Inulin Lowers Plasma Cholesterol and Triacylglycerol and Alters Biliary Bile Acid Profile in Hamsters. J Nutr. 1998: 128: 1937-1943. Sribhen C, Choothesa A, Songserm T, and Sribhen K. Age-related differences in levels of blood chemistry parameters and cardiacmarker proteins in commercial broilers. Kasetsart J Nat Sci. 2003: 37: 321-326. SKINNER J.J., IZAT A.L., WALDROUP P.W.( 1991) : Research note :Formic acids enhance performance of broiler chickens. Poult. Sci. 1991: 70, 1444-1447.

Homosexuality in the Film Latter Days and in Sexual Perversion by Nagel

From the assigned readings and film, I felt that I have gained a better understanding on one of the most controversial types of relationships, homosexuality. The topic of homosexuality isn’t easy to openly talk about but it is important as philosophy students, to have an open-mind about topics that we don’t partake in. Doing so allows us to promote new ways of thinking about the world around us and see them in a whole new light. In this personal response paper, I will discuss homosexuality in connection with the film Latter Days to determine why a homosexual relationship can meet Kant’s criteria for acceptable love as mentioned in Ruse’s essay, â€Å"Is Homosexuality Bad Sexuality?†, as well as why it qualifies as a complete and healthy relationship as described by Nagel in â€Å"Sexual Perversion.† Michael Ruse’s essay revolves around the central question if homosexuality is an acceptable form of relationship. In order to help answer this question, Ruse examines this argument from multiple philosophical perspectives, mainly the categorical imperative and utilitarianism. The first ethical framework is Kant’s categorical imperative. According to this theory, a person should not use another for their own benefit or the benefit of others because â€Å"people must be treated as subjective worthy beings in their own right† (Ruse, 1995, pg.113). This means that in a relationship, one must not treat the other as a means to the fulfillment of their sexual desires (e.g. as a sexual object). Instead, there must be respect for the dignity of the other. â€Å"By giving oneself reciprocally – by yielding oneself, body and soul – one shows respect for the other as an end and not just as a means† (Ruse, 1995, pg. 113). In doing so, according to Kant, there woul... ...ity was something that I never really took the time to think about but after reading the essays and watching the film, I have newfound respect for homosexuality. I know it’s only a matter of opinion, but I do genuinely feel that homosexuality is indeed an acceptable way for people to act and that there is nothing wrong with it. Works Cited Nagel, T. (1995). Sexual perversion. In R. Stewart (4th Ed.), Philosophical Perspectives on Sex and Love (pp. 105-112). New York, New York: Oxford University Press, Inc. Ruse, M. (1995). Is homosexuality bad sexuality?. In R.Stewart (4th Ed.), Philosophical Perspectives on Sex and Love (pp. 113-123). New York, New York: Oxford University Press, Inc. Schaefer, J. & Tibbles, K. (Producers), & Cox, C.J. (Director). (2003). Latter days [Motion picture]. United States: Funny Boy Films & Davis Entertainment Filmworks.