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