The Reality And Hoax Of Climate Change - 1536 Words

Between The Reality and Hoax of Climate Change People usually get into a long conversation or avoid the argument in the first place when they talk about Climate Change or Global Warming. In fact, climate change is one of the most debatable subjects in the modern era. In addition, there are different views about this subject. One is from the scientific community prospect, which they believe in this phenomenon. On the other hand, there is the skepticism of the economists and investors, especially who work for large oil and gas corporations and real estates to protect their financial status. Primarily, the phenomenon of climate change represents the rapid increase of the global surface temperature. Climate Change is real because there are†¦show more content†¦In fact, the rise in global temperature will lead to melt massive pieces of the frozen areas in Antarctica and hence, the oceans will expand and the sea level will rise. As a result of the oceans’ expansion, large lands will start to disappear underwater. One of the recent examples of Climate Change is the giant 17-mile-long crack in Antarctica. In addition, the incident of flooding areas in the regions near to the oceans increased dramatically in the recent years. Also, there were a noticeable number of coasts and beaches partially disappeared due to the rise of water level. For instance, the rise of sea level due to Climate Change caused 16.9 square kilometers to disappear from the Mumbai coastal area in the 20 century (Nayak). The scientific data illustrated that the sea level will rise continuously in the next 50 years. For example, the sea level of south Florida coastal areas expected to rise from 14 to 16 inches by the year 2060 (Jacobs and Hogan). All the scientific facts contradict the idea that sea level rise is only a hoax and does not result from Climate Change effects. Change in the weather is not a disputable matter; however, the change in the weather pattern is a concerning issue that might indicate an alarm of future harmful effects. Every now and then irregular weather conditions happen in a way never witnessed before. For instance, falling snow in the deserted areas that usually recognizeShow MoreRelatedThe Reality And Hoax Of Climate Change1488 Words   |  6 PagesBetween The Reality and Hoax of climate change People usually get into a long conversation or avoid it in the first place when they talk about climate change. In fact, climate change is one of the most debatable subjects in the modern era. In addition, there are different views about this subject. One is from the scientific community prospect, which they believe in this phenomenon. 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Human Nutrition in the Developing Country of Guyana Free Essays

Topic:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Human Nutrition in the Developing Country of Guyana * Introduction * According to the United Nation and the International Monetary Fund, countries are categorized according to their socio-economic position with respect to their Gross Domestic Product (GDP), income per capita, life expectancy and the wellbeing of the natives. These factors are compared to all the countries all over the world. Countries with a low level of material wellbeing are considered developing or underdeveloped. We will write a custom essay sample on Human Nutrition in the Developing Country of Guyana or any similar topic only for you Order Now According to the Human Developing Index, approximately 85. % of the world’s population lives in developing countries making this issue of Health and Nutrition in this global community a major and pressing issue. Economically, many of these countries cannot establish stable enough economies due to the history of imperialism and colonization that caused a disruption in the development of these countries. Because of the lack of funds to cultivate the raw materials, these countries cannot establish successful and stable systems to produce food to feed their populations or even hospitals to cure many of the diseases and disorders created as a result of malnutrition. For this study, focus will be localized to a village that is located in Guyana, South * America. This is the native country of my parents, and I was fortunate to make several visits to this location, the most recent of which was last summer, so I am familiar with the lifestyle practices of the inhabitants not only from a first hand basis, but also from the inherited practices that were passed down to my family through my parents. * Brief History of Imperialism and Development as a Developing Country Guyana is located on the northern tip of the continent of South America, and the location of this case study is also on the northern tip that referred to as the coastal plain. Guyana recieved its name from the Native Indian tribe called the Amerindians, and it means â€Å"Land of Many waters† because of the many rivers and streams that are found in the country. The country is also near to the equator, so it has a tropical climate for most of the year, with only tow seasons, the wet season and the dry season. The former season is usually rainy and occurs between October to May and the latter which is usually dry and hot (temperature ranging from the early 80 degrees to 100 on humid days) from June through September. * Guyana is also below sea level, and like many of the other countries in the region was subjected to colonial expansion, so it changed Imperial governments between the British, Dutch and Spanish for a brief period. The Dutch and English had longer influences, with the English finally securing dominance for the last and longest period in the history of the country. So, due to the many rivers and the fact that that the country is susceptible to flooding, when it was occupied by the Dutch large systems of sluices, dams and sea walls were constructed to prevent excessive flooding, but the rich silt deposits from the river made the coastal plain fertile for agricultural initiatives, so the main produce from Guyana have always been sugar from the cane plants and rice. * The System of Self Sufficiency in Union Village, Guyana, SA: Introduction * Since Union Village is located on the coastal plain of the Corentyne River, the land is also fertile and it is one of the many farming communities along that plain. Some of the villagers have become wealthy rice farmers as they own large plots of rice lands, but the majority of people are self sufficient by planting kitchen gardens to supplement the staple ric e diet with ground provisions, fruits and vegetables. Those villagers also rear livestock of chickens, ducks, turkeys, pigs, sheep, goats and cows. Some of the rice farmers also rear fish farms. They use the waste from the rice covering/ shell to feed the fish, and their livestock. The milk comes from the cows and goats; eggs come from the chicken and ducks and meat come from all livestock and fish. Since fish is in most abundance and is therefore the cheapest, fish is usually the protein of choice for the diet. * The System of Self Sufficiency in Union Village, Guyana, SA: Environmental Perspective * Environmentally, the living habits of these villagers generate positive carbon footprint because of their waste management and recycling habits, long before the awareness was created at the international level. They were engaged in those activities out of necessity, but it paid off very well for the community and ensured sustainability for them. By planting seasonal crops, they learned to rotate the crops they plant and maintain the fertility of the soil by natural eco-balancing. They also use even the waste produced by the cows, especially as fertilizer, so helped by the rain and sunshine, the land stays lush and green. The dogs eat leftovers from the family meals, so they do not incur additional expenditure of having to buy separate dog food and the livestock eat the waste products of the plants such as the rice and corn. Because a majority of the food in Guyana is produced locally and sold in large market places their carbon footprint is significantly lower than a majority of other countries that rely on outside imports of food. Limiting the importation of food and exportation of goods decreases carbon emissions in transportation like large jets, freight planes and other large automobile s that emit pollution in the air. However, during the 21st century Guyana has begun to follow the growing trend of increasing its involvement in the global community through the exportation of minerals like Gold and Bauxite. In addition to the few food products that Guyana is historically known for since imperialism: sugar and raw materials. * Because Guyana is increasing its involvement in the global community exports as well as few imports have increased due to sanctions from the International Monetary Fund’s involvement in the project of developing small countries like Guyana industrially and economically. As shown in the graphs below, Guyana’s carbon emissions have increased significantly since the 1950’s especially at the turn of the 21st century when the United Nations introduced their initiatives to better developing countries. * Graph 1a. (http://rainforests. mongabay. com/carbon-emissions/guyana. html) * * Graph 1b. (http://rainforests. mongabay. com/carbon-emissions/guyana. html) * * The System of Self Sufficiency in Union Village, Guyana, SA: Socio-Economic * As a result, from the socio-economic perspective, based on their life styles, the villagers eating habits may not b e sufficient enough to ensure proper nutrition because their foods are not imported they have to rely on the fickle patterns of nature in order to yield a good harvest and raise healthy livestock. Guyana’s weather correlates with their socio-economic standing and the problem of malnutrition. * With many floods, monsoon type weather and the rainforest atmosphere, villagers rely heavily on the weather that develops a particularly unbalanced eating regiment. From a social perspective, meats like chicken, cows and other animals are only cooked on special holidays and large festivals while on a regular basis, rice is the main staple for many impoverished families. From rice and pepper to shine rice (rice and butter), these dishes will not suffice nutritionally. In most cases however, village people consume a lot of fresh fruit on a daily basis from their personal yards. While these foods are healthy, fresh and organic, with no addition of chemicals, artificial fertilizers or pesticides, the foods are eaten leisurely and not measured daily to ensure a balanced and accurate amount of nutrition. With the lack of education on how to properly balance their diets with vegetables, proteins and even fruits, they eat leisurely and do not fairly balance their diets per day. While many industrialized and developed countries hold health classes that teach children from a young age to balance a fruit a day and a proper portion control. In actuality, although the foods in Guyana are fresher, the genetically altered or artificial products that are produced by developed countries guarantee a higher yield of foods to be distributed along with added vitamins and proteins that still ensure a sufficient amount of nutrition. Despite these set backs in education on diets, Guyana still produces a variety of foods that can suffice in feeding the people to ensure healthy nutrition (See Graph 3 Below). * Graph 3. (ftp://ftp. fao. org/es/esn/nutrition/ncp/guymap. pdf) * Also, owing to the location from the centralized city, they do not have quick access to quality medical facilities as the nearest medical center is approximately 25 miles from the village and the hospital is almost 40 miles away. As a result, they have non-traditional attitudes towards conventional medic al practices such as screenings, for example, which are considered as routine and expected from an international stand-point. In addition, socially, since they are semi-rural, some of them do have access to technology and amenities such as electricity, radios and even a sprinkling of television, but that is not widespread. Therefore, Internet and computer access or in many cases, even access to a telephone is not widespread. This is a blessing in disguise because economically it saves both the people and the government money and most of all saves the environment from utilization of so much electricity. Even for cooking, they use outdoor brick ovens that are fuelled by dry brushes and wood or coal collected from forest fore remnants. Resulting Issues from the Environmental and Socio-economic Factors * As aforementioned in the introduction of the topic, countries are still categorized according to their socio-economic position with respect to their Gross Domestic Product (GDP), income per capita, life expectancy and the wellbeing of the natives. These factors are compared to all the countries all over the world. The wealth of countries are categorized according to their abilities to export and their level of industrialization. * According to the Human Developing Index, approximately 85. % of the world’s population lives in developing countries making this issue of Health and Nutrition in this global community a major and pressing issue. Economically, many of these countries are not capable of establishing stable enough economies due to the history of imperialism and colonization that contributed to their dependency on foreign aid as well as their economic destabilization. Due to the absence of capital to process the raw materials such as bauxite, in the case of Guyana to produce aluminum, dependency is on ALCAN in Canada and Reynolds in the USA to purchase that raw material. The same case is with the excess rice and sugar produced, so the local economic system is incapable of sustaining quality hospitals and health care services that could address disease prevention and cure and even some kinds of malnutrition. * When examined environmentally, in an article in the Health and Wellness Magazine discussing underdeveloped countries, Dr. Majid Ezzati from Harvard School of Public Health points to the lack of clean water and sanitation as the major problem causing the malnutrition. Potable water is a problem in many of the Guyanese communities, as many people still cannot afford indoor plumbing. Furthermore in an article from the Royal Society of Medicine Press on Experimental Biology and Medicine the article deals with the problem of nutrition and infectious disease in these developing countries and the acquired immunodeficiency syndrome. The institute states, â€Å"Infectious diseases are the major causes of death and morbidity in underdeveloped countries, particularly in children† which is caused by malnutrition. * One major effect of malnutrition is an increase in child mortality rate. As seen in the graph below * One Step forward in Industrialization, Two Steps back in Sustainability * Because of the new push towards development, many supermarkets and grocery stores are replacing the marketplace and the tiny food shops in Guyana. As shown in the chart below Guyana’s carbon emissions have increased significantly since the 1950’s. This increase is largely due to the development of supermarkets and the importation of processed goods from United States companies that have specific relations with the Guyanese government. In order to ensure that Guyana returns to its more sustainable systems, the country should create better programs to educate its people on eating well balanced meals to avoid malnutrition with respect to the three major forms of malnutrition in Guyana as recorded by the Food and Agriculture Organization are Protein-energy malnutrition (PEM), anemia, and overweight/obesity are the most common nutrition-related disorders. As seen in Graph 4, Guyana produces a large amount of varying foods and products that can adequately resolve its problems of malnutrition. YEAR| Carbon emissions| Per capita emissions| 1950| 71| 0. 17| 1951| 78| 0. 18| 1952| 92| 0. 21| 1953| 123| 0. 27| 1954| 129| 0. 27| 1955| 141| 0. 29| 1956| 150| 0. 3| 1957| 146| 0. 28| 1958| 125| 0. 23| 1959| 151| 0. 27| 1960| 180| 0. 32| 1961| 201| 0. 34| 1962| 185| 0. 31| 1963| 168| 0. 27| 1964| 177| 0. 28| 1965| 294| 0. 46| 1966| 322| 0. 49| 1967| 361| 0. 54| 1968| 363| 0. 53| 1969| 373| 0. 53| 1970| 431| 0. 61| 1971| 409| 0. 57| 1972| 426| 0. 59| 1973| 492| 0. 68| 1974| 424| 0. 58| 1975| 498| 0. 68| 1976| 478| 0. 65| 1977| 518| 0. 7| 978| 561| 0. 75| 1979| 415| 0. 55| 1980| 488| 0. 64| 1981| 491| 0. 65| 1982| 383| 0. 51| 1983| 340| 0. 45| 1984| 383| 0. 51| 1985| 387| 0. 51| 1986| 285| 0. 38| 1987| 357| 0. 48| 1988| 383| 0. 52| 1989| 326| 0. 44| 1990| 311| 0. 42| 1991| 306| 0. 42| 1992| 287| 0. 4| 1993| 288| 0. 39| 1994| 364| 0. 49| 1995| 404| 0. 53| 1996| 417| 0. 54| 1997| 437| 0. 56| 1998| 451| 0. 58| 1999| 450| 0. 58| 2000| 431| 0. 58| 2001| 414| 0. 56| 2002| 422| 0. 56| 2003| 409| 0. 54| 2004| 394| 0. 52| 2005| 407| 0. 54| * Table 1. (http://rainforests. mongabay. om/carbon-emissions/guyana. html) * * * * * * * * * * * * * * * Graph 4. (ftp://ftp. fao. org/es/esn/nutrition/ncp/guymap. pdf) * * * * * * * * * References: * Colchester. Marcus. (1997). Guyana, fragile frontier : loggers, miners and forest peoples. Kingston, [Jamaica] : Ian Randle Publishers ; New York, NY : Distribution in North America by Monthly Review Press * Currie-McGhee. (c2009). Leanne Protecting ecosystems. Ann Arbor : Cherry Lake Pub. * Grant, Nancy S. (2008) The pocket idiot’s guide to your carbon footprint. New York, NY : Alpha Books. U. S. G. P. O. (1990-[2002]. Country reports on economic policy and trade practices : report submitted to the Committee on Foreign Relations, Committee on Finance of the U. S. Senate and the Committee on Foreign Affairs, Committee on Ways and Means of the U. S. House of Representatives by the Department of State in accordance with section 2202 of the Onmibus Trade and Competitiveness Act of 1988. Washington : U. S. G. P. O. , Congressional Printing Office http://rainforests. mongabay. com/carbon-emissions/guyana. html How to cite Human Nutrition in the Developing Country of Guyana, Papers

Pitfalls Of Relativism Essay Example For Students

Pitfalls Of Relativism Essay The year was 1943. Hundreds of Jewish people were being marched into the gas chambers in accordance with Adolf Hitlers orders. In the two years that followed, millions of Jews were killed and only a fraction survived the painful ordeals at the Nazi German prison camps. However, all of the chaos ended as World War II came to a close: the American and British soldiers had won and Hitlers Third Reich was no more. A certain ethical position would state that the anti-sematic Nazi German culture was neither right nor wrong in its actions. In fact, it is this view of the cultural relativist that assumes all actions considered right in a culture to be good for that culture alone. Moreover, the relativist claims that these actions cannot be judged according to their ethical correctness because there is no absolute ezdard by which they could be compared. In the above case, this position would not allow for the American and British soldiers to interfere with the Nazis; the relativist would clai m that the Allies were wrong in fighting the Germans due to a cultural disagreement. In truth, it is the relativist position which has bothnegative logical and practical consequences, and negligible benefits. The first logical consequence of relativism is that the believer must contradict himself in order to uphold his belief. The view states that all ethics are relative while putting forth the idea that no absolute ezdard of rightness exists. If this is the case, then what is cultural relativism relative to? From a purely logical point of view, this idea is absurd, for in assuming that something isrelative one must first have some absolute by which it is judged. Let the reader consider this example to reinforce the point. A young woman is five feet tall, and her older friend is six feet tall. The younger female considers herself short because she looks at her friend and sees that she is taller than her. It would be illogical to say that the first woman is short if she were the only female in existence; if this were the case then there would not be anyone for her to be relative to in height. However, this logical fallacy is what the relativist assumes by stating that there is no ezdard of rightness for relativity. Quite simply, the cultural relativist is stating that he is relative to an absolute which he considers non-existent. One other logical error that the relativist makes lies in his Cultural Differences Argument.1 The premise of this argument is thatdifferent cultures have different moral codes. The conclusion that the relativist derives is that there is no objective truth inmorality, right and wrong are only matters of opinion vary from culture to culture.2 The main logical problem with this argument is that the stated conclusion does not necessarily need to be the case if the premise is given. The premise states what different people believe to be true, and the conclusion jumps to the assumption that this belief must necessarily be the case. Let the reader consider this inezce, which closely follows the form of the above given argument. Assume that there is a society that believes that sunning as much as possible in the nude can only benefit a person. Due to scientific study, it has been experimentally shown that overexposure to the suns ultraviolet rays can cause skin cancer. Being in the America n culture, people know this to be true and therefore would disagree with sunning too often. According to therelativist, since the two cultures disagree concerning the practice of sunning there is no objective truth about it. However, this is a faulty conclusion because empirical evidence shows that the first culture would be wrong in its beliefs. In truth, one cannot derive a subeztive conclusion about a subject (morally) from the mere fact that people disagree about it.3Having discussed the logical consequences of relativism, it is necessary to expound upon the effects of its practice. The first ofthese repercussions is that the culture determines what is functionally right and wrong. This means that the individual has no say in the matter, and if there is a conflict between the two, the individuals ethical belief is not given any consideration. Of course, in theory this does not seem to create an enormous problem; but let the reader consider this inezce of racial segregation in th e early 1900s. In this case, southern blacks were kept from attending white schools, and, sometimes, they were barred from an education entirely. In the southern culture, this practice was considered normal and right; the whites believed that blacks were ignorant slaves that did not deserve such things as proper schooling. The cultural relativist would state that this southern white culture was right in segregating the blacks. This is completely false. In fact, there were many intelligent blacks (Martin Luther King, Jr., Malcom X, etc.), who, if they had been given the chance, could have contributed their ideas to the white school children. Because of this, it would have been functionally right to have included such black students in the white schools. Thus, just because a culture deems an action right, it does not mean that the action is functionally correct for that culture. Humor was used in the medieval time period to expr EssayAnother remote benefit of the position is that it warns us about the danger of assuming that all our preferences are based onsome absolute rational ezdard.6 The relativist may sight the example of the mound-men, an early culture which piled their dead in the field and then covered them with mud (in the shape of a mound). His argument would be that, even though the American culture does not carry out such activities, the early culture was not objectively (or rationally) wrong. Once again, this makes good sense, for if cultures were to uphold this strict objective ezdard, then they would be culturalcentric and totally unaccepting. However, let the reader consider this example of the primitive headhunters. As part of a religious ritual, these societies would hunt and kill people from other cultures in order to keep their skulls as trophies. From the relativist perspective, the primitive culture is doing what is right for them and its practices cannot be judged as immoral. However, the action of killing without just cause is immoral, and since this culture practiced it, the culture should be said to be committing a moral outrage. In such circumezces, an absolute ezdard of morality is needed in order to halt wrong acts. One final negligible benefit of the relativist position is the idea that the position advocates keeping an open mind. The relativistwould explain that just because one cultures ideals differ from anothers, one should not automatically label these ideals as immoral. In some cases, this is quite important. The far-fetched example of aliens coming to Earth with their customs comes to mind. Here, just because this new culture may have very different, yet harmless beliefs, other cultures should not condone these beliefs. However, an example can be given in which an open mindshould not be extended. Let the reader consider the recent crisis in Bosnia-Herzegovina, where the Serbs and Croats are ethnically cleansing villages in the area. It seems quite immoral to kill others simply because of their ethnicity, yet the relativist would consider such and incident with an open mind. Obviously, there are certain events that cannot be considered in such a way. In the final analysis, it is the relativist position which has both negative logical and practical consequences, and negligiblebenefits. The logical consequences include the fact that the relativist must contradict himself in order to uphold his belief, andthat his Cultural differences Argument1 is not sound. The problems of actually practicing cultural relativism are numerous. They include the fact that the culture determines what is right and wrong, that it is impossible (being a relativist) to judge a culture morally, and that there cannot be any moral progress in a culture per-say. As discussed, the negligible benefits of cultural relativism such as tolerance, lacking of an absolute ezdard, and an open mind can only be applied to a limited range of inezces. As previously shown, extreme relativism in its vulgar and unregenerate form7 leads to stagnation of cultural morals and passive acceptance of ethicalinjustice. Of course, just as in any ethical theory, there are some things to be learned from it. One of these is the idea of not being too critical of other cultures. Also, the theory shows the importance of not becoming so culturalcentric that one looses the ability to learn from other socities. In truth, if more cultures tempered their tolerance with wisdom, then many of the evils that plague us could be effectively eliminated. End Notes1. Rachels, James. The Challenge of Cultural Relativism.Reason and Responsibility. Ed. Joel Feinberg. p. 454. 2. Rachels, p. 454. 3. Rachels, p. 454. 4. Rachels, p. 455. 5. Rachels, p. 455. 6. Rachels, p. 457. 7. Williams, Bernard. Relativism. Reason and Responsibility. Ed. Joel Feinberg. p. 451.

The Greek Theater Essays - Ancient Greek Theatre, Cult Of Dionysus

The Greek Theater The Greek Theater "The arts of the western world have been largely dominated by the artistic standards established by the Greeks of the classical period" (Spreloosel 86). It is from the Greek word theatron, meaning a place for sitting, that we get our word theater. According to James Butler, "The Greeks were the first people to erect special structures to bring audiences and theatrical performers together" (27). "The theaters were normally located near a populated area at the bottom of or cut out of a carefully selected, sloping hillside overlooking a seascape, a plain, or a city" (Butler 30). "They eventually with few exceptions consisted of three distinct parts: theatron (viewing place) for spectators, orchestra (dancing place) where the chorus and actors performed; and a later addition, a skene (scene building), which provided a scenic backing" (Butler 30). The theatron was the place where the audience sat. At first the spectators sat on the ground, later on wooden bleachers and finally on tiers of stone seats which followed the circular shape of the orchestra and the natural contours of the countryside. The theatron surrounded the orchestra on three sides. Describing the theater of Dionysus, David Taylor writes, " The spectators seats were in a curving area, a little more than a semi-circle and slope down to the center" (Taylor 19). Even though all classes of people attended the theater there were reserved areas for the more prestigious, such as the king. " The audience arranged in rows, looked out across a rounded orchestra" (Kennedy 1102). Because most of the early dramas were religious and required a sacrificial ceremony, a thymele (an altar or sacrificial table) was located in the center of the orchestra. The orchestra was where the chorus and actors performed. Arnott states, " the nucleus of the drama was the chorus" (Arnott 9). David Taylor comments, " The theater actually did start without any separate actors; there was only the chorus" (15). Later actors were added, but the chorus still remained the center of attention. The audience sat at a considerable distance from the orchestra and looked down on the performance. Although the amount of detail perceived was limited, they often were drawn into the play and became characters themselves. " The action has spilled over from the orchestra to the auditorium to embrace the whole community, players and public alike" (Anott 21). The third distinct part of the theater was the skene (scene building). "The earliest scene buildings were very simple wooden structures " (Butler 31). " Originally, the skene was a dressing room; later it is believed to have borne a painted backdrop" (Kennedy 1102). This area was known as the actors place. It was intended to provide a background against which actors could perform. "In Greek theater as we know it, the skene appears as a appendage, adjunct, breaking the perfect circularity of the design" (Arnott 13). Although the origin of the Greek theater is unclear, many historians believe that it developed out of religious ritual and its performances were connected to religious festivals. The performances were used to educate and entertain. "The theater is certainly not the same as it was in ancient Greece - but it has not changed completely" (Taylor 8). This form of art has always had a special appeal for many people. Works Cited Arnott, Peter. The Ancient Greek and Roman Theatre. New York: Random House, 1971. Butler, James H. The Theatre and Drama of Greece and Rome. San Francisco: Chandler, 1972. Kennedy, X.J., and Dama Gidia, eds. Literature: An Introduction To Fiction, Poetry and Drama. New York: Harper Collins, 1995. 1102-1105. Spreloosel, Jackson J. Western Civilization Volume I. St. Paul Mn: West,1994. 86-88. Taylor, David. Acting and the Stage. London: George Allen Unwin, 1978.

or being Italian portrayed in the stories you have studied compare and contrast at least two short stories.

How is Italy and / or being Italian portrayed in the stories you have studied compare and contrast at least two short stories. This essay will discuss the portrayal of Italy and being Italian in the short stories I have studied. I have split this broad theme into smaller themes which are most prominent in the stories, they are also the themes that reflect Italy and the notion of being Italian.Italy as we know it has only been in existence for just over 140 years. Before this time it was a feudal unbalanced, divided collection of separate kingdoms. Before 1860 when Giuseppe Garibaldi and his red shirts set out to unify the kingdoms. Many kingdoms had their own rulers, languages, customs and Identities. These geographically enhanced differences still occur in Italy. It is quite possible for two Italians from different locations to speak very different forms of Italian and to have a completely different notion of what it is to be Italian. The North South divide is well noted as being one of the most dramatic divisions in any European country.Abu Simbel: alba lungo il viaggioToday there is even a northern separa tist party called the Liga Nord. The North with its arable land and closer links to opulent Europe always had a better chance of being rich. These favourable conditions have made the north and the golden triangle especially wealthy and is in stark contrast to the south. The depiction of Sicily and Sicilians in ' Il Lungo Viaggio ' exemplifies what it is to be southern Italian. While the north raced ahead with modernisation the South remained poor and many inhabitants dreamt of a better life and leaving for America. This story brings out a warm but very stereotypical view of an average poor Sicilian. They are even described as backwards by Nick Roberts, ' Il Lungo Viaggio, the story by Leonardo Sciasca, was published in 1973 in the collection ' Il mare colore del...

Criminal Harassment Definition, Conditions, Examples

Criminal Harassment Definition, Conditions, Examples The crime of harassment is any kind of behavior that is unwanted and is intended to annoy, disturb, alarm, torment, upset or terrorize an individual or group. States have specific laws governing different types of harassment including, but not limited to, stalking, hate crimes, cyberstalking and cyberbullying. In most jurisdictions, for criminal harassment to occur the behavior must present a credible threat to the victims safety or their familys safety. Each state has statutes covering specific harassment offenses that are often charged as misdemeanors and can result in fines, jail time, probation, and community service. Internet Harassment There are three categories of internet harassment: Cyberstalking, Cyberharassment, and Cyberbullying. Cyberstalking Cyberstalking is the use of electronic technology such as computers, cell phones and tablets that can access the internet and send emails to repeatedly stalk or threaten physical harm to a person or group. This can include posting threats on social web pages, chat rooms, website bulletin boards, through instant messaging and through emails. Example of Cyberstalking In January 2009, Shawn D. Memarian, 29, of Kansas City, Missouri pleaded guilty to cyberstalking by using the Internet - including e-mails and website postings - to cause substantial emotional distress and fear of death or serious bodily injury. His victim was a woman he met online and dated for about four weeks. Memarian also posed as the victim and posted fake personal ads on social media sites and in the profile described her as sex freak looking for sexual encounters. The posts included her phone number and home address. As a  result, she received numerous phone calls from men answering the ad and around 30 men showed up at her home, often late at night.He was sentenced to 24 months in prison and 3 years of supervised release, and ordered to pay $3,550 in restitution. Cyberharassment Cyberharassment is similar to cyberstalking, but it does not involve any physical threat  but uses the same methods to harass, humiliate, slander, control or torment a person. Example of Cyberharassment In 2004, 38-year-old James Robert Murphy of South Carolina was sentenced to $12,000 in restitution, 5 years probation and 500 hours of community service in the first federal prosecution of cyberharassment. Murphy was guilty of harassing an ex-girlfriend by sending multiple threatening emails and fax messages to her and to her co-workers. He then began sending pornography to her co-workers and made it appear as if she was sending it. Cyberbullying Cyberbullying is when the internet or interactive electronic technology such as mobile phones is used to harass, insult, embarrass, humiliate, torment or threaten another person. This can include posting embarrassing pictures and videos, sending insulting and threatening text messages, making derogatory public remarks on social media sites, name-calling, and other offensive behavior. Cyberbullying usually refers to minors bullying other minors. Example of Cyberbullying In June 2015 Colorado passed the Kiana Arellano Law that addresses cyberbullying. Under the law cyberbullying is considered harassment which is a misdemeanor and punishable by fines up to $750 and six months in jail. The law was named after 14-year-old Kiana Arellano who was Douglas County high school cheerleader and who was being bullied online with anonymous hateful text messages stating that no one at her school liked her, that she needed to die and offering to help, and other vulgar demeaning messages. Kiana, like many young teenagers, dealt with depression. One day the depression mixed with the non-stop cyberbullying was too much for her to cope with an attempted suicide by hanging herself in the garage of her home. Her father found her, applied CPR until the medical team arrived, but due to the lack of oxygen to Kianas brain, she suffered severe brain damage. Today she is paraplegic and unable to talk. According to the National Conference of State Legislatures, 49 states have enacted legislation aimed at protecting students from cyberbullying. Example of State Harassment Statues In Alaska, a person can be charged with harassment if they: Insult, taunt, or challenge another person in a manner likely to provoke an immediate violent response;​Telephone another and fail to terminate the connection with intent to impair the ability of that person to place or receive telephone calls;​Make repeated telephone calls at extremely inconvenient hours;​Make an anonymous or obscene telephone call, an obscene electronic communication, or a telephone call or electronic communication that threatens physical injury or sexual contact;​Subject another person to offensive physical contact;​Publish or distribute electronic or printed photographs, pictures, or films that show the genitals, anus, or female breast of the other person or show that the person engaged in a sexual act; orRepeatedly send or publish an electronic communication that insults, taunts, challenges, or intimidates a person under 18 years of age in a manner that places the person in reasonable fear of physical injury. In some states, it is not only the person making the offensive phone calls or emails that can be charged with harassment  but also the person who owns the equipment. When Harassment Is a Felony Factors that can change a harassment charge from a misdemeanor to a serious felony include: If the person is a repeat offenderIf the person is under a restraining orderIf the harassment is a hate crime

History of the Internet Essay Example | Topics and Well Written Essays - 1750 words

History of the Internet - Essay Example The history of the internet appears to have begun in In 1858, where Frank Leslies Illustrated Newspaper covered the story concerning the laying of the transatlantic cable. Once the laying of this cable was complete, it was easy to say that the Atlantic Ocean had been more or less erased as a communication barrier between the old world and the new. Of course, the cable did not bring Europe closer to America in physical terms but just as the internet allows the transfer of large amounts of information from one point to another, the transatlantic cable did the same for its time. That was perhaps the first example of modern technology being said used to negate such large geographical distances. Certainly the telegraph existed long before that since the telegraph had been invented by Joseph Henry in 1830. While the language of the internet today may be HTML, Samuel Morse first used his Morse code to send meaningful words through electronic means. In fact, only in 1843, the first American telegraph long distance line was ordered to be put between the cities of Washington and Baltimore to cover a distance of 40 miles once this line became operational the first message to be sent electronically from one city to another was a quote from the bible that said, â€Å"What hath God Wrought?† (Bellis, 2005). This rudimentary internet by today’s standard was the height of technology at the time and in the next few years; lines were laid down from Philadelphia to New York. In 1861, Western Union completed the line called the transcontinental telegraph line since that ran along the transcontinental railway to provide coast to coast communications (Bellis, 2005). Certainly not the internet but as the internet today is more of a business tool than anything else, companies were quick to realize the potential of rapid communications. Business could use this

Personal Management Framework Paper Research Example | Topics and Well Written Essays - 2000 words

Personal Management Framework - Research Paper Example Scientific Era As the industrial era began to take hold, Frederick W. Taylor and his scientific, mathematical methods and philosophy led the way for many others in how these methods applied to gaining worker efficiencies (Locke, 1982; Noe, Hollenbeck, Gerhart, & Wright, 2003). Crain (2003) says that Taylor was noted for his scientific approach, his ability to solve problems, and his ability to invent things. His thought was that â€Å"measurement increased productivity† (p. 45). In one example, the test subject â€Å"increased production by 400 per cent while receiving 60 percent more in pay†. Taylor became well known for carrying a stopwatch, but he believed that money is what truly motivated the worker. Hodgetts’ (1995) study of ten U.S. organizations against Taylor’s principles and found that â€Å"each in its own way used Taylor’s four principles to help focus their total quality management strategy† (p. 218). Henry Gantt worked closely w ith Taylor. Gantt brought a human quality into the scientific side of Taylor’s work. Gantt developed a bonus pay structure for the employee who completed their piece rate work for the day and was able to complete more than the assigned tasks. With Gantt’s methods of the use of incentives for employees production was doubled (Noe et al., 2003). Frank Gilbreth was known for establishing the hope of finding the one best (most efficient) way to do any and every task. The administrative perspective builds on the scientific perspective by focusing on the structure of the entire organization rather than the individual job or task of the single employee and then looking for efficiency. The major theorists of an administrative perspective that are discussed here are Fayol, Weber, Gulick, and Urwick. Henri Fayol started out in a French coal-mining company (Crainer, 2003). Fayol took the perspective of the organizational view, but was also concerned with the need to gain efficien cy. He is famous for identifying the major functions of management: leading, organizing, and controlling. Max Weber is known as the father of bureaucracy. He developed the characteristics of the bureaucracy, such as labor, rules, regulations, hierarchy, and impersonal relationships. Gulick and Urwick worked together to develop POSDCORB or planning, organizing, staffing, directing, coordinating, reporting, and budgeting (Noe et al., 2003). Gulick and Urwick focused their theories on the administrative function of the managerial role and how the better efficiencies could be gained by the manager doing their personal best. The administrative perspective had a significant impact on the personal management framework developed in this report. Humanistic Era While the scientific methods were being put in place and were in place the human element in the workplace was secondary. Management did not care how the worker was feeling at the end of the day. There were no regulations on the length of a work day or the number of breaks employees were entitled to. The company could demand and get whatever it wanted from the workers at that time, if that person wanted a job. Then the stock market crash came, followed by the Great Depression, and World War II. Pro-union legislation came about during The Humanistic Era. The concept of the

Qualitative Social Research Essay Example for Free

Qualitative Social Research Essay Sociological researcher, Steven Taylor, in his articles discusses the moral and ethical issues researchers must grapple with when they are carrying out studies of abusive behavior in institutions that have weak and disadvantaged people in our society. He cites his own 1 year work experience in a state institution for the mentally retarded to highlight his concerns. He describes it as being in deplorable physical condition and grossly understaffed. The attendants had little training and there were no therapy programs. They controlled the inmates through verbal and physical abuse directly to them and forcing them to clean up their own mess, including feces and urine. They also pitted some inmates against others, such as giving and withholding favors of coffee, food and drugs. Further they forced them to perform humiliating acts such as swallowing lit cigarettes and performing fellatio on each other. Mr. Taylor felt that in order to gain the trust of the attendants and thereby get more valid observations, he had to develop a rapport with them. He did so by drinking beer with them and socializing in other ways. He also played the naive student role and refrained from being critical about their methods. Nevertheless, he was troubled by the abusive behavior he witnessed, but in a quandary as to what to do about it. The attendants, for their part, rationalized their behavior by saying â€Å"the inmates don’t hurt like we do† and treating their actions as entertainment. Personally, I suspect they really didn’t know how to properly treat the inmates and were desperate to try anything that seemed to control them at least in the short run. The author then posed the question as to what the researcher should do in the face of this ethical dilemma during his study. He considered 4 alternatives ; 1)intervene. , for example to as attendant to stop or threaten to inform his supervisor. The problem with this approach is that it would spell an end to rapport with the attendants and thereby hinder the researcher’s ability to collect data on daily activities. 2) leave field. But research is needed to learn why people abuse. 3) blow the whistle. This would obviously shatter rapport and violate the confidentiality provisions of the ASA Code of Ethics. 4 continue study- which is what Mr. Taylor did. Obviously he felt that although this might not appear to be a good option it was the â€Å"least bad† to him. The author then suggests 4 ways to deal with immoral acts; 1 participation in abuses. He contends this is never justified, and that research goals can be accomplished without making human subjects suffer. Furthermore it is I clear violation of the ASA Code of Ethics. 2 ) observation of abuse. This may be the price to pay for conducting field research in immoral situations, but a person can never sit idly by in extreme cases like murder and rape. 3 inadvertently contribute to abuse because of reactive effects . It is clear that often this can’t be controlled by the researcher and therefore can’t be resolved by a professional code of ethics. However the researcher can refrain from encouraging it, for example pretending not to hear an invitation to join in such behavior. 4) doing something about abuse after study, that is, by publishing it and trying to get political action especially through mass media such as TV and newspapers. Finally Taylor concludes the researcher should 1) debate moral and ethical issues before embarking on a particular study and 2) make his own assessment about how to resolve professional ethics and personal morality. Reference Taylor, Steven J. â€Å"Observing Abuse. Professional Ethics and Personal Morality in Field Research†

Essay --

Candide by Voltaire (Francois Marie Arouet) is a critique of the â€Å"all for the best† philosophy that Christians keenly followed in the mid-1700s. Voltaire is a famous philosopher from the Enlightenment period. He wrote about his perspective on certain issues existent in the world and addressed them in various ways. In Candide, he specifically used French satire to criticize a popular notion of the 18th century stating that all things, good or bad, are for the best. Voltaire himself was an anti-religious man and he rejected this philosophy that all things happen for a reason; this concept seemed highly irrational, unreasonable, and unnatural to him. He felt that it was dangerous for people to think that God has a plan and that if something bad happens in His plans, its still all for the best. He used many utilities to prove his point, including satire and irony. He displayed various themes throughout the story and indirectly targeted his audience with sarcasm. He created va rious characters to represent the different types of people he was targeting. Even the names of the people were satirical. The word Candide, for example, literally means â€Å"naà ¯ve† and â€Å"childlike honesty†. Pangloss, another major character, means â€Å"all tongue†. By doing so, Voltaire was able to play with his readers on every page of the book. Candide was repeatedly put into situations of good fortune only to have that good fortune taken from him by some unexpected tragedy: there was a constant cycle of one good thing happening followed by a bad thing. A good thing happened to fix the previous bad thing, but the bad thing could only be prevented if the good thing never happened. For example, in the beginning of the story, Candide kissed the Baron’s daughter whom he h... ... Enlightenment philosophy or Voltaire’s specific criticisms in mind. It then becomes a very interesting and compelling story. With Voltaire’s notion in mind, one can appreciate the story’s wit and philosophical perspective on the world. Enlightenment philosophers found religion to be irrational and unreasonable and preferred to view things from a more natural perspective; that things do not happen for a reason, they just happen. When they happen, they come with consequences, good or bad, that can or cannot be justified. Candide is both excellent not only in how it utilizes satire and irony, but also because it is appealing to the reader in how it uses philosophy to tell a story. Candide is often claimed to be Voltaire’s best work. It is a philosophical masterpiece that even today can be revered and appreciated by readers years after the Enlightenment era has passed.

Big Bang Theory Development Essay

The Theory of the Big Bang started from observations and scientific facts. The Big Bang theory states that after the â€Å"Big Bang† the universe expanded from its original pea-sized origin to astronomical proportions, and the expansion of the universe still continues today but at a much slower rate. In the twentieth century many scientific developments were made by scientists that contributed to the creation of the Big Bang Theory. In 1910 Vesto Slipher was the first person to observe shifts in spectral lines in galaxies. What he had discovered was the galactic redshifts. A galactic redshift is a displacement of spectral lines toward longer wavelengths. What Slipher specifically observed was that the spectral lines of many nebulas exhibited a red shift that indicated motion away from planet earth. Around 1912 Carl Wilhelm Wirtz like Vesto Slipher observed a systematic redshift of nebulae. While observing the redshift he came to the conclusion that relative to the present location of the solar system the spiral nebulae is moving away from the solar system. He later discovered that it is moving away from the solar system at 656 kilometers per second. This provided observational evidence that the universe was expanding. In 1916 Albert Einstein published his Theory of General relativity. The General relativity Theory states that gravitation arises from the curvature of space and time. It also said that the universe was either contracting or expanding. Today the theory is used to describe gravitation in physics. Einstein’s theory was influential to the development of the Big Bang theory because it created the cosmological constant. Alexander Friedmann used Einstein’s theory in order to come up with his own findings. He applied general relativity to cosmology without using the cosmological constant. He found solutions to field equations that created the preliminary work of the Big Bang Theory. His solutions created the Friedmann-Lemaà ®tre-Robertson-Walker Universe. Friedmann’s work was crucial to the advancement of the Big Bang Theory because his work showed that it is possibility of a changing universe. Georges Lemaà ®tre stated that the universe began with an explosion of a primeval atom in 1927. This idea was later called the Big Bang. Lemaà ®tre used the Friedmann-Lemaà ®tre-Robertson-Walker Universe and Einstein’s General Relativity as a base to his hypothesis. With his hypothesis he created a model of the universe to observe the shifts in the Spiral Nebulae. With this model he was able to prove that the universe was in fact expanding. Edwin Hubble discovered that other galaxies exist other than the Milky Way Galaxy. With this discovery it made the possibility of a â€Å"Bang† more plausible. In 1929 Edwin Hubble published â€Å"Hubble’s Law†. This law states that the recession velocity of a distant extragalactic object is directly proportional to its distance. His observation concluded that the universe was once compacted matter. His law led to the creation of the Big Bang Model. All of these scientists contributed to the creation to the Big Bang theory, as we know it is to be today. Many of these scientists used each other’s work I order to advance or explain their own observations or findings. Even though these scientists were eventually able to explain the process of the Big Bang they were not successful in clarifying why the Big Bang occurred.

Policy Issue and the Three Branches of Government Essay

In a news article written by Deborah Hastings entitled â€Å"Carded at polls: No photo ID, no vote,† it was shown how the three branches of the government works, which are the executive, legislative, and judiciary, on aspects of law for the country.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The issue elaborated on the news article was about the voter’s ID card. It pressed problems for people living in certain states, one of which is Indiana, who prohibits people wit no voter’s ID card to vote (Hastings, 2007). The requirements for the document to be presented are a) voter’s photograph; b) the voter’s name which should be similar to the name indicated on the voter’s registration record; and c) a current expiration date (Hastings, 2007). However, a considerable number of people in Indiana do not have these requirements and are, thus, ineligible to vote (Hastings, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the news, it has been shown that it is the legislative branch of the government who takes the task of formulating the laws. The legislative branch is responsible for creating and proposing laws with the aim of making a better society for all. The second branch, the executive, has the responsibility of implementing the laws and policies. It has the veto power which gives the executive branch the chance to make advice and changes on the law proposed by the congress. In addition to this, the executive branch has quasi-legislative power, such that, as needed and with certain conditions, it can formulate policies without having to go through the normal process of the legislative branch. Included here are administrative and executive orders. The third branch, the judicial branch, serves as a check and balance for the legislative and the executive branch. The judiciary ensures that the acts of the other two branches are within the framework of the Constitution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is hard to conclude that they have equal roles, nor is it fair to say that they do not posses equal roles. This is for the reason that their responsibilities are practically different from one another. One can not simply conclude that three persons do equal tasks when the natre of their tasks and duties are different. However, it can be said that they are equal in terms of the level and that no branch of the government is a subordinate of the other. This is clearly stated in the Constitution (Baker, 2007). It is very important to note, after having discussed the roles of the three branches of the government, that they contribute to the functioning of the society and the country. References Baker, J. H. (2007). â€Å"United States Government.†   In Microsoft ® Student 2008 [DVD]. Redmond, WA: Microsoft Corporation. Hastings, D. (2008). Carded at polls: No photo ID, no vote. Retrieved January 23, 2008, from http://news.yahoo.com/s/ap/20080123/ap_on_el_ge/voter_id;_ylt=AkLkJaWl5i_WdCIhdDjIpxhvzwcF.

The Annapolis Convention of 1786

The Annapolis Convention of 1786 The Annapolis Convention was an early American national political convention held at Manns Tavern in Annapolis, Maryland, on September 11- 14, 1786. Attended by twelve delegates from the five states of New Jersey, New York, Pennsylvania, Delaware, and Virginia, the convention was called to address and remove the self-serving protectionist trade barriers each state had independently established. With the United States government still operating under the state power-heavy Articles of Confederation, each state was largely autonomous, with the central government lacking any authority to regulate trade between and among the various states. While the states of New Hampshire, Massachusetts, Rhode Island, and North Carolina had appointed delegates to the Annapolis Convention, the failed to arrive in time to participate. The other four of the 13 original states, Connecticut, Maryland, South Carolina, and Georgia, refused or chose not to take part. Though it was comparatively small and failed to accomplish its intended purpose, the Annapolis Convention was a major step leading to the creation of the U.S. Constitution and the current federal government system. The Reason for the Annapolis Convention After the end of the Revolutionary War in 1783, the leaders of the new American nation took on the daunting job of creating a government capable of fairly and efficiently meeting what they knew would be an ever-growing list of public needs and demands. America’s first attempt at a constitution, the Articles of Confederation, ratified in 1781, created a rather weak central government, leaving most powers to the states. This resulted in a series of localized tax rebellions, economic depressions, and problems with trade and commerce that the central government was unable to resolve, such as: In 1786, a dispute over alleged economic injustices and suspension of civil rights by the state of Massachusetts resulted in Shays Rebellion, an often violent dispute in which protestors were eventually subdued by a privately raised and funded militia.  In 1785, Maryland and Virginia engaged in a particularly nasty dispute over which state should be allowed to profit from the commercial use of the rivers that crossed both states. Under the Articles of Confederation, each state was free to enact and enforce its own laws regarding trade, leaving the federal government powerless to deal with trade disputes between different states or to regulate interstate commerce. Realizing that a more comprehensive approach to the powers of the central government was needed, the Virginia legislature, at the suggestion of future fourth President of the United States James Madison, called for a meeting of delegates from all of the existing thirteen states in September 1786, in Annapolis, Maryland. The Annapolis Convention Setting Officially called as a Meeting of Commissioners to Remedy Defects of the Federal Government, the Annapolis Convention was held September 1114, 1786 at Manns Tavern in Annapolis, Maryland. A total of only 12 delegates from just five states- New Jersey, New York, Pennsylvania, Delaware, and Virginia – actually attended the convention. New Hampshire, Massachusetts, Rhode Island, and North Carolina had appointed commissioners who failed to arrive in Annapolis in time to attend, while Connecticut, Maryland, South Carolina, and Georgia chose not to participate at all. Delegates who attended the Annapolis Convention included: From New York: Egbert Benson and Alexander HamiltonFrom New Jersey: Abraham Clark, William Houston, and James SchuremanFrom Pennsylvania: Tench CoxeFrom Delaware: George Read, John Dickinson, and Richard BassettFrom Virginia: Edmund Randolph, James Madison, and St. George Tucker The Results of the Annapolis Convention On September 14, 1786, the 12 delegates attending the Annapolis Convention unanimously approved a resolution recommending that Congress convene a broader constitutional convention to be held the following May in Philadelphia for the purpose of amending the weak Articles of Confederation to rectify a number of serious defects. The resolution expressed the delegates’ hope that the constitutional convention would be attended by representatives of more states and that the delegates would be authorized to examine areas of concern broader than simply laws regulating of commercial trade between the states. The resolution, which was submitted to Congress and the state legislatures, expressed the delegates’ deep concern regarding â€Å"important defects in the system of the Federal Government,† which they warned, â€Å"may be found greater and more numerous than even these acts imply.† With only five of the thirteen states represented, the authority of the Annapolis Convention was limited. As a result, other than recommending the calling of a full constitutional convention, the delegates attending the delegates took no action on the issues that had brought them together. â€Å"That the express terms of the powers of your Commissioners supposing a deputation from all the States, and having for object the Trade and Commerce of the United States, Your Commissioners did not conceive it advisable to proceed on the business of their mission, under the Circumstances of so partial and defective a representation,† stated the convention’s resolution. The events of the Annapolis Convention also prompted eventual first President of the United States George Washington to add his plea for a stronger federal government. In a letter to fellow Founding Father James Madison dated November 5, 1786, Washington memorably wrote, â€Å"The consequences of a lax, or inefficient government, are too obvious to be dwelt on. Thirteen Sovereignties pulling against each other and all tugging the federal head, will soon bring ruin on the whole.† While the Annapolis Convention failed to accomplish its purpose, the delegates’ recommendations were adopted by the U.S. Congress. Eight months later, on May 25, 1787, the Philadelphia Convention convened and succeeded in creating the present U.S. Constitution.

French Exercise - Si Clause Threads, Second Conditional

French Exercise - Si Clause Threads, Second Conditional This practice exercise can be done as a class or in small groups. It requires familiarity with the second conditional (si clauses), including imperfect and conditional conjugations. What to Do Print out a table for each group (see below).Write the first part of a conditional sentence beginning with si (see suggestions below) in the first table cell. Since this is the second conditional, the si clause needs to be in the imperfect. Invent a result clause, using the conditional, for the second cell.For example: Next, transform the result clause into a si clause and write it in the first column of the second row. (Remember that the verb which was in the conditional now needs to be in the imperfect.) Then invent a corresponding result clause to continue the thread. If clause Result clause Si je gagnais au loto, jachterais une nouvelle voiture. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Transform the second result clause into a si clause, and so on, until you have completed the thread. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Si je la menais lcole, les autres tudiants madmireraient. Si les autres tudiants madmiraient, ils minviteraient djeuner. To make sure students understand the exercise, start by demonstrating on the board: write a si clause and call on students as you go through the entire thread collectively. Then divide the class into groups of 2 to 4 students and provide each group with an if clause, or have them come up with their own. After each group has completed their thread, either have students read them out loud, or - if there are likely to be a lot of mistakes, as in the case of weaker students - collect the papers and read the threads out loud yourself, either correcting them as you read, or writing the sentences on the board and going over them together. Variations To challenge students creativity, have each group start with the same si clause, and then compare how each one turned out at the end.Assign a different si clause to each group, and after they have each completed one row of the table, have them trade with another group. Each group will then complete the clause in the other groups tables, and then exchange once again with a third group.You can also use this exercise to practice the first conditional and the third conditional. Starter Clauses You and your students can of course invent your own if clauses,* but here are some ideas to get started: Si jallais la luneSi javais un souhaitSi je navais quune semaine vivreSi jà ©tais le prà ©sidentSi jà ©tais richeSi jà ©tais toiSi je faisais mes devoirs tous les joursSi je me cassais la jambeSi je me mariaisSi je pouvais faire la connaissance de nimporte qui dans le mondeSi je pouvais remonter dans le tempsSi je pouvais visiter nimporte quel paysSi je trouvais un portefeuille dans la rueSi je voyais un OVNI (objet volant non identifià ©)Sil y avait des formes de vie intelligente sur dautres planà ¨tesSi les chiens pouvaient parlerSi mon meilleur ami me mentaitSi notre professeur à ©tait en retardSi nous à ©tudiions ensembleSi nous savions le secret du bonheur *If you come up with a great starter clause, please share your ideas. Tables This exercise needs tables with two columns and four rows. Printable pages of tables are available in  Microsoft Word format; you can save and edit this if, for example, you want to type the starter if clause into the first cell of each table. Print enough copies so that you can cut them up and provide at least one table for each group of students. Si Clauses LessonFirst conditional practiceThird conditional practice

The requirement of good faith for becoming a holder in due course Research Paper

The requirement of good faith for becoming a holder in due course - Research Paper Example Problems could arise in a situation whereby the holder seeking payment out of a negotiable instrument comes to learn that a certain defense to the payment exists. The same could happen when the holder learns that another party has a previous claim to the same instrument (PSTCC.edu). In this regard, the person seeking the payment is required to have legal rights of being a holder in due course. A holder in due course takes negotiable instruments free of any prevailing claims as well as most of other parties’ defenses. Usually, real defenses defeat payments to all holders with holders in due course inclusive. Besides, personal defenses have the capability of asserting against ordinary holders very successfully (PSTCC.edu). The HDC doctrine was implemented by the Article of the Uniform Commercial Code (Maggs 1). The Article also governs some negotiable instruments like promissory notes and checks. The doctrine asserts that, â€Å"a party who acquires a negotiable instrument in good faith, for value, and without notice of certain facts, and who also meets some additional requirements, takes the instrument free of competing claims of ownership and most defenses to payment† (Maggs 1). In this regard, the HDC doctrine may therefore relieve a party that is acquiring a note or check from such worries that someone else could own the instrument or the instrument maker would have certain legal grounds that could be used for the refusal to pay it. The doctrine of good faith is one of the various requirements for one to become a holder in good faith. In this regard, the holder is required to take the instrument, in question, â€Å"in good faith.† Good faith here is used to imply to â€Å"honesty in fact and the observance of reasonable commercial standards of fair dealing† (Maggs). An holder taking part in fraudulent schemes can be considered to be lacking good faith under such