Ufo Essays - Unidentified Flying Objects, Roswell UFO Incident

Ufo On June 24th, 1947 while searching for the remains of a downed Marine C-46 transport, lost somewhere in the Mount Ranier area, a young Idahoan businessman named Kenneth Arnold spotted something that would change his life forever. Just north of his position flying at an altitude of 9,500 feet and an unprecedented airspeed of 1,700 mph he spotted nine circular aircraft flying in formation. According to his estimate the aircraft were approximately the size of a DC-4 airliner ( Jackson 4). This account was the first sighting to ever receive a great deal of media attention. This sighting gave birth to the phrase flying Saucer coined by a reporter named Bill Begrette. Although not the first UFO sighting in history, Kenneth Arnolds account is considered to be the first documented UFO sighting. The following day Mr. Arnold discovered that in addition to his sighting there were several others in the Mount Ranier area that same day (Jackson 6). When most of think of UFO sightings we picture an unemployed, half- crazed, alcoholic hick living in a trailer park in the middle small town USA. Often times this description, although a little exaggerated, seems to fit fairly well. In the past when the average person spotted a UFO they were quickly discounted as a kook or con-artist in search of either attention or monetary reward. It wasn't until more reputable figures in our society began to come forward that we that we started looking at this issue a little more seriously. An article written 1957, entitled Strange lights over Grenada written by Aime' Michel describes just such an account: At 10:35 p.m. on September the 4th, 1957 Cpt Ferreira ordered his wing to abandon a planned exercise and execute a 50 degree turn to port. Ferreira was attempting to get a closer look at what he described as brilliant, pulsating light hanging low over the horizon. When the turn was completed he noticed that the object had turned too. It was still directly over his left. There was absolutely n o doubt that the orange light was shadowing the F-84s. For another 10 minutes, it followed the jets without changing direction or appearance. The pilots watched as four small yellow discs broke away from the large red object and took up a formation on either side of it. All at once the large luminous disc shot vertically upward while the smaller discs shot straight towards the F-84s. In an instant the flat disc sped overhead in a hazy blur and vanished. When Cpt Ferriera was questioned by Portuguese Air Force Investigators he was quoted as saying: Please don't come out with the old explanation that we were being chased by the planet Venus, weather balloons, or freak atmospheric conditions. What we saw up there was real and intelligently controlled. And it scared the hell out of us. (32) This is only one of literally hundreds of pilot accounts that have been documented and cross verified by other sources. To date the Portuguese Government has taken no official position as to what the luminous discs were. The United States has had more than it's fair share of unexplained aerial objects. In February of 1960 the N.A.A.D.S. (North American Air Defense System) spotted a satellite of unknown origin orbiting the Earth. They knew that it wasn't a Soviet satellite because it was orbiting perpendicular to trajectory produced by a Soviet launch. It also had a mass estimated at 15 metric tons, no evidence of booster rockets and traveled at speed three times faster than any known satellite. The satellite orbited for two weeks and disappeared without a trace. Before its disappearance, the object which appeared to give off a red glow, was photographed over New York several times (Jackson 19). Lights in the sky aren't the only evidence that suggests we may have cosmic company. In the book A History of UFO Crashes, the author Kevin D. Randal gives detailed accounts of numerous UFO crashes in history. Perhaps the most famous of these crashes occurred on July 4th, 1947 in Roswell New Mexico. The crash at Roswell was witnessed from afar by over a hundred people. Until just recently, no one who was involved in

Language as an exemplar of cognitive psychological concepts

Language as an exemplar of cognitive psychological concepts Introduction Lack of adequate comprehension on interaction mechanisms between language and cognition is as old as the history of linguistics and psychology. Similarly, this subject matter has caught attention of laypersons and specialists. As a result, it has set a stage for growing debate that is not likely to die away in the near future.Advertising We will write a custom thesis sample on Language as an exemplar of cognitive psychological concepts specifically for you for only $16.05 $11/page Learn More In the history of psychology, researchers interested in understanding processes that take place in human mind first sought to comprehend the kind of prevailing challenges that existed between language, psychology and culture (Anderson, 2010). Henceforth, the issue occupied central position in cognitive psychology as researchers tried to establish the relationship between language and cognition. Most importantly, in the history of linguistics, researchers hav e always been taken to task to explicitly explain relationship between language and thought (Caruthers, 2002). Moreover, the kind of interactions that exist between linguistic and conceptual representations during language learning have always interfered with understanding of linguistics and psychology (Caruthers, 2002). On the same note, most researchers seem to agree that during language acquisition, learners tend to build on available cognitive concepts whereby they inject novel words to the readily available conceptual representations (Anderson, 2010). However, these psychological researchers still find it cumbersome to agree on the extent into which pre-linguistic concepts hampers or himders acquisition of language (Anderson, 2010). The above debate is founded on two important questions. Whereas one side emphasizes that language is the foundation upon which cognitive concepts are created, the other side argue that cognitive processes affect language (Fausey Boroditsky, 2011). However, it is imperative to note that, the notion that language shapes thought is widely accepted in linguistics, perhaps, as latter day researchers try to follow the legacy of Benjamin Lee Whorf who first presumed that language shapes the way we perceive, think, analyze, act, learn and build visual imageries in the world around us (Caruthers, 2002). In spite of the fact that cognitive psychology also seeks to understand mental process of thoughts, cognitive scientists refute the notion that language precedes thought in a more universal manner (Anderson, 2010). Apparently, cognitive scientists base their arguments on ample evidence which indicates that human beings possess numerous paralinguistic conceptual systems (Holyoak Morrison, 2010).Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nonetheless, whereas this paper does not aim to contest the evidence that cognition is not influence d by language, it seeks to emphasize that to some extent, language shapes all aspects of cognitive concepts such as thoughts, memory, learning ability, visual imagery, perception, decision making and representations. Moreover, this paper is purposed to reinforce the fact that language is an exemplar of cognitive psychological concepts. Language and thought To begin with, it is imperative to mention that nearly all cognitive scientists have recently agreed that language is a separate component of a mind that is shaped through an input versus output mechanism (Fausey Boroditsky, 2011). However, they are unable to perceive how language faculty qualifies to be a separate and integral component of cognition. Similarly, the debate on whether language precedes human thought still persists. Cognitive psychology seeks to explain the constructs of human mind that stimulate thinking. According to Caruthers (2002), language should be viewed as a medium upon which conscious thinking is conducte d. However, he underlines that the inner speech as opposed to visuo-spatial lays the foundation for conscious conceptual thinking. Besides, Caruthers (2002) restates that the above claim should not be taken to mean that propositional thinking is impossible without language bearing in mind that whereas language-thinking is conscious, unconscious thoughts are not dependent on language (Caruthers, 2002). A similar line of thinking is embraced by Papafragou et al. (2007) who underscore that language is simply not just a vehicle of communication, but through usage, language elicits profound effects on cognitive development. The process of communication is a disguise in which human thoughts are embedded with an intention of modifying the attitudes and thoughts of others (Holyoak Morrison, 2010). They also emphasize that though the two sides portray wide disparities, the underlying conclusion is that language and thought are bound up in a cause-effect relationship. As a matter of fact, th e above assumption by Holyoak and Morrison (2010) supports the statement that language is partly an exemplar of cognitive psychological concepts.Advertising We will write a custom thesis sample on Language as an exemplar of cognitive psychological concepts specifically for you for only $16.05 $11/page Learn More Perception The cognitive concept of perception is very significant to an individual, more importantly, to young children during the initial developmental stages when they acquire the experiences of life (Fausey Boroditsky, 2011). On the same note, language has a role to play in creating and shaping these perceptions. According to Caruthers (2002) a child awareness of his/her environment is dependent on language for its through language that a child is able to attach meaning to labels. As a matter of fact, perception is closely related to learning since as one becomes curious of labels around him/her, new information is acquired through language. Th e use of linguistic labels, for instance, a ‘cloakroom room sign in a restaurant’ creates a conducive environment for simplified learning to take place (Fausey Boroditsky, 2011). On the contrary, the claim that our concepts of perceptions entirely depend on linguistic input is fallacious, since to some extent our concepts are informed by our experience with properties, events and things in the world (Anderson, 2010). For instance, a closer analysis of child language acquisition process indicates that, children are first exposed to an idea physically, and then their care givers repeat the name of the idea severally to promote subsequent labeling. However, when dealing with abstract concepts successful learning is dependent on provision of linguistic fundamentals (Nelson, 1996). Nelson, (1996) further explains that, in order to facilitate understating of abstract concepts, a learner should to be exposed to linguistically formulated theories. This implies that it is throu gh language that we able learn and comprehend some cognitive concepts that would otherwise be beyond our intellectual horizons (Holyoak Morrison, 2010). Moreover, the above notion further reinforces the main hypothesis of this paper that language and cognition are intertwined in causal-effect relations. Representation On the same note, cognitive psychology is concerned with gaining understanding of how concepts are represented in the mind. Language therefore can be used to determine whether speakers without a common language portray different conceptual representations (Fausey Boroditsky, 2011).Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Anderson (2010) it is possible to obtain answers for this hypothesis using language, since the kind of lexical and grammatical resources available to an individual will determine whether a speaker will give a constrained conceptual representations output. This implies that language is the vehicle upon which new concepts are absorbed into the mind and through speech individuals are able to reproduce representations of the learned concept (Papafragou, Massey Gleitman, 2006). However, the above notion does not eschew from the fact that individuals are capable of conceiving new thoughts irrespective of linguistic input. Furthermore, Caruthers (2002) deduce that language should be viewed as a structure upon which an individual builds a system of conceptual representation. He further accentuate that different natural languages might portray some disparities in category marking and as a result the speakers of that language will exhibit differences in speech and comprehension; thus language can be used to study conceptual representations though speech and reading performance (Papafragou, Massey Gleitman, 2006). Memory Augmentation Memory acquisition and retention have been a concern in cognitive psychology. Accordingly, various descriptive and experimental researchers have been motivated by a growing interest to understand whether language categories impact the learning and retention of memories (Papafragou, Massey Gleitman, 2006). More specifically, researchers have been at pain to prove whether color-categories embedded in a language have a role to play in color memory, learning and comparison (Nelson, 1996). Research has shown speakers of different Languages indeed exhibit disparities in color interpretation owing to the fact that an individual will only remember and represent color terminologies that are encoded in their language (Fausey Boroditsky, 2011). Language is a tool via which an individual acquires specific categories in culture and color is one of those categories. However, the question whether these linguistic labels affect perception, learning and memory stills persists. Cognitive psychologists have used the category of color to investigate and identify color blind individuals (Fausey Boroditsky, 2011). Firstly, cognitive psychologists have to establish what color themes are encoded in a participant’s language before they can conclude whether they are color blind (Fausey Boroditsky, 2011). Similarly, research findings have indicated that naming practices among speakers of a certain Language influences recognition of color (Fausey Boroditsky, 2011). Besides, we also use linguistics artifacts to prompt memory recall (Fausey Boroditsky, 2011). For instance, we can leave a note on the mirror to prompt recall of certain idea. However, for recall to be activated effectively, visual representation has to be delivered to the left hemisphere where language system is embedded (Fausey Boroditsky, 2011). This imp lies that language as an exemplar of cognitive concepts is limited in scope; hence we can conclude that it influences the cognitive concept of memory not wholly, but partly. Language and concepts development Language has been recognized as a foundation via which various conceptual beliefs about the world are input into our mind. The development of linguistic and cognitive concept goes hand in hand during the various stages of child development (Papafragou et al, 2007). Moreover, the linguistic ability of a child will determine their cognitive capacities. Research has shown that, children with limited linguistic exposure exhibit some deficits in cognitive concepts and vice versa (Fausey Boroditsky, 2011). For instance, deaf children who are born of hearing parents exhibit considerable cognitive limitations before they learn how to sign (Papafragou, Massey Gleitman, 2006). This implies that language to some extent influence a child’s thinking and indeed language makes human b eings to have a superior cognitive capability than animals (Anderson, 2010). However, language development should not be viewed as superior to cognitive development rather the two should be viewed as parallels whereby language is just a developmental aspect of cognition whose role ceases once the beliefs and the necessary concepts are acquired (Holyoak Morrison, 2010). The fact that adults whose language storage systems in the mind have been damaged continue to function normally indicates that language is just an equal but not superior aspect of cognitive development (Fausey Boroditsky, 2011). This confirms that while language may be completely a different aspect from cognition, there are quite a number of underlying similarities, differences and common perspectives that exist between the two parameters. Research in aphasia indicate that depending on the degree of damage an individual portrays some aspect of visuo-spatial thinking, therefore, language should be viewed as an import ant aspect of cognitive development, but not as a mandatory element without which cognitive mental process cannot function (Fausey Boroditsky, 2011). Scaffolding element of language The scaffolding aspect of language has also interested scholars over recent decades. On the other hand, this has not surfaced without various controversies which have existed as each side attempts to prove the extent to which language shapes cognitive processes (Caruthers, 2002). Indeed, quite a number of research studies in cognitive psychology have attested to the fact that language development is quite often laced with myriad of scaffolding elements. In addition, both empirical and theoretical research studies have concluded that speakers of different languages are likely to carry out similar tasks in different ways since their reasoning is also likely to be different (Fausey Boroditsky, 2011). However, it is not clear as to what extent language influences decision making and whether different reaso ning perspectives are informed by differences in culture (Nelson, 1996). As indicated above, culture, language and cognitive seems to be intertwined at some cross roads and therefore is difficult to draw distinct boundaries to point out where one aspect ends and the other one begins. Moreover, research among children showed that the ones who tended to verbalize while performing demanding task exhibited high level of problem-solving skills than those who did not (Carruthers, 2002). This indicates that language is a necessary foundation for the acquisition and development of cognitive skills involved in decision making. According to Fausey and Boroditsky (2011) the supra-communicative conception of language is responsible for certain processes of extended thinking and reasoning. As exemplified elsewhere in the text language is not just a communicative tool but is also a supplement of various cognitive powers. On the same note, inner speech serves as base upon which complex reasoning a nd thinking takes place, hence the scaffolding aspect of language indicates that to some extent is language is partly an exemplar of cognitive psychological concepts (Fausey Boroditsky, 2011). In a nutshell, it is imperative to note that the subject on language and cognition has been researched far and wide. These researches have also been diversified in both scope and findings. Despite existing disparities in opinions, one aspect is certain that language and cognition are somehow intertwined. However, controversies arise as researcher tries to prove which of the two a superior is or else which presupposes the other during development. Nonetheless, this paper concludes that to some extent, language has great role to play in cognition. Therefore, language can be deemed as the foundation upon which cognitive psychological concepts such as memory, perception, decision making, and visual representations are studied and understood. Needless to say, this paper does not refute the notion that cognitive concepts can be present independent of language. References Anderson, J. (2010). Cognitive psychology and its implication. New York. NY: Worth Publication. Caruthers, P. (2002). The cognitive functions of language .Behavioral and brain sciences, 25, 657-726. Fausey, C. M. Boroditsky, L. (2011). Who dunnit? Cross-linguistic differences in eye- witness memory. Psychon Bull Rev, 18, 150-157. Holyoak, K. Morrison, R. (eds.). (2010). Cambridge Handbook of Thinking and Reasoning (2nd ed.). New York, NY: Oxford University Press. Nelson, K. (1996). Language in Cognitive Development; Emergence of the Mediated Mind. New York, NY: Cambridge University Press. Papafragou, A. et al. (2007). Evidentiality in language and cognition. Cognition, 1003, 253–299. Papafragou, A. Massey, C. Gleitman, L. (2006). Motion Events in Language and Cognition. Somerville,MA: Cascadilla Press.

Adidas Marketing Plan

(Adidas Group Annual Report, 2008) This marketing plan will focus on the Adidas brand. While research indicates there’s a belief that Adidas makes better footwear than Nike (Vertical Ascent Website), it has been unsuccessful in penetrating the young hip-hop crowd. With a generation that has grown up with i-pods, blogs and video games, Adidas is looking to appeal to his younger generation through technology that they have become used to using. (Marina, 2009) Adidas 1, claimed to be the world’s first computerized smart shoe, went on sale March 18, 2005. Adidas has long focused on being the footwear for sports and high performance with its core base being sports. According to the Adidas Group 2008 Annual Report, the company targets three brands: sports performance, sports heritage and sports styles. It’s known for its technological innovation and cutting edge design, with its mission being to challenge and lead through creativity. Adidas has positioned itself as a leader in professional and competitive sports, notably soccer, basketball, and running. As the technology permeates everyday life, Adidas hopes to live up to their changing expectations and deliver the best consumer experience through using creative new initiatives including interactive fitting footwear for peak performance and fit. With that focus on technological innovation, Adidas is going high tech, with everything from high tech sneakers, high tech virtual stores, and high tech promotion. This high tech is not just for show or glitz. It has a purpose – to deliver the best fitting, and best performing footwear tailored to the consumer’s individual needs. Adidas is hoping the high tech approach will eliminate potential customer dissatisfaction through virtual fitting. This eliminates producing shoes that don’t fit properly or perform well. It also leads to the best fit for the best performance out of footwear, something desired by professional or amateur athletes, as well as anyone embarking upon a running or fitness program. Adidas is looking at the changing interests of the up and coming market who also have i-pods, video games, email, internet, youtube and other highly technological devises as a way of life rather than traditional television or print media. With this change in media delivery, there’s also a change from it being one way to two-way communication, and with rapid advances in technology, they expect new and different things, and new and different footwear and sportswear is a way to reach that market. With an emphasis on fitness in today’s world, Adidas must create an image that Adidas footwear excels for everyone who is looking to improve their health. The goal is to maintain its traditional base as well while developing a technological environment that will broaden appeal to a younger consumer. Adidas’ strategy is to come up with a technology that meets a consumer need – excellent fitting footwear that has top notch performance. By having technology where one is not just fitted for the footwear, but also can gauge them for exact pressure and running posture, the company continues to follow its positioning as being the world’s favorite footwear for sports, and setting the pace for their footwear to meet their customer’s performance needs. The company is taking that image to its traditional promotional use of television and print advertising, as well as its exclusivity banners at major sporting events, especially European soccer matches. It also has made deals with professional football players and the New York Yankees to endorse Adidas. The company is the official sponsor of the 2008 Beijing Olympics that will reach millions, billions, and potentially open up strong Chinese Markets, and renew interest in sports performance which will lead to increased sales Adidas is distributed in corporate stores, throughout the web, high end sporting stores, the internet, and more limitedly in sporting goods stores throughout the US and Europe. It is also rethinking its distribution practices after last year’s purchase of Reebok and will close Reebok sports apparel and sneaker distribution centers in Massachusetts, Tennessee and Kentucky, and move those operations to an expanded center in South Carolina. Spartanburg was chosen for the two brands’ consolidated distribution center in part because it’s close to the two brands’ product shipping locations and to many customers (The Associated Press, 2008) Adidas high tech strategy is moving into its internal operations departments, adopting a better delivery system, increasing retail distribution, and taking customer service to a new level, beyond satisfaction to delight, thus trying to obtain return and possibly ifetime customers, something that would be very profitable for the company. The company can benchmark its success by measuring sales, web traffic to its innovative color based on-line advertisements that never mention the product, the number of downloaded pod casts and the number of visits to their Paris high-tech store. Works Cited http://usatoday30.usatoday.com/money/industries/2005-03-02-smart-usat_x.htm Adidas Marketing Plan (Adidas Group Annual Report, 2008) This marketing plan will focus on the Adidas brand. While research indicates there’s a belief that Adidas makes better footwear than Nike (Vertical Ascent Website), it has been unsuccessful in penetrating the young hip-hop crowd. With a generation that has grown up with i-pods, blogs and video games, Adidas is looking to appeal to his younger generation through technology that they have become used to using. (Marina, 2009) Adidas 1, claimed to be the world’s first computerized smart shoe, went on sale March 18, 2005. Adidas has long focused on being the footwear for sports and high performance with its core base being sports. According to the Adidas Group 2008 Annual Report, the company targets three brands: sports performance, sports heritage and sports styles. It’s known for its technological innovation and cutting edge design, with its mission being to challenge and lead through creativity. Adidas has positioned itself as a leader in professional and competitive sports, notably soccer, basketball, and running. As the technology permeates everyday life, Adidas hopes to live up to their changing expectations and deliver the best consumer experience through using creative new initiatives including interactive fitting footwear for peak performance and fit. With that focus on technological innovation, Adidas is going high tech, with everything from high tech sneakers, high tech virtual stores, and high tech promotion. This high tech is not just for show or glitz. It has a purpose – to deliver the best fitting, and best performing footwear tailored to the consumer’s individual needs. Adidas is hoping the high tech approach will eliminate potential customer dissatisfaction through virtual fitting. This eliminates producing shoes that don’t fit properly or perform well. It also leads to the best fit for the best performance out of footwear, something desired by professional or amateur athletes, as well as anyone embarking upon a running or fitness program. Adidas is looking at the changing interests of the up and coming market who also have i-pods, video games, email, internet, youtube and other highly technological devises as a way of life rather than traditional television or print media. With this change in media delivery, there’s also a change from it being one way to two-way communication, and with rapid advances in technology, they expect new and different things, and new and different footwear and sportswear is a way to reach that market. With an emphasis on fitness in today’s world, Adidas must create an image that Adidas footwear excels for everyone who is looking to improve their health. The goal is to maintain its traditional base as well while developing a technological environment that will broaden appeal to a younger consumer. Adidas’ strategy is to come up with a technology that meets a consumer need – excellent fitting footwear that has top notch performance. By having technology where one is not just fitted for the footwear, but also can gauge them for exact pressure and running posture, the company continues to follow its positioning as being the world’s favorite footwear for sports, and setting the pace for their footwear to meet their customer’s performance needs. The company is taking that image to its traditional promotional use of television and print advertising, as well as its exclusivity banners at major sporting events, especially European soccer matches. It also has made deals with professional football players and the New York Yankees to endorse Adidas. The company is the official sponsor of the 2008 Beijing Olympics that will reach millions, billions, and potentially open up strong Chinese Markets, and renew interest in sports performance which will lead to increased sales Adidas is distributed in corporate stores, throughout the web, high end sporting stores, the internet, and more limitedly in sporting goods stores throughout the US and Europe. It is also rethinking its distribution practices after last year’s purchase of Reebok and will close Reebok sports apparel and sneaker distribution centers in Massachusetts, Tennessee and Kentucky, and move those operations to an expanded center in South Carolina. Spartanburg was chosen for the two brands’ consolidated distribution center in part because it’s close to the two brands’ product shipping locations and to many customers (The Associated Press, 2008) Adidas high tech strategy is moving into its internal operations departments, adopting a better delivery system, increasing retail distribution, and taking customer service to a new level, beyond satisfaction to delight, thus trying to obtain return and possibly ifetime customers, something that would be very profitable for the company. The company can benchmark its success by measuring sales, web traffic to its innovative color based on-line advertisements that never mention the product, the number of downloaded pod casts and the number of visits to their Paris high-tech store. Works Cited http://usatoday30.usatoday.com/money/industries/2005-03-02-smart-usat_x.htm

Business law Assignment Example | Topics and Well Written Essays - 750 words

Business law - Assignment Example Was there any due diligence conducted by the owners of the establishment to ensure that the walk way was safe for its customers. In personal injury cases, normally the lawyers get paid from a percentage of the amount won by the lawyer. The type of damages that the business would likely pay are the actual damages which would include the cost of hospitalization, the compensation the brain surgeon would have likely earned from the time he was injured up to the remaining years of his productive life, exemplary damages and moral damages. However, these types of cases will be paid for by the insurance and whatever money the business has. The liability of its partners would be limited to the investment that they have put in. The possible defences that can be raised are the following: Contributory negligence of the brain surgeon at his age he should not be walking much less traveling during a snow storm. The place where the brain surgeon was injured is not part of the property of the busines s. The accident was predicated from an act of god which is the snow storm, without the snow storm there would not have been any accident. Therefore the accident can be considered as an act of god and therefore cannot be blamed on anybody. Answer to Question 3 The alleged crime is punishable by 1 year or more due to the length of time and the amount involved. The crime is considered a felony due to the amount involved. There will be an indictment because embezzlement is considered a public crime. Yes, I would expect the grand jury at the state level to get involved. The grand jury will determine if a crime has been committed that would warrant a trial. After you have informed or complained to the police, the police will look for evidence that would prove the existence of a crime and possible suspects. As soon as a crime has been proven to exist a prosecutor will be assigned to your case. In order for a case to be filed in court, the prosecutor will present the case to the grand jury to get an indictment. The indictment would then be used to acquire a search warrant to search the personal laptop of the accountant. The only protection the accountant has is the presumption of innocence until he has been proven to be guilty. If there is strong evidence that links the accountant to the crime, search warrants can be issued to gain access to the laptop. No, the judge is conferred the sole power and authority to mete the appropriate penalty against the accountant. The jury is empowered to award damages only in libel cases. Question 3 The case would definitely be sexual harassment. Sexual harassment exists when a female employee is subjected to unwanted conduct by her superiors. Sexual harassment is a personal crime and if the victims felt that she is being victimized then she can file a complaint or an administrative case against her superiors for acts that violate her dignity. If the action of her superiors create a hostile environment that would intimidate or humilia te her and more importantly, if her superiors would make unwanted advances which are sexual in character intended to violate her dignity or create a hostile environment that would intimidate or humiliate her a formal complaint is warranted. Another case that maybe filed collectively by the women in the work place is sexual discrimination. A defence that comes to mind is to immediately fire the erring manager. A case against the manager

Civilizing savages Essay Example | Topics and Well Written Essays - 500 words

Civilizing savages - Essay Example Like all the groups that will be discussed, the British behaved in culturally and an ethnically superior way to all native inhabitants; viewing them only as a source of trade and/or an obstacle in acquiring more land. Of all the colonizers, the French perhaps treated the Natives with more of a modicum of respect than did the Spanish or the British. This is not to say that they viewed them as their equals; they most certainly did not; however, the subjugation of the native population and forced removal of their lands was at least not a primary policy as it relates to the French. This determination can be seen by the money, time, effort, and lives expended by way of the Jesuit missionaries working to convert those tribes under French influence in and around Montreal and Quebec. As it relates to the Spanish, there existed a desire to convert the â€Å"saves† under their influence to Catholicism; however, it appears as if the first instinct was to utterly crush and decimate the po pulation before such efforts were attempting. To this end, entire civilizations were rendered defenseless as large numbers of the male population were massacred/maimed and others forced into bondage. Conversely, the final group that will be discussed is that of the Pennsylvania settlers. Although they were far from perfect, this multi-ethnic group composed of Dutch, Irish, English, Scotch, and French settlers established a settlement that no doubt took first prize with regards to its overall treatment of the native population.

French and Indian War Essay Example for Free

French and Indian War Essay The French and Indian War altered the political, economic, and ideological relations between Britain and American colonies. Ideologically, this War brought up resentment toward Britain this changed the political relationship between Britain and its colonists because the British were forced to unfairly tax them due to their debt. The French and Indian war transformed North America by only leaving the British and the colonists left in their region. Greedy as the British were they did not treat the colonists fair by taxing them lead to resentment that lead to the American Revolution. After the French and Indian War, North America completely changed. Before 1754 English, French, Spanish, and the Russians had a portion of North America that they had power over. After 1763 the French were completely left out and had no land at all. (Document A) This impacted Britain and American colonists politically because it lead to the Proclamation of 1763 where Native Americans believed that the white people were not allowed to settle in their land that they had inhabited for hundreds of years. (Document .B) Britain thought that with the proclamation everything would turn out great, but it did not it just angered the colonists. They were angry because they believed they had no freedom. After the French and Indian War, England had to pay off a huge debt that had been accumulating over the years. The only way they saw to pay this was to regulate trade meaning that they would have fully control and know who and what they are trading with, and to tax everything. Britain made these changes and angered the colonists even more because the colonists felt it was not fair that all of a sudden they started taxing everything. (Document F) Taxation had a huge impact on the economic relationship between the colonists and their mother country because many of these acts forced the Americans to ship their raw materials to Britain, only to later buy the finished products from them. Mercantilism was soon abandoned when the colonists rebelled. An act that really angered the colonists was the Stamp act. Colonists furious of these taxations used boycotting as their weapon, they practiced non-importation and non-consumption. Although hurting the colonists and the British, the British soon came to realize that they were not messing around.(Document G) Colonists coming together and boycotting these acts had a huge impact on the British ideological values. The colonists felt that taxation was another thing that they should be mad at the British for. It added more stuff to what was already going on. The colonists were already mad about the Proclomation and just taxing everything did not make colonists happier. The colonists soon came to understand that they had little to no freedom which lead to the idea of becoming independent. Thinking that they could stand on their own. They don’t need the British. (Document D) The French and Indian war brought up resentment toward the british this changed the political relationship between Britain and the colonists because of the taxation that the British put on everything. Colonists began to change their mindset from being one whole colony to believing that they could stand on their own and become independent thus leading to the Revolution.

Gender Discrimination at Wal-Mart Essay -- case study, gender, manager

Introduction Discrimination continues to run rampant throughout organizations in both the United States and worldwide. The Supreme Court case, Dukes vs. Wal-Mart Stores, Inc., dealt with 1.5 million current and former female Wal-Mart employees that claim that they had been a victim of gender discrimination. The ensuing pages will discuss the specific issues that the plaintiffs encountered, followed by suggestions from a human resource manager’s stand point in rectifying adverse impact within the Wal-Mart organization. Gender Discrimination at Wal-Mart In the case of Dukes vs. Wal-Mart Stores Inc. (Dukes), the court found that there was a lack of significant proof that Wal-Mart had a general policy of discrimination (Schipani, 2013). The plaintiffs needed commonality to establish uniformed disparity within the Wal-Mart organization, and statistical evidence was deemed unworthy of proving this commonality (Schipani, 2013). The numbers were astounding; seventy-two percent of the hourly workforce of Wal-Mart are women, yet only 10% are store managers, and a mere 4% of female Wal-Mart employees are district managers (Bernardin & Russell, 2013). The numbers seem to reflect a painfully obvious presence of discrimination, and with Wal-Mart’s market power within its industry, it can be frightening to evaluate the impact their practices have on the American employment culture. Wal-Mart maintains aggressively, a distinct and consistent corporate culture through out its operations. The issue is that local managers and supervisors are given unguided discretion on the hiring, firing, promoting, and disciplining of employees (Hart, 2006). These individual managers bring with them their own beliefs, biases, stereotypes, and assumpt... ...e Rights & Employment Policy Journal, 10(2), 355-394. Hoobler, J., Wayne, S., & Lemmon, G. (2009). Boss' Perceptions of Family-Work Conflict and Women's Promotability: Glass Ceiling Effects. Academy of Management Journal, 52(5), 939-957. Ngo, H. Y., Foley, S., Wong, A., & Loi, R. (2003). Who Gets More of the Pie? Predictors of Perceived Gender Inequity at Work. Journal of Business Ethics, 45(3), 227-241. Parcheta, N., Kaifi, B., & Khanfar, N. (2013). Gender Inequality in the Workforce: A Human Resource Management Quandary. Journal of Business Studies Quarterly, 4(3), 240-248. Rosen, E. I. (2005). Life Inside America's Largest Dysfunctional Family. New Labor Forum, 14(1), 31-39. Schipani, C. (2013). Class Action Litigation After Dukes: In Search of a Remedy for Gender Discrimination in Employment. University of Michigan Journal of Law Reform, 46(4), 1249-1277.

A Prisoner and Yet

A Prisoner and Yet   is an autobiographical piece of non-fiction that was written by Corrie ten Boom two years after her release from the Ravensbruck concentration camp in Nazi Germany. The book is set up in a style that differs from what I am used to. In it, rather than focusing on her story, Corrie addresses individual occurrences she experienced over the course of her imprisonment. Later on, she treats each almost like a parable, using the one to two page subchapter to illustrate either a spiritual or moral lesson for the reader. Over the course of the 170 page book, she addresses a widespread variety of topics including faith, compassion, fear, acceptance of death, courage, strength, sin, love, morality, turning the other cheek, timidity, prayer, covetousness, kindness, and even the bond between brothers and sisters in Christ despite of language barriers. It's really quite remarkable. I started the book thinking the set up would prove awkward and unsettling, but I soon found myself engrossed, incapable of putting the book down. With each flip of the page, my thirst for a definitive ending to Corrie's struggles grew. I was hooked.As an autobiographical account, the hero of A Prisoner and Yet. . . was naturally the author, Corrie ten Boom, and, boy, let me tell you, she was a hero. Selfless and strong-willed, the Dutch watchmaker stood firm in her beliefs even when she had lost everything: her freedom, her family, her country, and even the clothes off her back. The Lord Jesus Christ was her Conqueror. Through His grace and glory, she knew she would be delivered. Corrie did not fear death in the camps. Rather, she embraced the opportunity to spread the Word of God. She preached daily, sometimes up to five times, and prayed with those in need or coming into the faith. It was amazing that someone so oppressed and in such close proximity to death could still have so much hope and conviction. Throughout the book, Corrie attributed much of her survival to the constant companionship of her sister Betsie. Betsie was equally faithful and often provided spiritual guidance when Corrie felt herself straying or in need of extra help. They were inseparable. Sadly, Betsie was a frail thing. She could not carry out heavy labor and became sick easily. Corrie often wondered at her sister's seemingly innocent view of their wretched surroundings. She always looked so peaceful. It was terrible to read when poor Betsie died of sickness, but at least she had gone to a far better place. The story begins with a recollection of the author's life before imprisonment. The readers are given a quick description of the author's home which she shared with her father, Casper Ten Boom, siblings, and an eclectic group of Jews. After the fall of Holland in 1940, the Ten Booms had joined the Dutch resistance, offering a safehouse for God's People. According to the author, â€Å"it was often said (that their house), ‘was the gayest underground address in all the Netherlands'† (ten Boom 7). They were contented, as close to at peace as they could be in such a dark time. Sadly, on February 28, 1944, that peace ended. The ten Boom residence was raided by the Gestapo. Their house was searched and the family was taken into custody. Corrie, her father, and Betsie were transferred to Scheveningen Prison. There, Corrie hardly ever saw the sunlight, spending her days locked in solitary confinement. Later on in her time there, waiting to go on trial, she found out that her father had died shortly after being brought to the prison.She and her sister were reunited when they were sent to Kamp Vught, a political concentration camp. There, conditions were not so bad. They were able to slack off at work and received Red Cross packages and mail from home. Due to her background as a watchmaker, Corrie was given the opportunity to do detailed work on radio parts. After awhile, she and her sister were transferred to a German concentration camp called Ravensbruck. As Corrie aptly described it, the place was hell. They were stripped naked and forced to hand over their belongings before being redressed and sent to barracks where the beds looked more like a line of shelves, tightly packed with women instead of books. Using a bible they had snuck in, the sisters performed worship services with the girls in their barracks daily, keeping up the dwindling morale. Slowly, they became thinner and weaker – Betsie more so than Corrie. Finally, one day in late fall of 1944, Corrie heard the voice of God tell her that her release was drawing near and that she would be free by the first day of winter. This prediction became reality, but sadly fifteen days too late for Betsie. Corrie's sister had gone Home to meet her Maker. The author finished the story by telling of her return to the Netherlands and documenting her decision to open a home which â€Å"would soon be the happy home of people who had been released from the wretchedness of imprisonment† (ten Boom 169). In the end, I believe that Corrie Ten Boom wrote this novel as a testament to the horrors of her experience and to the strengthening of her faith through the experience. A Prisoner and Yet. . . immortalized both her story and, by extent, the stories of many women, men, and children who were held at the various prisons and camps across Europe during the Nazi regime. I am thankful that I stumbled upon it and I would recommend the read to those struggling with their faith, growing in their faith, or merely interested in the treatment of political prisoners in WWII.

Formative and Summative Assessment Essay

Assessment is a term that includes all of the various methods used to determine the extent of an individual’s achievement. In teaching and learning situation, assessment refers to the methods used to determine achievement of learning outcomes. Similarly in professional contexts, assessment is concerned with the achievement of professional standards or competence.(Aranda & Yates,2009). Assessment also provides a number of major benefits including: †¢ Grading: assessment may be used to define achievement and to measure the students’ preparedness for professional challenges. †¢ Motivation: assessment may focus on real learning by creating an opportunity that carries with it the rewards of completion or grades. †¢ learning process: assessment activities can guide individuals to learn and relearn subject content efficiently. †¢ Feedback: assessment provides opportunities for individuals to monitor the quality of their performance and identify areas for improvement. PURPOSE OF ASSESSMENT It is easy to become so immersed in the job of teaching that we lose sight the exact purpose of a assessment. There is then the possibility that we are overlooking another form of assessment which might be more appropriate. We actually assess students for quite a range of different reasons – motivation, creating learning opportunities, to give feedback (to both students and staff), to grade, and as a quality assurance mechanism (both for internal and external systems). Because all too often we do not disentangle these functions of assessment, without having really thought it through assessments are frequently trying to do all these things, to varying degrees.(Oxford Brookes University,2011). In fact it is arguable that while it is desirable for assessments meeting the first three of these functions to be conducted as often as possible, the final two do not need to be done anywhere near so frequently; it is simply important that they are done somewhere. The implications of this are that while an essay question, where all the answers are double marked and the marks count towards the students’ final grades, may fulfil all these functions, for all assessments to be this rigorous would be prohibitively expensive in staff time, while a peer-assessed seminar presentation, which does not count towards the students’ final grades but is simply a course requirement, could fulfil the first three functions and may not even require a tutor to be present. FORMATIVE ASSESSMENT Formative assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning processes, while the latter occurs at the end of a learning unit and determines if the content being taught was retained.(Wikipedia,2013). Formative assessment is not distinguished by the format of assessment, but by how the information is used. The same test may act as either formative or summative. However, some methods of assessment are better suited to one or the other purpose. CHARACTERISTICS OF FORMATIVE ASSESSMENT During formative assessment, learning is the shared goal of both teacher and student and alterations to the teaching and learning process take place as needed to further the goal. This allows both the teacher and the student the opportunity for assessment and improvement as an ongoing process instead of an end product. Formative assessments are assessments for learning, rather than assessments of learning, according to the Association for Supervision and Curriculum Development. Focused Formative assessments are focused on the learning process as well as the learning progress. While other assessments may only focus on the end result, formative assessments check the students progress consistently so that adjustments can be made to reach learning goals. Ongoing A formative assessment is consistent and ongoing throughout the learning process. It differs from assessments that focus on the end result. Ongoing assessments give both teachers and students the chance to make adjustments to teaching and learning strategies so learning ultimately takes place. Immediate While other forms of assessment focus on the end result, formative assessments provide immediate feedback to both teachers and students due to ongoing assessment practices. The immediate feedback teachers and students experience can be used to motivate and further learning. LIMITATIONS OF FORMATIVE ASSESSMENTS Although offering many benefits, effective formative assessment can be difficult to achieve at scale. It may be logistically impossible to provide detailed descriptive feedback for each student in a large class. Even with a smaller number of students to deal with, formative assessment is time-consuming as it requires significant, ongoing dedication and effort from the teacher to sustain. This is especially true when combined with the summative assessments teachers are required to complete. The layered accountability chain in education — student to teacher, teacher to school, school to district, etc. — creates systemic pressure for student performance to be objectively and comparatively measurable at each level. Formative assessment, by definition, doesn’t easily provide that kind of accountability. This explains why, although the advantages of formative assessment have been repeatedly articulated since the distinction between it and summative assessment was first made in 1967, empirical studies continue to show that very few teachers consistently make use of it in actual practice. SUMMATIVE ASSESSMENT Summative assessment measures attainment and allows for the recording of the learning progress. It usually takes the form of tests and examinations, though it is becoming increasingly common for summative assessment to include other tasks such as a project completed during the school year. This move away from assessments based on a single examination gives learners the opportunity to perform to the best of their ability. Not all learners perform well under examination pressure. Furthermore,examinations do not always lend themselves to eliciting the range of language structures and uses that have been the objective of teaching CHARACTERISTICS OF SUMMATIVE ASSESSMENT The results of summative assessment allow us to determine the degree to which learners have attained specific learning objectives. Such a decision may have an important consequence on learners’ future prospects. It is therefore crucial that not only is the assessment valid, but that the results obtained are reliable. Validity relates to whether the assessment tasks assess what they intend to assess. Reliability, on the other hand, refers to the results obtained and whether these would be the same if the same learners took the assessment on another occasion provided that no further learning had taken place and regardless of who marked the assessment if more than one person was involved in the process.(Summative assessment,2005). Whether summative assessment is norm-or criterion-referenced will be determined by the purpose of the assessment. If we need to select the best candidates to, for example, continue with their education, then norm-referencing would be appropriate. However, if we are interested in whether candidates have mastered certain skills, then we would not get the required information through norm-referencing.(Meason) For example, when assessing airline pilots we are interested in whether they can fly a plane safely to a very high level of proficiency. Knowing which trainees were the best would not suffice since it is possible that no trainee of a given group would have reached the required standard to safely fly a plane LIMITATIONS OF SUMMATIVE ASSESSMENT Students can face anxiety in preparation for a test, an anxiety that grows as the perception of the test’s significance grows. Summative tests advise schools to commit to prolonged pretesting procedures and preparation classes, which can increase student anxiety.(Spiral). In addition, some students simply do not test well, and the result is a testing procedure that fails to adequately assess the real talents of individual students, while a formative assessment would allow a teacher to evaluate these conditions and better assess a student’s ability Summative assessments fan have an overall negative impact on student self-esteem, resulting from the perception of inferiority that standardized tests can give test-takers. Students who perform poorly on standardized tests were found to suffer from lower self-esteem in situations where these same students had not previously exhibited signs of self-esteem problems.(Boggiano,1992). Even students who perform average or well on standardized tests can suffer from the failure to meet their own higher expectations. The result can be a reduction in educational motivation.(Hammond). EXAMPLES OF FORMATIVE AND SUMMATIVE ASSESSMENT FROM TEACHING AND LEARNING PERSPECTIVE CONCLUSION In my view,both types of assessments are better,that is a balanced assessment.A balanced assessment system in one in which a variety of assessments are used for a variety of purposes and communications about results facilitates student involvement and ownership of learning.Formative assessment can be vital importance in helping the teacher and students determine the quality of learning that is taking place and can allow them to forecast the results of summative tests some time in advance of the summative testing.Such results can be used as the basis for altering the teaching learning situation early enough to change the immediate as well as alter the forecast. Learning is a process which can be observed and evaluated as it is taking place.Formative evaluation can be used to make the process more effective long before the summative evaluation.Recognition of  the interaction among formative evaluation teaching and learning and summative evaluation can do much to improve teaching and learning before it is too late. REFERENCES Aranda S,Yates P.An Overview of assessment.Canberra: (EdCaN),Australia;(2009).Retrieved from: www.edcan.org/pdf/edCanOverview.pdf Boggiano A,Pittman T. Achievement and Motivation: A Social-Developmental Perspective.(Eds).(1992).Cambridge Press.New York. Hammond,K.eHow.Education.Summative assessment weaknesses.Retrieved from: http://www.ehow.com/info_8568251_summative-assessment-weaknesses.html Meason C.eHow.Education.Characteristics of Formative assessment.Retrieved from http://www.ehow.com/list_6732311_characteristics-formative-assessment.html Oxford Brookes University.(2011).Purpose of Assessment.Retrieved from: www.brookes.ac.uk/services/ocsld/resources/assessment/purposes.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessment.html Stiggins,R.,Arter,J.,Chappuis,S.(2008).Classroom assessment for student learning.Educational Testing Service.Retrieved from: http://www.bcsd.org/district.cfm?subpage=55380 ‎Summative assessment.(2005).Retrieved from http://cd1.edb.hkedcity.net/cd/eng/tba_eng_sec/web/3_1w.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessmen

There are many similarities between looking for a rain god and Veronica Essays

There are many similarities between looking for a rain god and Veronica Essays There are many similarities between looking for a rain god and Veronica Paper There are many similarities between looking for a rain god and Veronica Paper I agree with the statement above, There are many similarities between Looking for a rain god and Veronica. Both of the stories are written in a way that draws the reader into the stories picture, the other similarity is that of the themes. The themes, which the two stories include, are those of poverty, isolation, death and helplessness. Both stories are set in countries and places, which are far removed from ours in distance and culture adding to the similarities between the two. However these themes are presented in different ways, both giving a similar impression. There is a mixture of key elements, which make the two stories differ in the way they are presented; in structure, characterisation, use of language and dialogue. These differences are used to give us the reader a diverse and greater understanding of how the separate themes work in the different stories. As in all good stories themes are used help us to understand the characters and the author on a deeper level. The most evident theme in Veronica and Looking For A Rain God is that of isolation and distance. The land, which Bessie Head (writer of Looking For A rain God) describes, is one that is cut off from the rest of the world and ultimately lonely. The opening line conveys this well It is lonely at the lands where people go to plough Bessie Head (The writer of Looking For A Rain God) uses the first paragraph to set a scene of distance and isolation. This is done to try to help us gain insight and understand the situation and characters. Adewale Maja-Pearce or Okeke (The writer of Veronica) also tries to use the theme of isolation and distance to help understand the story better. Although in contrast to Looking For A Rain God it is for a more personal reason, partly to understand his friends actions. When Okeke returns to Veronica for the first time after becoming a doctor he is shocked at how little has changed. Veronica is not so shocked and although her words may sound accusing they in fact reveal a level of understanding of her isolation. She says simply to Okeke I am still here, as you left me. The writers have been brought up in areas distant to ours and the western world. The isolation they talk about seems shocking and extreme to us, but the writers are more concerned with the effects of living in isolation. This isolation that both writers try to tackle brings about a helplessness they both feel towards the different situations. In Veronica Okeke is about to move away to the city and wants Veronica to follow him there as he feels helpless to the fact she is stuck in a constant cycle of unhappiness. He tries to persuade her to come with him, but there is always something standing in the way. When asked to come to the city she replies sharply No, the city is for you, not me. What will I do once I get there? I have no qualifications, not even Standard Six. This is in contrast to LFARG as it seems like there is no solution to the seven year drought. Bessie talks about how such a tiny village whos economy relies solely on farming as the main source of money can suffer. She writes about the helplessness and growing concern No one knew what to do to escape the heat and tragedy that was in the air The themes in both stories help to mould the tone, making it solemn and remorseful. The stories carry such a tone because both narrators perhaps feel an underlining guilt for what happened, accompanied by a feeling that they would not have acted differently if it had happened to them. Bessie Head makes her views clear when she writes But all people who lived off crops knew in their hearts that only a hairs breadth saved them from sharing a similar fate. In Veronica to the scene where Veronica refuses to go to the city, the writer admits that he understood her point of view. But he was still resentful as he writes Although I knew there was a lot of truth in what she said I resented her arguments. There is a similar setting in Veronica and Looking For A Rain God which may explain why they share many prominent themes. This can be explained due to the fact that they are both stories taken from writers who have lived in an isolated and distant place. But this can over shadow the fact that both stories differ greatly in how they present similar but vastly different ideas. The structure is very different in the Looking For A Rain God to Veronica. Bessie Head writes the story from a third person narrative and is describes a villagers view of story, which gives us a wider insight. Looking For A Rain God is split into three sections; the first creates a background to the story and a short image of what life is like, the second tells the story of the family, finally the third analyses what has happened and portrays its effect on the village. Veronica, in comparison, is not so complicated in structure; instead it focuses solely on the relationship between the writer and Veronica, ending in her death. The story is mainly told using dialogue and a bit of narrative, it is written only in the first person. The use of dialogue seperates the two stories, as it gives Veronica an added depth to the characters and leaves more to be interpreted by the reader. The language in Looking For A Rain God compared to Veronica is far richer, describing in detail the significant elements of the story. This works towards setting a deeper background making up for the lack of personal touch. For instance Bessie Head describes the land seven times in the opening paragraph. The language in Veronica is direct, with the Okeke letting the actions which happen tell the story rather than him, again showing a further willingness for the story to be interpreted freely. This works as he does not write with a particular view instead just his memoirs. The Narrative is the main reason why the stories are noticeably presented differently. Veronica is written in the first person narrative, as the writer actually experienced what he is writing about, so we see it through his eyes. His motives for writing the story lend well to a first person narrative, as he wants to analyses what happened between him and Veronica. So by going over his actions and speech he can better understand how he felt about her. Rather than the story being only about veronica it is instead about what Okeke did or said in relation to her. Again as in Veronica the narrative is dictated in Looking For A Rain God by the aims of the writer. Bessie Head wishes to convey a way of showing the effects of isolation and distance when a major disaster happens and what the implications for that can be. The third person narrative also helps Bessie Head, convey the complex mixture of old traditions and new ones, also to analyses that. As none of what happens involved her she writes about it as an onlooker to the story and offering her explanations. As the title of this essay says there are many similarities between Veronica and Looking For A Rain God. But the narrative and aims of the two writers means these ideas are presented in different ways.

Constitutional Considerations Research Paper Example | Topics and Well Written Essays - 250 words

Constitutional Considerations - Research Paper Example It is hard to prosecute someone for crimes committed in another jurisdiction (but it is possible). Generally speaking, the worse the crime the higher the level of jurisdiction. For example, most terrorism charges are of a federal nature and will be tried in federal court because they are matters of national security. |The government has decided that one type of crime is more severe than another and that it affects the national interest. Additionally if a crime involves several states—for example, if you rob banks in Vermont, New Hampshire, and Rhode Island, federal prosecutors will likely take over. Additionally, if a crime involves moving money in and out of the country, federal prosecutors will likely take over. Or if a crime such as corruption is occurring at the State Capitol, the FBI will be called in. Generally, there are a number of federal organizations such as the FBI, ATF, and DEA who have federal jurisdiction over certain serious types of crimes. These people will d o their investigations and turn over their evidence to federal prosecutors who will then make their case to a federal judge. All of these people will have been appointed by the federal government. Jurisdiction is the place of the

The history and importance of swimming Research Proposal

The history and importance of swimming - Research Proposal Example Swimming evolution throughout time reflects a spirit of creative and significant renewal from the technical and sportive points of view. Everything changes in life so it is not unusual that swimming has undergone many changes along the passage of time. Nevertheless, these changes haven’t affected the benefits that anybody can experience with the practice of swimming. To have a clearer idea of those changes it is helpful to study the history of swimming.Swimming have been practiced since prehistoric times. There are accounts of this activity in the Bible (Isaiah 25:11; Ezekiel 47:5; Acts 25:42) and the Greek poems â€Å"The Iliad† and â€Å"The Odyssey† by Homer. There have been found â€Å"Egyptian clay seals from 4000 BC showing four swimmers doing a version of the crawl (Weil, 1996-2008a). But â€Å"the most famous swimming drawings were apparently found in the Kebir desert† (Weil, 1996-2008a). They are dated around 4000 BC. These facts show that swimmi ng has been around since ancient times.Some archeological findings have discovered mosaics and drags from early Middle Easter cities and Pompeii that show men swimming with the dog stroke. Even though the ancient Olympic Games didn’t include swimming, â€Å"the Greeks practiced the sport, holding it in high regard, as they did all athletic endeavors. In fact, one of the most biting insults one Greek could unleash on another was to discuss him as a man who "neither knew how to run nor swim." Plato considered a man who didn't know how to swim uneducated. (†¦) ) There are frequent representations of swimmers in the Vatican, Borgian and Bourbon codices, and the murals of the Tepantitla House at Teotihuacan (near Mexico City) showed men splashing about the waters of "Tlalocan," paradise of Tlaloc, the god of water. () Both Julius Caesar and Charlemagne were known as great swimmers, and Louis XI frequently took swims in the Seine (USS Swim Fact Pact, n.d.). The Encyclopedia of Tradicional British Rural Sports contains books related to swimming from the Middle Ages. Some scholars believe that the first book about swimming was Colymbetes authored by Nicolas Wynman in 1538. The widely-recognized book entitled De Arte Nantandi by Everard Digby was published in Latin in 1587. That encyclopeidia records the fact that swimming was a requisite for knights and that Romans were used to building bathhouses and pools as they conquered new lands in order to use them as social clubs and exercise places (Weil, 1996-2008a). Moreover, organized swimming had its beginning in the 1800s and 1990s when swimming associations and clubs were founded. The Amateur Swimming Association was established in 1886. So these kinds of clubs spread in England, France, Germany, and the United States. Some North American Indians (Flying Gull and Tobacco) invited to participate in the Swimming Society in England had a strong impact on Londoners due to their innovative swimming technique. But their technique was not copied at that time. After 40 years the Europeans adopted it and revolutionized the world of swimming with the newly-born crawl. Indeed, the crawl was not new at all since the old inhabitants of the Ameritas, West Africa and some Pacific islands were used to swimming that way for generations (USS Swim Fact Pact, n.d.) Another cause for the growing popularity of swimming was the high-profile events that took place during that period such as the feat accomplished by Matthew Webb when he swam across the English Channel (Weil, 1996-2008). "On August 24, 1875, Captain Matthew Webb slipped into the water at Dover, England, and 21 hours and 45 minutes later touched land at Cape Gris Nez, France, becoming the first man to conquer the English Channel. Relying mainly on the breaststroke, he swam some 38 miles in covering a straightline distance of about 20 miles. It wasn't an uneventful trip. Along the way, Captain Webb sang, sipped coffee and beer, ate steaks, was stung by a jellyfish and had to fight his way through a nasty