Should homosexuals be allowed in the millitary Essays

Should homosexuals be allowed in the millitary Essays Should homosexuals be allowed in the millitary Essay Should homosexuals be allowed in the millitary Essay Should Homosexuals Be Allowed In The Military? In our history we fought for the rights of all people. We abolished the N word because of discrimination and today blacks are accepted as regular people common to society. Women Fought for their rights such as voting and being able to work, so why should gays be any different? Should homosexuals be allowed in the military? Society blew this topic out of proportion. Homosexual people in the military has been a controversial topic for many years. Recently Obama lifted the Dont Ask Dont Tell policy that Clinton made. The Lifting of the ban was the right thing to do despite protest. Its time for the Army to lift its ban on homosexuals completely. The Dont Ask Dont Tell policy Is too vague. Its easy to say that the Increase In discharges has resulted from voluntary declarations of sexual preference. -Brian Hughes Thornton 2 President Clinton signed the Dont Ask Dont Tell policy in 1993. This policy meant that gays, lesbians, bisexuals and transgender were banned from Irving in the military and it prevented military officials from asking questions or pursuing investigations of people that they think are homosexuals. But if you were showing or saying that you were a homosexual you were automatically discharged. President Barack Obama signed the repeal of Dont Ask Dont Tell. Obama also stated As of today patriotic Americans in uniform will no longer have to lie about who they are in order to serve the country they love. As of today our armed forces will no longer lose the extraordinary skills and combat experience of so many gay and Sebastian service members. Nations Such As Israel, Italy, and France etc. Cross the world allow gays to Join In militarys so why should America be any deferent. Every male and female should be able to fight for their country whether they like the same sex or not. There are many people In the military today who are rapist. Pedophilia, thieves etc. They just havent been convicted for it, and those things are ten times worst then being gay. So sexual orientation should not matter or even come into play while serving your country. Being a homosexual should not keep you ou t of the litany but for peace sake it should remain silent. People should not have to hide who they are and you should embrace who you are as a person, but at the same time you are not In the military for meeting your match. You are there to stay focused on your job. So you shouldnt flaunt it. Thornton 3 Work Cited Hughes, Brian. Should Homosexuals Serve Openly in the Military? Speak Out. 26 April 2000. ;https://www. Speakers. Com/activism/issue_briefs/Bibb-1 . HTML Should Gays Be Allowed to Serve In the Military Us military. 9 February 2012. https://

Scaffolding Instruction Strategies

Scaffolding Instruction Strategies Scaffolding describes how instruction is planned and delivered to students receiving special education services. Scaffolding instruction refers to specialized teaching strategies geared toward supporting learning when students are first introduced to a new subject. Scaffolding gives students a context, motivation, or foundation from which to understand the new information that will be introduced during the coming lesson. Scaffolding techniques should be considered fundamental to good, solid teaching for all students, not just those with learning disabilities or second language learners. In order for learning to progress, scaffolds should be gradually removed as instruction continues so that students will eventually be able to demonstrate comprehension independently. Scaffolding Strategies Scaffolding instruction includes a wide variety of strategies, including: Activating prior knowledge. This strategy reminds of what they have already learned, often through brief reviews. This helps reduce students anxiety as they move on to new subjects.Offering a motivational context to pique student interest or curiosity in the subject at handBreaking a complex task into easier, more doable steps to facilitate student achievementShowing students an example of the desired outcome before they complete the taskModeling the thought process for students through think aloud talkOffering hints or partial solutions to problemsUsing verbal cues to prompt student answersTeaching students chants or mnemonic devices to ease memorization of key facts or proceduresFacilitating student engagement and participationDisplaying a historical timeline to offer a context for learningUsing graphic organizers (visual aids) to offer a visual framework for assimilating new informationTeaching key vocabulary terms before readingGuiding the students in making predictions for what they expect will occur in a story, experiment, or other course of action Asking questions while reading to encourage deeper investigation of conceptsSuggesting possible strategies for the students to use during independent practiceModeling an activity for the students before they are asked to complete the same or similar activityAsking students to contribute their own experiences that relate to the subject at hand Implementing Scaffolding Strategies A deeper look shows how you can implement a few of the strategies mentioned above into your classroom. Prior knowledge: A great scaffolding technique is to ask students to share their own personal experiences or knowledge about the topic that they are learning about. Have them try and relate the topic in one way or another to their own lives. Visual aids: Visual aids like graphic organizers, charts and photographs all serve as wonderful scaffolding tools because they visually represent what the students are learning about. They are essentially the training wheels students use until they can really get a firm grasp on the information. Pre Teach vocabulary: It is essential to preteach any new vocabulary before moving on to a new subject. Simply introduce the new words through a photo or picture and put each word into context and relate it to something that students already know. Doing so will keep students interested and ready to tackle the next learning objective. Edited By: Janelle Cox

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

Transportation - Essay Example Transport through water came after. As time progressed, there was invention of other forms of transport including motor vehicles and railways. Transport by air is the most current. From the evolution of transportation, it is evident that the greatest motivation was volume and speed. The newer forms of transportation led to more goods to be carried and increase in the speed. Transportation is through the land, air, water and outer-space. For all the modes of transportation, energy is needed. In traditional forms of transportation, human and animal, the energy was provided by humans and animals. In traditional water transportation, the energy needed was provided by wind [1]. The major contribution of energy for the modern mode of transportation is petroleum products. The source of fuel is very important to different modes of transport. The fuel used differs from one mode to another. Innovation of new modes of transportation led to innovations on the form of fuels used. Today, innovations that are made improve the current mode of transport and come up with other better modes. The greatest motivation to innovations is to increase speed and safety of transport. In addition, there is need for exploring other parts of space. Land transportation is the oldest mode of transport. This mode includes all forms of transports that are made though the land. ... Use of ethanol and bio diesel is already on the way but there is still more hope for automobiles. The most promising source of fuel in the future is hydrogen. Auto mobile makers are already making progress in making hydrogen fuel cell. Unlike the other types of fuel, hydrogen is renewable. Thus, when this technology is adopted, there will be no fear of losing fuel [1]. This technology on fuel makes the use of a reaction between hydrogen and oxygen. The product of the reaction is electricity that will be used to drive the vehicles. Thus, the future vehicle will be driven by electricity and thus, it will be moving at a very high speed. The speed at which the vehicles will be moving at can only be compared to the speed at which the current electric trains move at. At this speed, there will be need to change infrastructures and transport rules to accommodate the new technology. The greatest motivation to innovations is the desire to protect the environment. Fuels from fossil products are accused of releasing a lot of green house gases in the environment. Thus, there has been a desire to come up with other alternative fuels that would reduce the amount of carbon dioxide in the environment. Enhanced and synthetic gasoline Gasoline mixed with other elements is a promising alternative fuel in the future. Gasoline that does not come from petroleum products will also be produced and used as fuel. Engines that are able to use gasoline as a form of fuel have been made and implemented. The green house gases produced by gasoline are about half of the gases released by liquid petroleum products. Despite this, the desire to reduce the amount of green house gases continues [1]. The crude oil reservoirs are decreasing with the fuel. With over reliance on crude oil as

I'll upload them later Essay Example | Topics and Well Written Essays - 1000 words

I'll upload them later - Essay Example This paper will discuss the positives and negatives of internet education which eventually affect learning. The primary reason why people opt for internet education is convenience. Students can manage their schedules at their most convenient time which allows them to learn at the pace they want. In addition, they can study anytime and anywhere they want (Obringer). This also enables learners to choose their most comfortable place of learning such as their home. Consequently, â€Å"time efficiency is another strength brought by the online learning format† (ion.uillinois.edu). Students save time and energy for travel and gas. For instance, when a student goes home from work and needs to do his homework, he does not have to travel to school in order to get his lessons and assignments. Instead, he can simply look for those in his school’s database and in just a few moments, be able to acquire the necessary information thus, saving time, gas and money for his travel if he studies at a university. Another positive result of internet education is synergy. There is an interaction among the group that is simply different in distance learning. It is a combination of minds from entirely different familial backgrounds and perhaps even various cultural backgrounds who could make the learning more interesting. Although having this kind of conglomeration of students in traditional classrooms may be easy nowadays, the interaction in distance learning could perhaps be better because the students are all encouraged to participate. Oftentimes, those who are enrolling in such programs are those who want to study but do not have enough time to go to traditional schools. Therefore, their desire to study and level of active participation is quite different. In relation to synergy, high quality dialog also benefits students. They can learn from other students’ ideas about certain subject matters and they can also react to those ideas. Their analytical skills are honed

Hart and Positivism Essay Example for Free

Hart and Positivism Essay According to Hart law consists of primary and secondary rules. The primary rules are the rules that are â€Å"rules of obligation.† (Hart. Pg 204) This means that primary rules are rules that obligate a person to do something or to not do something. For example, the first Amendment, â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceable to assemble, and to petition the Government for a redress of grievances. † (http://www.usconstitution.net/const.html#Am1) The first Amendment is an example of a primary rule because it directly affects the people of the United States of America by allowing them to have the freedom of religion, press and expression. This is an example of obligating a person not to do something, which means that the person is not obligated to have any other religion other than their own, for example. The second part of law is the secondary rules. Secondary rules only affect primary rules. This means that a secondary rule can help clarify, alter, eliminate, bring into effect, verify or determine whether a primary rule has been broken. For example the only reason we have the first amendment of the United States Constitution is because of Article 5 of the U.S. Constitution which states, The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose Amendments to this Constitution, or, on the Application of the Legislatures of two thirds of the several States, shall call a Convention for proposing Amendments, which, in either Case, shall be valid to all Intents and Purposes, as part of this Constitution, when ratified by the Legislatures of three fourths of the several States, or by Conventions in three fourths thereof, as the one or the other Mode of Ratification may be proposed by the Congress; Provided that no Amendment which may be made prior to the Year One thousand eight hundred and eight shall in any Manner affect the first and fourth Clauses in the Ninth Section of the first Article; and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate. (http://www.usconstitution.net/xconst_A5.html) Article 5 of the constitution is a perfect example of a secondary rule (in this case a â€Å"rule of change†) because it allows one to see exactly how a secondary rule affects a primary rule. With Article 5 of the Constitution, the United States is capable of applying amendments to the constitution (or otherwise known â€Å"the Law of the Land†) of the United States. Article 5 of the constitution is an example of a secondary rule classified as a â€Å"rule of change† as stated by Hart. A â€Å"rule of change† allows an office or officials to be able to implement new primary rules so as to be able to adapt to the changing of times and the constant creation of new situations. The â€Å"rule of change† simply allows the system to be able to adapt to their society and not allow the primary rules to go static. To become a law there are two parts that need to happen, according to Hart. First there needs to be the initiation of a primary rule statute by a delegated official or office in power. Once the primary rule is made a secondary rule, the rule of recognition, is enacted. The rule of recognition simply allows private persons and officials the ability to be able to identify the primary rules of obligation. This secondary rule conclusively identifies the primary rules of obligation so as not to be confused as to what are the obligations the primary rule bestows. To have primary rules of obligation and secondary rules of recognition, there needs to be an office or official to be able to adjudicate these rules. To be able to adjudicate these rules there would need to be an additional secondary rule of adjudication. This would allow a judge to be able to determine whether or not the primary rule has been broken. Within the rule of adjudication there would also be rules on the roles of the judge as well as identifying who are to be the judges. With the rule of adjudication there is no question of whether or not a law has been broken and this solidifies the primary rule of obligation. With the ideas of Hart this shows that laws and morality can be separable, but they are not necessarily separated. It is possible to have a separation between low and morality by having some sort of primary rule that would state â€Å"no one rule will introduce the morals or characters of others into the legal system.† It is also possible though for an official delegate to implement a primary rule into the legal system and have it backed by a secondary rule of recognition. Having the secondary rule of recognition would potentially make the morality based primary law a valid legal law. In Hart’s idea morality and law are â€Å"separable†, in the meaning that they are capable of being separated, but they are in no way impossible to be able to be combined in law. Without there being a way to identify morality and making it a subordinate to statute, there can’t be a definite separation with Harts theory. Work Cited 1. Reading in the Philosophy of Law (pg 202-207) 2. www.usconstitution.net (1st Amendment, Article 5 of the Constitution)

Education Philosophy Statement :: Teaching School Reflective Writing Essays

Education Philosophy Statement Webster’s dictionary defines the word educate as to develop and cultivate mentally or morally; train; instruct; teach. I would like to be someone who educates because educators, or teachers, help people and have an influence over people. A teacher is someone who gets respect and is looked up to by others. I want to be a teacher because I want to be able to help people and make an impact on someone’s life. When I become a teacher, I want to have a neat and orderly classroom. I want the children in my class to be comfortable and in the best environment for learning. When I seat the children, I want them to be sitting facing my desk and the chalkboard so that it will be easier for them to pay attention and it will be easier for them to see what I am doing. I want to switch the student’s seating arrangement every few weeks so that the children will be exposed to all the other children in the classroom at one point. Hopefully, by switching the seats around often, it will discourage discrimination and let the children make new friends. The bulletin boards in my classroom will be bright and cheery colors so that the room will seem friendly and happy. On my bulletin boards I would like to have a calendar that shows each child’s birthday for that month. As for the materials that will be in my classroom, I would like each child to have a clear plastic box wi th their name on it. These boxes will contain materials that the child may need such as scissors, crayons, markers, etc. These boxes will be placed on a shelf where the children will be able to reach them with permission. As for the projects that will take place in my classroom, they will be age appropriate. For example if I had older children, such as fourth graders, I might have a hamster cage in the classroom. Each weekend I would send the hamster, cage, and food home with the student, granted I had permission from the parents, so they could care for the hamster and learn to have responsibility. Education Philosophy Statement :: Teaching School Reflective Writing Essays Education Philosophy Statement Webster’s dictionary defines the word educate as to develop and cultivate mentally or morally; train; instruct; teach. I would like to be someone who educates because educators, or teachers, help people and have an influence over people. A teacher is someone who gets respect and is looked up to by others. I want to be a teacher because I want to be able to help people and make an impact on someone’s life. When I become a teacher, I want to have a neat and orderly classroom. I want the children in my class to be comfortable and in the best environment for learning. When I seat the children, I want them to be sitting facing my desk and the chalkboard so that it will be easier for them to pay attention and it will be easier for them to see what I am doing. I want to switch the student’s seating arrangement every few weeks so that the children will be exposed to all the other children in the classroom at one point. Hopefully, by switching the seats around often, it will discourage discrimination and let the children make new friends. The bulletin boards in my classroom will be bright and cheery colors so that the room will seem friendly and happy. On my bulletin boards I would like to have a calendar that shows each child’s birthday for that month. As for the materials that will be in my classroom, I would like each child to have a clear plastic box wi th their name on it. These boxes will contain materials that the child may need such as scissors, crayons, markers, etc. These boxes will be placed on a shelf where the children will be able to reach them with permission. As for the projects that will take place in my classroom, they will be age appropriate. For example if I had older children, such as fourth graders, I might have a hamster cage in the classroom. Each weekend I would send the hamster, cage, and food home with the student, granted I had permission from the parents, so they could care for the hamster and learn to have responsibility.

Touching Essays

Idiom| Explanation + Example | 1)| Don't give up the day job. | You are not very good at that. You could definitely not do it professionally. â€Å"I really like the way you sing, but don't give up your day job. | 2)| Cash cow. | An easy way to earn money regularly. â€Å"Income tax is a real cash cow for the government. † | 3)| Bite off more than you can chew. | Trying to do something that is too difficult or time consuming to finish. â€Å"I'm glad you want to prepare the report by yourself. Just be sure that you don't bite off more than you can chew. † | 4)| Clear the air| Discuss something that was causing people to feel upset. There seems to have been a misunderstanding. I'd like to explain what happened, just to clear the air. † | 5)| Turn your back on| Give up on, or abandon. â€Å"I needed your help but you just turned your back on me† | 6)| Not cut out for| Not suitable for something. â€Å"He tried mountain climbing, but he simply was not cut ou t for it. † | 7)| Scrape the bottom of the barrel| The very last, or the very worst. â€Å"These are the last volunteers we could find. We really had to scrape the bottom of the barrel to find them. † | 8)| A class act| Sophisticated, above average. â€Å"He offered to help, even though he doesn't know me.He's a real class act. † | 9)| Clean up your act| Improve your behavior. â€Å"If you are ever going to improve your English skills, you must start getting in to class on time and doing your homework. Why don't you clean up your act? † | 10)| Get your act together| Get more organized. â€Å"You have been late for work every day this week. If you want to keep this job, you must get your act together. † | 11)| A piece of the action| Participation in an activity. â€Å"I heard that you are looking for partners in your new investment. If you don't mind, I would like to get in on a piece of the action. † | 12)| Actions speak louder than words. Pe ople's intentions can be judged better by what they do than what they say. â€Å"Why don't you give her a hug instead of saying you are sorry, actions speak louder than words. † | 13)| In the air| Being discussed, generally obvious. â€Å"The days are getting longer and the flowers are blooming. Spring is in the air. † | 14)| Go ape| Go crazy. â€Å"Jack was really angry. I thought he was going to go ape. † | 15)| A grey area| Something that is difficult to define. â€Å"I researched your case, but there are not any black and white answers. Your situation seems to fall into a grey area. † | 16)| Up in arms| Angry. The crows was agitated. Everyone was up in arms over the government decision. † | 17)| Be glad to see the back of| Be happy when a person leaves. â€Å"That guy bothers me, I'll be glad to see the back of him. † | 18)| Give him/her credit| Acknowledge an achievement or contribution of a person. â€Å"Although he is not easy to work for, you have to give him credit for managing the company well. † | 19)| Go behind someone's back| Do something without telling someone. â€Å"Don't trust Jane. She acts friendly but she's always going behind someone's back. † | 20)| Each to his own| Everyone is entitled to his own individual opinion. I can't say that I like George's new furniture. It seems very plain and uncomfortable. Oh well, each to his own. † | 21)| Eager beaver| Enthusiastic person. â€Å"John did all of his homework before supper. He sure is an eager beaver. † | 22)| Early bird| A person who is early, or gets up early. â€Å"Dave was in class 30 minutes before anyone else. What an early bird. † | 23)| Scratch the surface| Examine only a part of something. Uncover only a few facts about something â€Å"Cancer research is a very long-term process. So far, we have just begun to scratch the surface. † | 24)| Give him the slip| Leave him.Hide from him. â€Å"I think that m an is following us. Let's give him the slip. † | 25)| Cold shoulder| To treat someone in an unfriendly manner. â€Å"I don't think Jim likes me. I tried to speak with him but he gave me the cold shoulder. † | 26)| Get the ball rolling| Start something. â€Å"All right everyone, we spent a lot of time planning this project. Now, it's time to get the ball rolling. † | 27)| Jump on the bandwagon| Join a popular trend or activity. â€Å"I like that new procedure and I've decided to jump on the bandwagon. † | 28)| A losing battle| Something that cannot be accomplished. I've tried fixing this phone many times, I just can't do it by myself. It's a losing battle. † | 29)| Keep something at bay| Keep something away. â€Å"Sarah found it difficult to keep the salesperson at bay. † | 30)| Spill the beans| Tell a secret. â€Å"I won't be the one to spill the beans. † | 31)| Beggars can't be choosers| People cannot complain about something they get for free. â€Å"I don't like the color of the sweater she gave me, but beggars can't be choosers. † | 32)| Flesh and blood| A relative. â€Å"I must help him. After all, he's my own flesh and blood. † | 33)| Give the benefit of the doubt| Believe someone's statement, without proof. The teacher's explanation did not seem logical, but I gave her the benefit of the doubt. † | 34)| A safe bet| Probably true. Will probably happen. â€Å"It's a safe bet that your English skills improve quickly if you study at Elanguest. † | 35)| Fit the bill| Seems correct. â€Å"That seems to fit the bill. I'll take it. † | 36)| Black and blue| Bruised. â€Å"He was beaten until he was black and blue. † | 37)| In cold blood| With no compassion or mercy. Usually associated with ruthless murder. â€Å"The assassin was evil. He killed him in cold blood. † | 38)| Out of the blue| Unexpected. â€Å"A great idea just came to me out of the blue. † | 9)| Cal l someone's bluff| Make someone prove what they say. â€Å"He implied that he would terminate my contract, but I called his bluff. † | 40)| Rock the boat| Create problems for other people. Everyone likes Anthony. He doesn't rock the boat. † | 41)| By the book| Doing something according to rules. â€Å"He's a good cop. He does everything by the book. † | 42)| Give someone the boot| Dismiss or get rid of someone. â€Å"Mr. Smith is an easy boss to work for. He doesn't like to give someone the boot. † | 43)| Get to the bottom of| Learn about and understand fully. â€Å"We are not sure what happened, but we intend to get to the bottom of this. | 44)| Out of bounds| Not permitted. â€Å"Hans wanted to ask Mary out on a date, but I explained that she is out of bounds. Mary is engaged to Jack. † | 45)| Bread and butter| Regular income. â€Å"We are very dependent on our advertising revenue. It's our bread and butter. † | 46)| The best thing since s liced bread| A good invention or innovation. â€Å"I love this paper folding machine. It's the best thing since sliced bread. † | 47)| Give me a break| Don't expect me to believe or agree with that. â€Å"You think the teacher is joking? Give me a break. † | 48)| Don't hold your breath| Don't wait too long because it might not happen. Yes, it's possible that they will lower taxes, but don't hold your breath. † | 49)| Cross that bridge when you come to it| Deal with a problem if and when it becomes necessary, not before. â€Å"I'm not too wirried about a possible downturn in the economy. Anyway, let's cross that bridge when we come to it. † | 50)| The bubble has burst| A previously positive situation has encountered a serious problem. â€Å"Last year, the stock market was doing very well. Unfortunately, it seems that the bubble has burst. † | 51)| The buck stops here| Problems are resloved here. â€Å"A lot of people try to pass problems to other pe ople.At my desk, however, the buck stops here. † | 52)| Burn your bridges| make it impossible to return. â€Å"Be polite when you hand in your resignation. After all, you don't want to burn your bridges. † | 53)| My ears are burning| I think someone is saying something about me. â€Å"Pierre is talking again. My ears are burning. † | 54)| Put on the back burner| Leave it for later. â€Å"I don't think we'll have time to complete it this year. Let's put it on the back burner. † | 55)| Someone means business| Someone is serious â€Å"Watch out for Harry. He's someone who means business. † | 56)| At the touch of a button| Quickly and easily. â€Å"No problem.I can change your account information at the touch a button. † | 57)| Have your cake and eat it| Enjoy something without paying for it. â€Å"He expected to pass without studying. Unfortunately, you cannot have your cake and eat it, too. † | 58)| A close call| Something (usually bad) almost happening. â€Å"That car almost hit us. That was a close call. † | 59)| Enough is enough| This should stop. â€Å"I have listened to his complaints for years but enough is enough. † | 60)| A fat cat| A wealthy person. â€Å"He has everything he needs. He's a real fat cat. † | 61)| My two cents worth| My humble opinion. â€Å"He seems like a corrupt politician.That's just my two cent's worth. † | 62)| Hang out| Be together, spend time with each other. â€Å"Hey Lauren, let's get together tonight, we can just hang out and practice our English. † | 63)| A change of heart| A changed opinion. â€Å"At one time, I supported George Bush. As time went on, however, I had a change of heart. † | 64)| Get something off your chest| Explain something that is bothering you. â€Å"Gary, you don't seem happy. Is there something you would like to get off your chest? † | 65)| Don't count your chickens before the eggs have hatched| Don't make pla ns for something that might not happen. Yes, I think we will probably get a raise in pay this year. Remember, though, don't count your chickens before the eggs have hatched. † | 66)| A chip on his shoulder| He is angry about something. â€Å"I don't know why he's so unhappy. He seems to have a chip on his shoulder. † | 67)| Come full circle| A process has been completed. â€Å"The salmon has returned to the place where it originally hatched. Its life cycle has come full circle. † | 68)| Squeaky clean| Legitimate and proper. â€Å"We checked all of her references. She's squeaky clean. † | 69)| In the clear| Out of trouble. â€Å"His innocence has been proven. He's in the clear. | 70)| Steer clear of| Avoid. â€Å"She's not very nice. I think we should steer clear of her. † | 71)| Round the clock| All day. â€Å"She's a very hard worker. She usually works around the clock. † | 72)| Turn back the clock| Go back in time. â€Å"I feel old. I wis h I could turn back the clock. † | 73)| Like clockwork| With mechanical efficiency. â€Å"He's very predictable. He always eats at the same time, like clockwork. † | 74)| Wake up and smell the coffee| Think more realistically. â€Å"He doesn not respect you as much as you think. Wake up and smell the coffee. † | 75)| The other side of the coin| Another version of a story or event. The global summit will encourage meaningfull dialogue. On the other side of the coin, it might result in violent protests. † | 76)| Left out in the cold| Left unaided or unprotected. â€Å"They don't include me in their group. I feel left out in the cold. † | 77)| With flying colors| With enthusiasm and exuberance. â€Å"I can't wait to see you all. I'll be there with flying colors. † | 78)| Scrape by| Have just enough but not more. â€Å"Our budget is not satisfactory but we will find a way to scrape by. † | 79)| A tough cookie| A stubborn, strong person. â⠂¬Å"Don't get Shirley upset. She's a tough cookie. † | 80)| Keep your cool| Don't become upset. Relax, keep your cool. † | 81)| Lose your cool| Become upset. â€Å"Don't get upset. If you lose your cool, it will make matters worse. † | 82)| In a tight corner| Without any good options. â€Å"Milo has run out of options. If he takes any more chance, he might find himself in a tight corner. † | 83)| A couch potato| A lazy person. â€Å"Luis just watches tv all day. He really is a couch potato. † | 84)| Takes its course| A situation develops naturally. â€Å"There is nothing we can do to relieve the effects of her disease. We can only wait and let the illness take its course. † | 85)| Up the creek| In trouble. â€Å"I warned Bill but he would not listen.Now, he's up the creek. † | 86)| Crocodile tears| Exaggerated or faked sympathy. â€Å"She told me she was sorry but she was not, it was just crocodile tears. † | 87)| When it comes t o the crunch| When there are no more possibilities. â€Å"Victor seems to have a casual point of view. When it comes to the crunch, though, he is a real professional. † | 88)| A far cry from| Very different from. â€Å"His personality is a far cry from his father's. † | 89)| Off-the-cuff| Without research, planning, or considering. â€Å"I haven't had the time to think about it. My off-the-cuff impression, however, is that it is a good idea. | 90)| Can't cut it| Cannot do it. â€Å"Kim shouldn't be working here. She just can't cut it. † | 91)| In the dark| Ignorant. â€Å"They didn't tell me anything. I felt like they had left me in the dark. † | 92)| A shot in the dark| A guess. â€Å"I'm not sure but I could take a shot in the dark. † | 93)| Call it a day| Stop. â€Å"I'm tired. Let's call it a day. † | 94)| Late in the day| (Almost) too late. â€Å"The government just decided to buy new helicopters, but it seems a little late in the day to make such a decision. † | 95)| In broad daylight| Without trying to hide it. â€Å"They robbed the bank in broad daylight. † | 6)| Makes someone's day| Make someone happy. â€Å"Your letter made my day! † | 97)| Wouldn't be caught dead| Would never. â€Å"I hate that dress. I wouldn't be caught dead wearing it. † | 98)| Get a raw deal| Receives less than what is deserved. â€Å"Be sure to read the contract carefully before you sign it. You don't want to get a raw deal. † | 99)| Runs deep| Entrenched, or ingrained. â€Å"He loves his country. Patriotism runs deep in his veins. † | 100)| Out of your depth| Beyond your existing knowledge or ability. You don't seem to have much experience in this subject. Are you sure you're not out of your depth? † | |

Driving a car or riding a motorcycle? Essay

Transportations take us to anywhere we want to go and make our life easier. Without them, we will feel like losing our feet. Cars and motorcycles are inventions for people to travel faster. They both have their supporters based on their conveniences, safeties, and expenses. First, both cars and bikes are convenient for people to travel around. They both have some kind of way of controlling the direction of travel. Motorcycles can get to the short destinations and find a parking quickly and easily. As long distance, cars have many accessories such as radio, CD players, navigational systems, and even TVs. Let riders killing times while long driving. Second, safety can be concerned since many dangerous accidents are reported. The car has a roof and windows to keep you from all kinds of weather. Moreover, seatbelts and airbags in a car are able to protect passengers form an accident. Unlike more and more accidents caused by checking phones, motorcycle riders don’t text on their phones while riding. They will not be distracted by food or coffee, either. The last important key element to choose between cars and bikes is expense. Motorcycles cost less. Even work-study students can afford it. In addition, bikes use less gas. 30 miles per gallon is on the low end and smaller engines can get triple digit mileage. On the other hand, when getting a car, there are a lot of choices according to the budget. If you are lucky, you can still get a fancy one with a good price. Cars and motorcycles make people travel faster. Some people like motorcycles over cars and some people prefer cars over motorcycles, depending on their conveniences, safeties, and expenses. There are still many other differences between cars and motorcycles. It is better to take some time to find out what you need before making a decision. Careful consideration of the information presented here will have much fun when driving or riding a car or a bike.

Scientific Revolution Essay Example

Scientific Revolution Essay Example Scientific Revolution Essay Scientific Revolution Essay Scientific Revolution – Documents Packet Primary and secondary documents are the backbone of historical research. Primary sources give us a first hand account of an event, while secondary sources give us a broader perspective on an event, given time, distance and new insight. As students of history, we must possess the ability to properly analyze a document in order to understand its value. This packet of documents relating to the â€Å"scientific revolution† of the 16th 17th centuries is designed to sharpen your historical thinking skills. Assignment: 1. Read each document. 2. Discuss what each document is about. 3. Write: What challenges did scientific minded people faced during the 16th and 17th Century? 4. Which documents are most useful in helping you answer the question above? Why? Give examples of individual documents. |Document 1 | |SECONDARY SOURCE: Michael Postan, â€Å"Why Was Science Backward in the Middle Ages? in A Short History of Science: Origins and Results of the Scientific | |Revolution 1991. | |It is generally agreed that the Middle Ages preserved for the use of later times the science of the ancient Greeks and Romans. Therein lies both the | |scientific achievement and the scientific failure of the medieval civilization. . . . What the Middle Ages took over they did not very much enrich. | |Indeed so small was their own contribution that historians of science are apt to regard the Middle Ages as something of a pause or vacuum in | |scientific advancement. . . although some advance on planes both p urely intellectual and technical there was; yet taken together and placed against | |the vast panorama of medieval life, or indeed against the achievements of Greek and Roman science until in the fourth century B. C. , or with the | |scientific activity of the17th century, all these achievements are bound to appear very poor. Why then this poverty? | | | |To this question many answers can be and have been given. But what most of them boil down to is the absence in medieval life of what I should be | |inclined to call scientific incentives. Students of science sometimes differ about the true inspiration of scientific progress. Some seek and find it | |in mans intellectual curiosity, in his desire to understand the workings of nature. Others believe that scientific knowledge grew and still grows out| |of mans attempts to improve his tools and his methods of production; that, in short, scientific truth is a by-product of technical progress. I do not| |want here to take sides in this particular controversy; what I want to suggest is that the Middle Ages were doubly unfortunate in that both the | |inspirations, the intellectual as well as the practical, failed more or less. | | | |The easiest to account for is the intellectual. The Middle Ages were the age of faith, and to that extent they were unfavorable to scientific | |speculation. It is not that scientists as such were proscribed. For on the whole the persecution of men for their scientific ideas was very rare: rare| |because men with dangerous ideas, or indeed with any scientific ideas at all, were themselves very rare; and it is indeed surprising that there were | |any at all. This does not mean that there were no intellectual giants. All it means is that in an age which was one of faith and men of intellect and | |spirit found the calls of faith itself. To put it simply, they had no time for occupations like science. | | | |In fact they had neither the time nor the inclination. For even if there had been enough men to engage in activities as mundane as science, there | |would still be very little reason for them to do so. In times when medieval religious belief stood whole and un- shaken the intellectual objects and | |the methods of science were, to say the least, unnecessary. The purpose of scientific enquiry is to build up piecemeal a unified theory of the | |universe, of its origin and of its working. But in the Middle Ages was that process really necessary? Did not medieval man already possess in God, in | |the story of Creation a complete explanation of how the world came about and of how, by what means and to what purpose, it was being conducted? Why | |question the bible and the church which held the keys to salvation? | | | |So much for intellectual incentive. The practical incentive was almost equally feeble. Greater understanding of nature could not come from technical | |improvements, chiefly because technical improvements were so few. Medieval occupations continued for centuries without appreciable change of method. |After the great period of initial development, i. e. , after the late eleventh century, the routine of medieval farming in the greater part of Europe | |became as fixed as the landscape itself. During the Middle Ages as a whole technical improvement was very rare and very slow. For this medieval | |economic policy was largely to blame†¦. | | | |What is more, so deeply ingrained was the spirit of protection tha t in every local trade the technical methods were treated as a secret. . . The men| |of the Middle Ages were unable to do more than they did because they were lacking in scientific incentive. | |Document 2 | |SECONDARY SOURCE: Sir George Clark, Early Modern Europe. 1982. | |There were an infinite number of motives which led men to engage in scientific work beginning around the 16th Century at about the same time as the | |â€Å"renaissance† and to encourage the scientific point of view. We may group together some of the most important under general headings, always remembering is | |concerned. But Nature, on the other hand, is inexorable and immutable and never transgresses the laws imposed upon her, or cares whether reason and . For the| |Bible is not chained in every expression to conditions as strict as those which govern all physical effects; nor is God any less excellently revealed | |in Natures actions than in the sacred statements of the Bible. . . . The Bible shows the way to go to heaven, not the way the heavens go. | | | |From this I do not mean to infer that we need not have an extraordinary esteem for the passages of Holy Scripture. On the contrary, having arrived at | |any certainties in physics, we ought to utilize these as the most appropriate aids in the true meaning of the Bible and in the investigation of those | |meanings which are necessarily contained therein, for these must be understood with demonstrated truths. I should judge that the authority of the | |Bible was designed to persuade men of those beleifs and propositions which, surpassing all human reasoning, could not be made credible by science, or | |by any other means than through the very mouth of the Holy Spirit. | | |Yet even in those propositions which are not matters of faith, Biblical authority ought to be preferred over that of all human writings which are | |supported only by bare assertions or opinions, and not set forth in a demonstrative way. This I hold to be necessary and proper to the same extent | |that divine wisdom surpasses all human judgment and conjecture†¦ I do not feel obliged to elieve that that same God who has endo wed us with senses, | |reason, and intellect has intended all humanity to forgo their use and by some other means to give us knowledge. | |Document 5 | |PRIMARY SOURCE: The Papal Inquisition’s condemnation of Galileo, 1633. | |We say, pronounce, sentence, and declare that you. he said Galileo, by reason of the matters discussed in trial, and by your confession as you | |rendered, are in the judgment of this Holy Office vehemently suspected of heresy, namely, of having believed and held the doctrine-which is false and| |contrary to the sacred and divine Scripturesthat the Sun is the center of the world and does not move from east to west and that the Earth moves and| |is not the center of the world†¦ | | | |Furthermore, your opinion has been declared and defined to be contrary to the Holy Scripture; and that consequently you have incurred all the censures| |and penalties imposed and stated in the sacred laws of the Church, for [breaking] this sacred law | | | |From whi ch we are content that you be absolved, provided that, first, with a sincere heart and unfeigned faith, you renounce, curse, and detest before| |us the aforesaid errors and heresies and every other error and heresy contrary to the Catholic and Apostolic Roman Church in the form to be prescribed| |by us for you. | Document 6 PRIMARY SOURCE | |Isaac Newton, The Mathematical Principles of Natural Philosophy, 1729. | |RULE 1 | |We are to admit no more causes of natural things, than such as are both true and sufficient to explain their appearances. | |To this purpose the philosophers say, that Nature does nothing in vain, and more is in vain, when less will serve; for Nature is pleased with simplicity, and | |affects not the pomp of superfluous causes. | |RULE II | |Therefore to the same natural effects we must, as far as possible, assign the same causes. |As to respiration in a man, and in a beast; the descent of stones in Europe and in America; the light of`our culinary fire and of t he sun; the reflection of | |light in the earth, and in the planets | |RULE III | |The qualities of bodies, which admit neither intension nor remission of degrees, and which are found to belong to all bodies within reach of our experiments, | |are to be esteemed the universal qualities of all bodies whatsoever. | |For since the qualities of bodies are only known to us by experiments, we are to hold for universal, all such as universally agree with experiments. We are | |certainly not to relinquish the evidence of experiments for the sake of dreams and vain fictions of our own devising†¦. Lastly, if it universally appears, by | |experiments and astronomical observations, that all bodies about the earth, gravitate toward the earth; and that in proportion to the quantity of matter which | |they severally contain; that the moon likewise, according to the quantity of its matter, gravitates toward the earth; that on the other hand our sea gravitates| |toward the moon; and all the planets mutually one toward another; we must, in consequence of this rule, universally allow, that all bodies whatsoever are | |endowed with a principle of mutual gravitation. I affirm gravity to be essential to all bodies. By their inherent force I mean nothing but their force of` | |inertia. This is immutable. | |RULE IV | |In experimental philosophy we are to look upon propositions collected by general induction from phenomena as accurately or very nearly true, notwithstanding | |any contrary hypotheses that may be imagined, till such time as other phenomena occur, by which they may either be made more accurate, or liable to exceptions. | | | |This rule we must follow that the argument of experimentation and evidence may not be evaded by hypotheses. |

Meet the Xenarthrans - Armadillos, Sloths, and Anteaters

Meet the Xenarthrans - Armadillos, Sloths, and Anteaters Armadillos, sloths, and anteaters, also known as xenarthrans (Greek for strange joints), can be distinguished from other mammals by (among other things) the unique joints in their backbones that endow them with the strength and support they need to pursue their climbing or burrowing lifestyles. These mammals are also characterized by their extremely few (or even no teeth), their relatively small brains, and (in males) their internal testicles. As youll know if youve ever seen a sloth in action, xenarthrans are also some of the slowest mammals on earth; they are technically warm-blooded, like other mammals, but their physiologies arent nearly as robust as those of dogs, cats or cows. Xenarthrans are an ancient group of placental mammals that once roamed across the expanse of Gondwana, before this giant continent of the southern hemisphere split up to form South America, Africa, India, Arabia, New Zealand, and Australia. The ancestors of modern armadillos, sloths and anteaters were initially isolated on the newborn continent of South America, but in the ensuing millions of years spread northward into areas of Central America and southern parts of North America. Although xenarthrans didnt make it into Africa, Asia, and Australia, these regions are home to unrelated mammals (like aardvarks and pangolins) that evolved the same general body plans, a classic example of convergent evolution. One little-known fact about xenarthrans is that they were prone to gigantism during the Cenozoic Era, at a time when many mammals achieved dinosaur-like sizes thanks to temperate climates and an abundance of food. Glyptodon, also known as the Giant Anteater, could weigh up to two tons, and its hollowed-out shells were sometimes used by the early human inhabitants of South America to shelter from the rain, while the giant sloths Megatherium and Megalonyx were about the size of the largest bears on earth today! There are about 50 species of xenarthrans extant today, ranging from the screaming hairy armadillo of South America to the pygmy three-toed sloth of the Panamanian coast. Classification of Xenarthrans Armadillos, sloths, and anteaters are classified within the following taxonomic hierarchy: Animals Chordates Vertebrates Tetrapods Amniotes Mammals Armadillos, sloths and anteaters In addition, armadillos, sloths, and anteaters are divided into the following taxonomic groups: Anteaters and sloths (Pilosa)Armadillos (Cingulata)

Geography of the Palestine-Israel Conflict and the USA Essay - 8

Geography of the Palestine-Israel Conflict and the USA - Essay Example This lobby and its activities should be blamed for urging America to get into a war with Iraq. There are many people in the US government who are assigned by the lobby to steer the US policies into serving Israeli interests. There are also many organizations working in the US which collect money from the US to send it to Israel. In contrast to Smith’s assertion that there are US officials working for Israel in reality, Mearsheimer and Walt argue that Israel is a close friend of the US and the US will always come to Israel’s aid when required. This does not mean in any way that every US official who supports Israel is also necessarily a part of the lobby or working for it. America is not concerned with the activities or interests of the lobby. Anyone who works to preserve America’s relationship with Israel should not be considered a member of the lobby. Frankel (2006) agrees with Smith’s viewpoint that the perceived power of the Israeli lobby in the US is just too much which is why more economic aid is received by Israel from the US than any other nation in the world. This is not only because Israeli power, rather it is the way the lobby’s power is perceived that the US gives Israel more foreign aid every year than it does to any other