Anyone Who Is Not A God, Is Not Perfect. Everyone Has A Essays

Anyone who is not a god, is not perfect. Everyone has a weakness or a flaw. Some flaws are more deadly than others. Some are addicted to heroin while others are unable to remember where they put their keys. Every major flaw in this story though, comes back to haunt them. The reason why anybody fails in this story is because of their "flaw". Not everyone dies though, that is because their flaw is not fatal. Following will be an explanation of how the major flaws of the characters lead to their downfall. Macbeth will be the first one discussed, since he was the main character. The play's problems start when he kills Duncan. This is done because he has a flaw; he is too determined. He doesn't let anything in his way of the goal, to be king, proven here: The Prince of Cumberland! That is a step On which I must fall down, or else o'erleap, For in my way it lies. Stars, hide your fires; Let not light see my black and deep desires: The eye wink at the hand; yet let that be 2 which the eye fears, when it is done, to see.(Act I, Scene vii, lines 1-28) If he had not been so determined to be king, then Duncan would never have had to die. Consequently, if Macbeth had not killed Duncan, this story would not have any murders in it at all. Macbeth is driven by greed and violence proven by William Hazlitt: Macbeth himself appears driven along by the violence of his fate like a vessel drifting before a storm: he reels to and fro like a drunken man; he staggers under the weight of his own purposes and the suggestions of others; he stands at bay with his situation; and from the superstitious awe and breathless suspense into which the communications of the Weird Sisters throw him, is hurried on with daring impatience to verify their predictions, and with impious and bloody hand to tear aside the veil which hides the uncertainty of the future. (Hazlitt, pg. 28) 3 Macbeth's fate was more deserving than any others since he killed so many people; Duncan, Banquo, and MacDuff's family. Macbeth never did feel sorry for what he did until his deeds came back to haunt him. If Macbeth would have been patient and had waited, then he probably would have become king and enjoyed it. Lady Macbeth had a very prominent flaw that was her undoing. She was partners with Macbeth in the killing of Duncan. She was willing to convince Macbeth to kill Duncan but she could not do it herself. Proven by Samuel Taylor: Lady Macbeth merely endeavours to reconcile his and her own sinkings of heart by anticipations of the worst and an affected bravado in confronting them. (Taylor, pg. 32) This is the reason she was not as strong as she portrayed. This was why she could not take it and Macbeth could. In the end, it finally got to her so badly that she committed suicide. She could not take the pressure and went insane. Here is an example from the play: Out, damned spot! Out, I say! One: two: why, then ?tis time to do't. Hell is murky. Fie, my lord, fie! A soldier, and afeard? What 4 need we fear who knows it, when none can call our pow'r to accompt? Yet who would have thought the old man to have had so much blood in him? (V, i, 34-39) She probably deserved her fate, for she contributed to the bloodshed. Banquo, who at one time was Macbeth's best friend, was killed by Macbeth. Being Macbeth's friend was not his fatal flaw, but it led to it. His fatal flaw was knowing about the murder of Duncan. He could not have done anything about it. If he had told anyone about it, no one would have believed him; and Macbeth still would have killed him. Obviously, if he did what he did (be still), he would have been killed. He really did not deserve this death, he was probably most deserving of staying alive. Duncan, who was King of England, was killed by Macbeth because he stood in the way of the throne. This was not his fatal flaw, but because he was so naive he did not realize that anyone would want to overthrow him as king. For example, he stayed at Macbeth's castle. If he had been smarter, then he would not have been so vulnerable and would not have stayed where 5 someone could kill him. Duncan's fatal flaw was not deserving of death, though, he probably should have lost his throne. The Thane of Cawdor was killed by Macbeth for

Canadas Copyright Laws Essays - Copyright Law, File Sharing

Canadas Copyright Laws Essays - Copyright Law, File Sharing Canada's Copyright Laws Canada's copyright law is one of our hardest laws to enforce. The reason the police have so much trouble enforcing this law, is due to technology. This law is very easy to break, and once broken, it is very hard to track down violators. So although some form of a copyright law is needed, the one we have has, too many holes to be effective. There are three main ways in which the copyright law is broken in everyday life. They is audio/video tape copying, plagiarism, and software piracy. The first, and most commonly violated aspect of the copyright law, is the copying of audio tapes for oneself and friends. Thanks to the invention of dual cassette stereos, this has become very easy. You simply take an original or even another copy of a tape, as well as a blank tape. Stick them both in to the stereo and bingo you have a new tape. You also just broke the law. Along with copying audio tapes, now we can copy video tapes almost as easily. If you hook two VCR's together, they can copy from one to the other. You could rent a movie form the video store, copy and return it, with no one the wiser. The problem with copying video and audio tapes is that for every copy you make the recording artist, the actors, producers and everyone else who collect royalties from the tapes lose money. If the companies start to lose money, they raise prices. Thus a vicious circle begins. As prices go up, fewer people buy original copies. If less people buy the original cassettes prices will once again rise. Another major form of piracy is plagiarism. The stealing of someone elses ideas or work. The biggest category of people who fall into here are students. Very often a student when doing a research paper will "accidently" forget to footnote his work. By "forgetting" to give the author credit, the student has claimed the work as his own. Another reason students may copy someone else's work is to sound more sophisticated hoping that if they use someone elses words it will sound better than their own. Generally, this provides an easy way for a teacher or the police to catch them. Teachers also plagiarize rather frequently. Very often a teacher will photocopy several pages from a book, in order to save the students the expense of having to buy the book for themselves. While this is a noble act by the teacher, in most cases, this is illegal. Unless the author of the book, gave consent for his/her work to be freely distributed, teachers can't copy it anymore than students or anyone else can. The third category of piracy is Software Pirating. There are several forms which this can take. The most common form is very similar to audio/video cassettes. It is when someone copies a game or program from his/her computer to someone elses. As long as the two people have the same type of computer, (they both have apples or IBM's) this is a very simple process, so long as the programmer didn't put a bug into the program (a precaution they take against people copying their work). Another form of Computer Piracy is a "cracker". A cracker is someone who has an in-depth knowledge of computers and programming. He can then remove the "bug" that prevents programs from being copied. After he removes the bug he's able to distribute the software at his own discretion. This is in direct conflict with the copyright law, because the program was not meant to be copied thus the bug. It therefore becomes illegal to remove the bug. Like audio/video cassettes copying, computer games causes people to lose money. In this case, instead of it being the singer, or actors, it is the programmer, and the software companies who lose. This leads to the same vicious circle. More copies make higher prices etc.. The copyright law is hard to enforce likewise so are the penalties. If you are found in violation of breaking the copyright laws, you probably will only have to pay a fine. However, the fines can be quite subeztial and depending

The Project Management Body of Knowledge Assignment

The Project Management Body of Knowledge - Assignment Example The Management Development and Productivity Institute (1989) has defined project management as the use of administrative techniques and the creation of a good working climate for the achievement of the set goal(s). Every project is conceived with a definite goal or set of goals in mind. This is often true, whether it was done in a formal or informal manner. For these goals to be achieved, resources in terms of capital, personnel, etc of the project must be optimally utilized. The application of management principles and thinking in the context of a project makes the attainment of the desired goal(s) possible. Project success often emanates from the adoption of sound managerial practices. Various models and theories of project management have been developed for managing projects successfully (Streton, 1989.,  Ã‚   MDPI, 1998., PMI, 1994). Some of the models are generic in their application, whereas others are industry-specific. At its most basic form, a project management model encompasses four phases. These are (i) formulation of project goals or objectives (ii) project planning   (iii) project organization and (iv) project follow up. Objectives or goals set for a project should be specific, measurable, achievable and also time-bound. Goals that meet these criteria are described as good and those that fail to satisfy these requirements are deemed bad. The latter may call for a revision in the course of project implementation. The planning phase determines the structure of the project and results in the production of a project plan. The structure of a project deals with its internal composition, while the plan outlines the resources needed, time limits to each given activity and the cost associated with getting them implemented. The plan also sets out procedures for planning itself during project implementation. This is done either hierarchically or randomly.

Harp of burma Essay Example | Topics and Well Written Essays - 1250 words

Harp of burma - Essay Example By using the analogy of music, the Burmese harp that Mizumshima played, Takeyama has tried to promote an ideal of peace after the ravages of World War II, keeping in mind the Buddhist teachings of peace and harmony. After the Second World War, people saw the ravages of war firsthand.. Despite the dangers involved, the soldiers on both sides fought valiantly and fearlessly, perhaps not just because of their ideals, but for the pride and vainglory of their leaders and generals. To boost their morale at the war front, often troupes of musicians were sent to them to keep them entertained. This was done in an attempt to keep them fighting. Despite the peaceful ideals of Buddhism, the Japanese fought the British in Burma, a Buddhist country and shed a lot of blood there. This was in direct contrast to the Buddhist teachings. As per Mayton, â€Å"Non violence is at the heart of Buddhist thinking and behavior. The first of the five precepts that all Buddhists should follow is [to] avoid killing, or harming any living thing† (47). People who shed blood in their own ancestral land are cursed. Added to this was the fact that due to the continuous onslaught of the British, and the defeats of the Japanese elsewhere, it was becoming more and more difficult to continue fighting, calling for the Burmese to surrender (Win 114). There were many Japanese soldiers, however, who refused to surrender despite the surrender of their government. In the novel, Mizushima was asked to convince a group of soldiers, who were still fighting in the mountains, to surrender to the British. McDonald states that the Buddhist cultural practices and beliefs entail that if surrender achieves peace, then people should not be made to suffer by non surrender (23). The Burmese, being Buddhists, considered war to be foreign to their way of life, however, their Japanese occupiers were actively shedding blood in their land.

Harry Potter and the Prince of Azkaban Essay Example | Topics and Well Written Essays - 250 words

Harry Potter and the Prince of Azkaban - Essay Example Although the school and the village are closely connected, students still need permission to visit the premises. Students usually visit High Street which is filled with plenty of shops, pubs, and other extravagant places. These shops are a great place for students to socialize and discuss recent events. One of the candy shops Honeydukes Sweetshop is owned by a wizard called Flume. According to a student’s description in the Harry Potter and the Prince of Azkaban, â€Å"candy shop is filled with shelves upon shelves of the most succulent-looking sweets imaginable† Moreover, the owner of the candy shop makes his own delicious fudge, which is irresistible and delicious. The candy shop also has a secret passageway and a trap door, known to only a few people. Another shop that popular amongst Hogwarts students is Zonko’s. Zonko’s is a specialty store also which is a heaven for any prankster that carries great products such as Dungbombs, Hiccup Sweets, Frog Spawn Soap, and Nose-Biting Teacups. Clearly, this shop has gained a lot of popularity among students.

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING Education is vital to the pace of the social, political and economic development of any nation, so effective teaching is very essential. Effective teaching is important because teaching is based on helping children progress from one level to another in a more sociable interactive environment and to get the approach right to get students to be independent learners (Muijus and Reynolds, 2005). Effectiveness does not mean being perfect or giving a wonderful performance, but bringing out the best in students. My experience comes from a Nigerian background, where traditional teaching method is more widespread than the modern method of teaching. It is in this line that I decided to investigate empirically which of the two methods is more effective in Nigerian primary schools. Primary education in Nigeria refers to the education children receive from the ages 6 years to 11 years plus. A lot of the teaching in primary schools is done with the traditional method especially in the government schools where the teacher is in charge of the classroom. The formal education system is 6-3-3-4, 6 stands for primary school. The primary education in Nigeria is controlled by the state and local government. Traditional method relies mainly on textbooks while the modern method relies on hands-on materials approach. In traditional method, presentation of materials starts with the parts, then moves on to the whole while in the modern approach, presentation of materials starts with the whole, then moves to the parts. Traditional method emphasizes on basis skills while modern method emphasizes on big ideas. With traditional method of teaching, assessment is seen as a separate activity and occurs through testing while with modern method of teaching, assessment is seen as an activity integrated with teaching and learning, and occurs through portfolios and observation (Brooks and Brooks, 1999). Teaching methods are best articulated by answering the questions What is the purpose of education? and What are the best ways of achieving these purposes? for much of pre-history, education methods were largely informal, and consisted of children imitating or modeling the behaviour of that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher, a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically, a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the government states. DIVERSITY IN TEACHING IN THE CLASSROOM For effective teaching to take place, a good method must be adopted by a teacher. A teacher has many options when choosing a style by which to teach. The teacher may write lesson plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher needs to consider students background, knowledge, environment, and learning goals. Teachers are aware that students learn in different ways, but almost all children will respond well to praise. Students learn in different ways, of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways: questioning, explaining, modeling, collaborating, and demonstrating. QUESTIONING A teaching method includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. Testing is another method of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned the material. Standardized testing is in about every Middle School (i.e. Ohio Graduation Test (OGT) Proficiency Test, College Entrance Tests (Act and SAT). before that we have to teach how to make questioner. If the question is perfect then this method will be effective. EXPLAINING Another teaching method is explanation. This form is similar to lecturing. Lecturing is teaching, giving a speech, giving a discourse on a specific subject that is opened to the public. It is usually given in the classroom. This can also be associated with demonstrating and modeling. A teacher may use experimentation to demonstrate in a science class. A demonstration is the circumstance of proving conclusively, as by reasoning or showing evidence. Modeling is used as a visual aid to learning. Students can visualize an object or problem, then use reasoning and hypothesizing to determine an answer. DEMONSTRATING Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. Here, teacher will also be a participant. He will do the work with his/her students for their help. COLLABORATING Students working in groups are another way a teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills or presenting with roles. TRADITIONAL VERSUS MODERN METHOD OF TEACHING Traditional method of teaching is when a teacher directs students to learn through memorization and recitation techniques thereby not developing their critical thinking problem solving and decision making skills (Sunal et al 1994) while modern or constructivist approach to teaching involves a more interacting, student-based of teaching. Here, the students learn through group participation. STATEMENT OF PROBLEM Nigerian primary education is deteriorating at a very fast rate and this has been a great concern to the ministry of education, parents, teachers and others concerned. It was in this light that the researcher deemed it fit to investigate the varying influences of the traditional and modern methods of teaching on students academic performance. PURPOSE OF STUDY Because education is a vital aspect of society, the purpose of this study was to investigate the effects of teaching methods (Traditional Versus Modern) on students academic performance. The purpose of this study was also to investigate and determine which of the two major teaching methods was more effective. RELEVANCE OF STUDY The findings of this study would be found relevant to teachers, parents, students and the society at large. The findings of this study would be of great importance to Ministry of Education in drafting the curriculum for primary schools. The parents and the students also stand to benefit greatly if the effective teaching method was used to teach the students. Effective teaching method would improve the performance and learning of the students. And, lastly, the society at large would benefit because the children (students) are the leaders of tomorrow. SCOPE OF STUDY The study is particularly; i. Concerned with the determinants of teaching method effectiveness. ii. Concerned with examining influences of teaching method (Traditional and Modern) and determining which of the teaching methods is more effective than the other. RESEARCH QUESTIONS (1) To what extent if there is a shift in pedagogical practice from traditional methods to modern methods in Nigerian primary school in the classroom? (2) Which approach is more effective in terms of student outcomes and more successful between the traditional methods and modern methods of teaching? RESEARCH HYPOTHESIS (1) Modern Method of teaching is more effective than the traditional method of teaching THEORETICAL FRAMEWORK LEARNING THEORIES OF COGNITION Learning theories were used in this study as the theoretical framework to explaining how children learn. Classical conditioning The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a particular response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the conditioned stimulus). The response to the conditioned stimulus is termed a conditioned response. Operant conditioning Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlov conditioning in that operant conditioning deals with the modification of voluntary behavior. Discrimination learning is a major form of operant conditioning. One form of it is called Errorless learning. Observational learning The learning process most characteristic of humans is imitation; ones personal repetition of an observed behaviour, such as a dance. Humans can copy three types of information simultaneously: the demonstrators goals, actions and environmental outcomes. Through copying these types of information, (most) infants will tune into their surrounding culture. Play Play generally describes behavior which has no particular end in itself, but improves performance in similar situations in the future. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk of injury and possibly infection. It also consumes energy, so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness. Habituation In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition of a stimulus. It is another form of integration. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. Humans have been able to handle certain cognitive tasks due to habituation. One example of this can be seen in small song birds if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). Sensitization Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation that will eventually turn painful. The pain is the result of the progressively amplified synaptic response of the peripheral nerves warning the person that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism. Imprinting Imprinting is the term used in psychology and ethnology to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be imprinted onto the subject. Enculturation Enculturation is the process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviours that are appropriate or necessary in that culture. The influences which as part of this process limit, direct or shape the individual, whether deliberately of not, include parents, other adults, and peers. If successful, enculturation results in competence in the language, values and rituals of the culture. Rote learning Rote learning is a technique which avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be recalled by the learner exactly the way it was read or heard. The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in many situations. Informal learning Informal learning occurs through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going). It is learning from life, during a meal at table with parents, Play, exploring. Formal learning Formal learning is learning that takes place within a teacher-student relationship, such as in a school system. Non-formal learning Non-formal learning is organized learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, workshops. Non-formal learning and combined approaches The educational system may use a combination of formal, informal, and non-formal learning methods. The UN and EU recognize these different forms of learning. In some schools students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can proof this offered valuable new insights, helped to acquire new skills, a place to get experience in organizing, teaching, etc. In order to learn a skill, such as solving a Rubiks cube quickly, several factors come into play at once: Directions help one learn the patterns of solving a Rubiks cube Practicing the moves repeatedly and for extended time helps with muscle memory and therefore speed Thinking critically about moves helps find shortcuts, which in turn help to speed up future attempts. The Rubiks cubes six colors help anchor solving it within the head. Occasionally revisiting the cube helps prevent negative learning or loss of skill. LITERATURE REVIEW Interview data from marks, Schrader, and Levine (1999) revealed that paraedsucators perceived that their job responsibilities included: 1) Keeping students with disabilities from bothering general education classroom teachers. 2) Creating all modifications and adaptations for the child, and 3) Maintaining responsibility for all aspects of the childs education. These findings indicate that paraeducators perceived their duties to be actions that are not considered ethical (Heller, 1997): National joint committee on Learning Disabilities (NJCLD), 1999). Marks et al, reported corroboration of these perceived job duties by another group of paraeducators, but no observation were conducted and no comparison made to job description. French and Chopra (1999) conducted interviews with parents who reported that they believe inclusion without paraeducators is impossible. The parents cited reasons of health and safety, social and academic engagement in support of their assertion. Actually, these parents believe that paraeducators are more important than teachers to their childs inclusion. But parents also emphasized that paraeducators should stand back a little, too and to become invisible in a very calculated way (French and Chopra, 1999 p. 264). In Scotland, more than 4,400 classrooms were appointed between 2000 and 2001 in an effort to improve adult-to-student ratios. The program was federally funded and evaluated in three phases. All data sources verified that the amount of time students were engaged in active versus passive tasks increased as a result of the presence of the assistants, and that the presence of the assistants permitted teachers to improve the quality of their teaching time and to engage in more small group and individual work with students. Scottish teachers also reported that their expectation of students has increased because of the added support available to them. Students liked working with classroom assistants and appreciated the extra support. Student clearly distinguished between classroom assistants, whom they saw as helpers and teachers. This evaluation study did not disaggregate findings for special education students (Wilson et al 2002). Storey et al 1993, conducted a study using a multiple-probe across settings design to examine the effectiveness of a peer-mediated intervention conducted by classroom assistants on the social behaviour of socially withdrawn and socially skilled preschoolers in public school classrooms. Two socially skilled students were matched with one socially withdrawn student, and the group of three became the unit of study. The results demonstrated that all of the withdrawn preschoolers increased their social interactions with peers during the instructional triads studied. Social validation findings also indicated improvement in the students behaviour. Hall, McClannahan, and Krantz (1995) observed that paraeducators were reluctant to Step away from students in classroom interactions. Although they did not inquire as to the paraeducators beliefs about their roles, the researchers assumed that the paraeducators believed their primary role to be that of providing support and assistance juts as Marks, Schrader, and Levine later reported Hall et al, however, provided training for paraeducators on how to reduce the number of verbal and gestural prompts given to students and to use physical prompts were absolutely necessary. Observations subsequent to training revealed a significant reduction in the number of verbal and gestural prompts, indicating that the concepts the paraeducators had learned during training were being applied on the job. They then observed the amount of engagement and initiative on the part of students and found that both increased significantly. Young et al (1996) examined in elementary education classroom, each of whom as assigned a full-time paraeducators. Researchers assessed the on-task, in-seat, self-stimulatory and vocalization behaviours of the students as a function of paraeducators proximity, recording activities, and behaviours at 20-second intervals. They considered three conditions: Close proximity? Less than 2 feet away; More than 2 feet away; and Out of room. Teachers initiated contact with the target students occurred most often when the paraeducators was more than 2 feet away from students or when out of the room, but the teacher initiated contact with student less than 1% of the time when the paraeducators was closer than 2 feet away. This finding suggests that paraeducators proximity effectively reduced student opportunities to engage with the classroom teacher and could be used to support the argument that the presence of a paraeducators allows the argument that the presence of a paraeducators allows the classroom teacher to be relieved of responsibility for the child. At the same time, observations showed that the issue of gestures or cueing occurred less than 1% of the time a problem because all students had difficulty with verbal direction and needed cues and prompts. Nevertheless, students were on task, appropriate amount of time most often when working with a peer. Similar to the earlier conclusions of Storey, Smith and Strain (1993) regarding preschoolers, those authors concluded that the most appropriate role of the paraeducators working with elementary-aged children with autism is to facilitate peer interaction, and they did not recommend discontinuing the sue of paraeducators. Giangreco (1997) observed classrooms where students with significant needs were included and reported that dedicated paraeducators serving children one-to-one hovered over their charges, which limited opportunities for the students to benefit from the teachers instruction and interfered with social interactions among students. These findings were published in a widely read article that served as the wake-up-call for those who had rushed to provide every child with an individual dedicated paraeducators. At variance with these findings, Hill (2003) observed paraeducators working in classrooms where students with disabilities were included. Their observations focused on: 1) The activities in which the instructional assistant was involved; 2) Participants in the interactions; and 3) Whether the interaction occurred in or out of the classroom. Hill concluded that assistants facilitated inclusive practices by interacting more frequently with both exceptional and typical students together, rather than with the exceptional student alone, and that they spent significant time assisting in activities that did not include exceptional students. Hill also concluded that paraeducators promoted independence by limiting the amount of direct instruction they provided to exceptional students, so that students would attend to the classroom teacher for their instruction. Other reported benefits of employing paraeducators included improved student behaviour (Kotkin, 1998). In a series of well designed, quasi-experimental studies, Kotkin reported consistent improvements in the behaviour of boys with attention deficit hyperactivity disorder (1998). In one study, Kotkin (1998) tested the effects of social skills training versus the effects of combined social skills training and continued support a trained classroom aide. This study showed that the majority of students receiving the combined set of practices (Social skills training plus classroom aide) improved over the course of the year, whereas less than half of the students in the control group or the social-skills-only group improved (in terms of disruptive behaviour in class). Kotkin also examined the effects of social skills training and school-based token reinforcement components on response to provocation and frustration in aggressive boys. Repeated measures included direct observation of the boys participants role-plays of target skills, and teacher ratings. The data showed that boys receiving social skills training alone were able to perform in role-play but showed little improvement in natural settings. Token reinforcement improved the behaviour in boys prior to social skills training, but adding a trained classroom aide resulted in greater improvement. Moreover, the improved behaviour was maintained at follow-up (Kotkin, 1998). Werts et al (2001) considered the academic engagement of students with disabilities in general education classrooms. This quasi-experimental study examined those effects of paraeducators proximity to students. The findings showed that close proximity yielded higher levels of academic engagement, while greater paraeducators distance promoted social interaction. Others have noted positive student attitudes toward learning and school. For example, Mclntyre (1999) found that 9th and 10th grade students had improved attitudes and self-concept regarding math because of readily available assistance from a teaching assistant. The inference that may be drawn from these studies is that improved student achievements is related to the presence of paraeducators because improved student behaviour, positive attitudes toward subjects, and better self-concept are all known to be highly correlated with student achievement. Although none of the research on the impact of paraeducators on attitudinal factors, or on social or academic engagement factors compared the data to student-achievement data, one might extrapolate that increased student engagement and independence, as well as a higher adult-to-student ratio would be associated with increased academic achievement, given the ell-established findings about the positive effects of student engagement (Marzano , 2003) and small class size (Glass and Smith 1979): Shavelson and Towne, 2002). Yet, such extrapolation remains unconfirmed by empirical information. Harrington and Mitchelson (1986. 1987) interviewed teachers who worked with paraeducators. The teachers reported improved morale, reduce stress, and improved school-home-community relations. French and Chopra (1999), from interviews with parents similarly reported improved school home relations. The parents reported that paraeducators served as connectors between the schools and themselves and that the most frequent contact with the school came through the paraeducators. Parents spoke of many ways in which paraeducators connect their children and created connections between their children and teachers. Other reports describe paraeducators as a vital link to parents and the community, noting that they often live in low-income neighborhoods near their schools and are more familiar with their schools diverse enrollments (Chopra, 2002 and Jennings, 2000). Various anecdotal reports tell of paraeducators who assisted families in numerous ways. For example, in one case a family ran out of food stamps and had nor eaten and the paraeducators helped the family access a local food bank (Sack, 1999). At the conclusion of a study of school district policies regarding the employment of paraeducators, Policy Studies Associates (1997) reported to the U.S. Department of Education with recommendations that districts should tend to programmatic aspects of their school before deciding to invest in hiring or training paraprofessionals. Although this report did not recommend against employing paraeducators, the authors intent clearly was to focus on instruction that engages students in hard work and challenging curriculum. This perspective puts the role of paraeducators in a defined subordinate role to the program and asserts that measuring the effectiveness of paraeducators is of merit only if the program in which they work is sound. To date, only one of the reported attempts at measuring the effect of paraeducators on student achievement has considered the curricular and instructional program. Sam String-filed led a team of researchers in a complex study of paraeducators effectiveness funded by the American Federation of Teachers Schools were selected or participation only if they demonstrated high student achievement by students living in poverty and employed paraeducators in instructional roles. Therefore, the correlation between student achievement and paraeducators employment was the antecedent of the study. The research team found that effective programs generally included whole-school reforms and professional development involving the entire staff. The paraeducators held clear task assignments, both academic and managerial, and provided intensive instruction to children under the close direction of classroom teachers (AFT, 1999). In Scotland, a nationwide evaluation of a major initiative to put classroom assistants in every elementary classrooms in the country showed that, at the end of two academic years exceeded or met targeted levels. Researchers at the Scottish Council for Research in Education noted that job descriptions varied by district, and that supervision and training also varied considerably. They concluded that classroom assistants had an indirect impact on student achievement although they were unable to define the precise contribution the classroom assistants made to improving student achievement because multiple curricular initiatives had been implemented simultaneously (Wilson et al, 2002). Like the Scottish study and in contrast to the AFT study, the Tennessee STAR study attempted to answer the question of paraeducators effectiveness relative to student achievement but ignored the curricular and instructional program factors (Boyd-Zaharias and Pate-Bain, 1998). Moreover, Boyd-Zaharias and Pate-Bain (1998) reported that teachers provided no direction, that untrained paraeducators did whatever they wanted to do or only routine paperwork, and, significantly, that many teachers resented the paraeducators presence because the paraeducators employed during the study were political hires in an economy where jobs were precious. Those authors also noted that the teacher-with-aide and teacher-alone group were confounded by students moving between those classes during the experiment. In spite of flaws in the Tennessee study, groups with aides consistently performed slightly better than groups with teachers alone, but the differences were too small to show statistical significance (Institute for Educational Inquiry, 2000).further analysis of the Tennessee data showed a small improvement in reading scores for students who attended a class with a teacher aide for 2 or 3 years (Gerber et al 2001, pp. 123). Gerber et al admitted that other benefits that might be associated with employing paraeducators were not considered in the study. RESEARCH METHODS Research Setting The study was carried out in two primary schools in Lagos, Nigeria. Participants The sample was drawn randomly among the primary school students in Nigeria. Due to the limitation of time, only 20 participants were used for this study. 10 participants were selected from the public schools and 10 participants were also selected from the private schools. The rationale for this was to have 10 students that had been used to the modern teaching method and 10 students that were used to the traditional teaching method. The 10 students selected from the public schools were assumed to have been taught with traditional method of teaching while the 10 students chosen from private schools were assumed to have been taught with modern method of teaching. Research Instruments The researcher used 2 classrooms for this study. The first class used for the study was a classroom in a private primary school, where the classroom setting wore the look of modern classroom. And, the other classroom used was a classroom in a public primary school, where the classroom setting wore the look of the traditional classroom, where learning is individualistic

Ministers Black Veil :: Character Analysis, Hawthorne

Nathaniel Hawthorne has always been [caracterizado] for using symbols and ambiguity on all of his stories. This is the case in â€Å"The Minister’s Black Veil† where he introduces the story of Minister Hooper, a religious man that starts wearing a black veil on his face until the day he dies. While re reading the Ministers Black Veil it is impossible just to come up with one conclusion of the motives why Minister Hooper puts on the veil. Since Hawthorne uses the act of ambiguity in this parable for the reader to come to their own conclusion, there are a significant amount of interpretations of the Minister’s black veil. The reader becomes acquainted with the protagonist at the crucial moment of his life, the moment in which he decides to wear a black veil on his face. But every reader encounters the same question, why did Minister Hooper put on the veil? {NEED A TOPIC SENTENCE} The very beginning of the story is a portrait of a happy everyday life in Milford - merry children are willing to make fun of a graver's gait, spruce bachelors are looking sidelong at the pretty maidens and a sexton is tolling the bell - and its light-hearted mood contrasts with that of the rest of the story. It gives us a taste of what the parson's life was like before his decision to wear his black veil.When Mr. Hooper appears wearing a black veil â€Å"[s]wathed about his forehead, and hanging down over his face, so low as to be shaken by his breath† (1) a period of alienation starts in his life. This event is not expected since Mr. Hooper is â€Å"a gentlemanly person† (1) and has the reputation of a â€Å"of a good preacher, but not an energetic one: he strove to win his people heavenward by mild, persuasive influences, rather than to drive them thither by the thunders of the Word† (2). The veil itself, Hawthorne tells us, consists o f two folds of crape which entirely conceal Mr. Hooper's features, "except the mouth and chin, but probably did not intercept his sight, further than to give a darkened aspect to all living and inanimate things"(1). E. Earle Stibitz explains how Mr. Hopper’s is shown as an â€Å"essentially weak man, poorly prepared by his unmarried solitude, his somewhat morbid temperament, and his professional position to deal in a stable way with an absorbing religious idea that harmonizes with his personal and vocational prejudices(188).

The Return: Shadow Souls Chapter 12

Elena checked the edges of the hotel room's draperies for signs of dawn. Bonnie was curled up, drowsing in a chair by the window. Elena and Meredith had been up all night, and now they were surrounded by scattered printouts, newspapers, and pictures from the Internet. â€Å"It's already spread beyond Fell's Church,† Meredith explained, pointing to an article in one of the papers. â€Å"I don't know if it's following ley lines, or being controlled by Shinichi – or is just moving on its own, like any parasite.† â€Å"Did you try to contact Alaric?† Meredith glanced at Bonnie's sleeping figure. She spoke softly, â€Å"That's the good news. I'd been trying to get him forever, and I finally managed. He'll be arriving in Fell's Church soon – he just has one more stop first.† Elena drew her breath in. â€Å"One more stop that's more important than what's going on in that town?† â€Å"That's why I didn't tell Bonnie about him coming. Or Matt either. I knew they wouldn't understand. But – I'll give you one guess as to what kind of legends he's following up in the Far East.† Meredith fixed dark eyes on Elena's. â€Å"Not†¦it is, isn't it? Kitsune?† â€Å"Yes, and he's going to a very ancient place where they were supposed to have destroyed the town – just as Fell's Church is being destroyed. Nobody lives there now. That name – Unmei no Shima – means the Island of Doom. Maybe he'll find something important about fox spirits there. He's doing some kind of multicultural independent study with Sabrina Dell. She's Alaric's age, but she's already a famous forensic anthropologist.† â€Å"And you're not jealous?† Elena said awkwardly. Personal issues were difficult to talk about with Meredith. Asking her questions always felt like prying. â€Å"Well.† Meredith tipped back her head. â€Å"It isn't as if we have any formal engagement.† â€Å"But you never told anybody about all this.† Meredith lowered her head and gave Elena a quick look. â€Å"I have now,† she said. For a moment the girls sat together in silence. Then Elena said quietly, â€Å"The Shi no Shi, the kitsune, Isobel Saitou, Alaric and his Island of Doom – they may not have anything to do with each other. But if they do, I'm going to find out what it is.† â€Å"And I'm going to help,† Meredith said simply. â€Å"But I had thought that after I graduated†¦Ã¢â‚¬  Elena couldn't stand it anymore. â€Å"Meredith, I promise, as soon as we get Stefan back and the town calmed down, we'll pin Alaric down with Plans A through Z,† she said. She leaned forward and kissed Meredith's cheek. â€Å"That's a velociraptor sisterhood oath, okay?† Meredith blinked twice, swallowed once, and whispered, â€Å"Okay.† Then, abruptly, she was her old efficient self again. â€Å"Thank you,† she said. â€Å"But cleaning up the town might not be such an easy job. It's already heading toward mass chaos there.† â€Å"And Matt wanted to be in the middle of it all? Alone?† Elena asked. â€Å"Like we said, he and Mrs. Flowers are a solid team,† Meredith said quietly. â€Å"And it's what he's chosen.† â€Å"Well,† Elena said drily, â€Å"he may turn out to have the better deal in the end, after all.† They went back to the scattered papers. Meredith picked up several pictures of kitsune guarding shrines in Japan. â€Å"It says they're usually depicted with a ‘jewel' or key.† She held up a picture of a kitsune holding a key in its mouth at the main gate of the Fushimi Shrine. â€Å"Aha,† Elena said. â€Å"Looks like the key's got two wings, doesn't it?† â€Å"Exactly what Bonnie and I thought. And the ‘jewels'†¦well, take a close look.† Elena did and her stomach lurched. Yes, they were like the â€Å"snow globe† orbs that Shinichi had used to create unbreakable traps in the Old Wood. â€Å"We found they're called hoshi no tama,† Meredith said. â€Å"And that translates to ‘star balls.' Each kitsune puts a measure of their power into one, along with other things, and destroying the ball is one of the only ways to kill them. If you find a kitsune's star ball, you can control the kitsune. That's what Bonnie and I want to do.† â€Å"But how do you find it?† Elena asked, excited by the idea of controlling Shinichi and Misao. â€Å"Sa†¦Ã¢â‚¬  Meredith said, pronouncing the word â€Å"sah† like a sigh. Then she gave one of her rare brilliant smiles. â€Å"In Japanese, that means: ‘I wonder; hmm; wouldn't want to comment; my gosh, golly, I really couldn't say.' We could use a word like that in English.† Despite herself, Elena giggled. â€Å"But, then, other stories say that kitsune can be killed by the Sin of Regret or by blessed weapons. I don't know what the Sin of Regret is, but – † She rummaged in her luggage, and came up with an old-fashioned but serviceable-looking revolver. â€Å"Meredith!† â€Å"It was my grandpa's – one of a pair. Matt's got the other one. They're loaded with bullets blessed by a priest.† â€Å"What priest would bless bullets, for God's sake?† Elena demanded. Meredith's smile turned bleak. â€Å"One that's seen what's happening in Fell's Church. You remember how Caroline got Isobel Saitou possessed, and what Isobel did to herself?† Elena nodded. â€Å"I remember,† she said tautly. â€Å"Well, do you remember how we told you that Obaasan – Grandma Saitou – used to be a shrine maiden? That's a Japanese priestess. She blessed the bullets for us, all right, and specifically for killing kitsune. You should have seen how spooky the ritual was. Bonnie almost fainted again.† â€Å"Do you know how Isobel is doing now?† Meredith shook her dark head slowly. â€Å"Better but – I don't think she even knows about Jim yet. That's going to be very tough on her.† Elena tried to quell a shudder. There was nothing but tragedy in store for Isobel even when she got well. Jim Bryce, her boyfriend, had spent only one night with Caroline, but now had Lesch-Nye disease – or so the doctors said. In that same dreadful night that Isobel had pierced herself everywhere, and cut her tongue so that it forked, Jim, a handsome star basketball player, had eaten away his fingers and his lips. In Elena's opinion they were both possessed and their injuries were only more reasons why the kitsune twins had to be stopped. â€Å"We'll do it,† she said aloud, realizing for the first time that Meredith was holding her hand as if Elena were Bonnie. Elena managed a faint but determined smile for Meredith. â€Å"We'll get Stefan out and we'll stop Shinichi and Misao. We have to do it.† This time it was Meredith who nodded. â€Å"There's more,† she said at last. â€Å"You want to hear it?† â€Å"I need to know everything.† â€Å"Well, every single source I checked agrees that kitsune possess girls and then lead boys to destruction. What kind of destruction depends on where you look. It can be as simple as appearing as a will-o'-the-wisp and leading you into a swamp or off a cliff, or as difficult as shapeshifting.† â€Å"Oh, yes,† Elena said tightly. â€Å"I knew that from what happened to you and Bonnie. They can look exactly like someone.† â€Å"Yes, but always with some small flaw if you have the wits to notice it. They can never make a perfect replicate. But they can have up to nine tails, and the more tails they have, the better at everything they are.† â€Å"Nine? Terrific. We've never even seen a nine-tailed one.† â€Å"Well, we may get to yet. They're supposed to be able to cross over freely from one world to another. Oh, yes. And they're specifically in charge of the ‘Kimon' Gate between dimensions. Want to guess what that translates to?† Elena stared at her. â€Å"Oh, no.† â€Å"Oh, yes.† â€Å"But why would Damon take us all the way across the country, just to get in through a Demon Gate that's run by fox spirits?† â€Å"Sa†¦But when Matt told us you were headed to someplace near Sedona, that was really what decided Bonnie and me.† â€Å"Great.† Elena ran her hands through her hair and sighed. â€Å"Anything else?† she asked, feeling like a rubber band that had been stretched to its utmost. â€Å"Only this, which ought to really bake your cookies after all we've been through. Some of them are good. Kitsune, I mean.† â€Å"Some of them are good – good what? Good fighters? Good assassins? Good liars?† â€Å"No, really, Elena. Some of them are supposed to be like gods and goddesses who sort of test you, and if you pass the test they reward you.† â€Å"Do you think we should count on finding one like that?† â€Å"Not really.† Elena dropped her head to the coffee table where Meredith's printouts were scattered. â€Å"Meredith, seriously, how are we going to deal with them when we go through that Demon Gate? My Power is about as reliable as a low battery. And it's not just the kitsune; it's all the different demons and vampires – Old Ones, too! What are we going to do?† She raised her head and looked deeply into the eyes of her friend – those dark eyes that she had never been able to classify as this color or that. To her surprise, Meredith instead of looking sober, tossed back the dregs of a Diet Coke and smiled. â€Å"No Plan A yet?† â€Å"Well†¦maybe just an idea. Nothing definite yet. What about you?† â€Å"A few that might qualify for Plans B and C. So what we're going to do is what we always do – try our best and fall all over ourselves and make mistakes until you do something brilliant and save us all.† â€Å"Merry† – Meredith blinked. Elena knew why – she hadn't used that diminutive for Meredith for more years than she could remember. None of the three girls liked pet names or used them. Elena went on very seriously, holding Meredith's eyes, â€Å"There's nothing I want more than to save everybody – everybody – from these kitsune bastards. I'd give my life for Stefan and all of you. But†¦this time it may be somebody else who takes the bullet.† â€Å"Or the stake. I know. Bonnie knows. We talked about it while we were flying here. But we're still with you, Elena. You have to know that. We're all with you.† There was only one way to reply to that. Elena gripped Meredith's hand in both of hers. Then she let out her breath, and, like probing an aching tooth, tried to get news on a sore subject. â€Å"Does Matt – did he – well, how was Matt when you left?† Meredith glanced at her sideways. Not much got past Meredith. â€Å"He seemed okay, but – distracted. He would go off into these fits where he'd just stare at nothing, and he wouldn't hear you if you spoke to him.† â€Å"Did he tell you why he left?† â€Å"Well†¦sort of. He said that Damon was hypnotizing you and that you weren't – weren't doing all you could to stop him. But he's a boy and boys get jealous – â€Å" â€Å"No, he was right about what he saw. It's just that I've – gotten to know Damon a little better. And Matt doesn't like that.† â€Å"Um-hm.† Meredith was watching her from under lowered eyelids, barely breathing, as if Elena was a bird that mustn't be disturbed or she'd fly away. Elena laughed. â€Å"It's nothing bad,† she said. â€Å"At least I don't think so. It's just that†¦in some ways Damon needs help even more than Stefan did when he first came to Fell's Church.† Meredith's eyebrows shot up, but all she said was, â€Å"Um-hm.† â€Å"And†¦I think that really Damon's a lot more like Stefan than he lets on.† Meredith's eyebrows stayed up. Elena finally looked at her. She opened her mouth once or twice and then she just stared at Meredith. â€Å"I'm in trouble, aren't I?† she said helplessly. â€Å"If all this comes from less than one week riding in a car with him†¦then, yes. But we have to remember that women are Damon's specialty. And he thinks he's in love with you.† â€Å"No, he really is – † Elena began, and then she caught her lower lip between her teeth. â€Å"Oh, God, this is Damon we're talking about. I am in trouble.† â€Å"Let's just watch and see what happens,† Meredith said sensibly. â€Å"He's definitely changed, too. Before, he would have just told you that your friends couldn't come – and that was it. Today he stuck around and listened.† â€Å"Yes. I just have to – to be on my guard from now on,† Elena said, a little unsteadily. How was she going to help the child inside Damon without getting closer to him? And how would she explain all she might need to do to Stefan? She sighed. â€Å"It'll probably be all right,† Bonnie muttered sleepily. Meredith and Elena both turned to look at her and Elena felt a chill go up her spine. Bonnie was sitting propped up, but her eyes were shut and her voice was indistinct. â€Å"The real question is: what will Stefan say about that night at the motel with Damon?† â€Å"What?† Elena's voice was sharp and loud enough to awaken any sleeper. But Bonnie didn't stir. â€Å"What happened what night at what motel?† Meredith demanded. When Elena didn't answer immediately, she caught Elena's arm and swung her so that they were face-to-face. At last Elena looked at her friend. But her eyes, she knew, gave away nothing. â€Å"Elena, what's she talking about? What happened with Damon?† Elena still kept her face perfectly expressionless, and used a word she'd learned just that night. â€Å"Sa†¦Ã¢â‚¬  â€Å"Elena, you're impossible! You're not going to dump Stefan after you rescue him, are you?† â€Å"No, of course not!† Elena was hurt. â€Å"Stefan and I belong together – forever.† â€Å"But still you spent a night with Damon where something happened between you.† â€Å"Something†¦I guess.† â€Å"And that something was?† Elena smiled apologetically. â€Å"Sa†¦Ã¢â‚¬  â€Å"I'll get it out of him! I'll put him on the defensive†¦.† â€Å"You can make a Plan A and Plan B and all,† Elena said. â€Å"But it won't help. Shinichi took his memories away. Meredith, I'm sorry – you don't know how sorry. But I swore that nobody would ever know.† She looked up at the taller girl, feeling tears pool in her eyes. Can't you just – once – let me leave it that way?† Meredith sank bank. â€Å"Elena Gilbert, the world is lucky there is only one of you. You are the†¦Ã¢â‚¬  She paused, as if deciding whether to say the words or not. Then she said, â€Å"It's time to get to bed. Dawn is going to come early and so is the Demon Gate.† â€Å"Merry?† â€Å"What now?† â€Å"Thank you.†

Gun Show Laws by State and The Gun Show Loophole

Gun Show Laws by State and The Gun Show Loophole At gun shows, both official firearms retailers and private individuals sell and trade firearms to large numbers of potential buyers and traders. These gun transfers are not regulated by law in most states. This lack of regulation is called the gun show loophole. It is praised by gun rights advocates but denounced by gun control supporters, as the loophole allows persons who would not be able to pass a Brady Act gun buyer background check to illegally obtain firearms. Gun Show Background The Federal Bureau of Alcohol, Tobacco, Firearms, and Explosives (BATFE) has estimated that 5,000 gun shows are held annually in the U.S. These shows attract tens of thousands of attendees and result in the transfer of thousands of firearms. Between 1968 and 1986, gun dealers were prohibited from selling firearms at gun shows. The Gun Control Act of 1968 barred Federal Firearms License (FFL) holders from making gun show sales by ordering that all sales must take place at the dealer’s place of business. The Firearm Owners Protection Act of 1986 reversed that portion of the Gun Control Act. The BATFE now estimates that as many as 75% of weapons sold at gun shows are sold by licensed dealers. The Gun Show Loophole Issue The â€Å"gun show loophole† refers to the fact that most states do not require background checks for firearms sold or traded at gun shows by private individuals. Federal law requires background checks on guns sold by federally licensed (FFL) dealers only. The federal Gun Control Act of 1968 defined â€Å"private sellers† as anyone who sold fewer than four firearms during any 12-month period. However, the 1986 Firearm Owners Protection Act deleted that restriction and loosely defined private sellers as individuals who do not rely on gun sales as the principal way of obtaining their livelihood. Proponents of unregulated gun show sales say that there is no gun show loophole - gun owners are simply selling or trading guns at the shows as they would at their residences. Federal legislation has attempted to put an end to the so-called loophole by requiring that all gun show transactions take place through FFL dealers. Most recently, a 2009 bill attracted several co-sponsors in both the U.S. House of Representatives and the U.S. Senate, but Congress ultimately failed to take up consideration of the legislation. Gun Show Laws by State As of November 2016, 19 states and the District of Columbia have their own gun show background check requirements. Nine states (California, Colorado, Connecticut, Delaware, New York, Nevada, Oregon, Rhode Island, and Washington) require background checks at the point of sale for all transfers, including purchases from unlicensed sellers. In Maryland and Pennsylvania, background checks are required for handguns only. Gun show gun buyers in Hawaii, Illinois, Massachusetts, and New Jersey are required to obtain a state-issued permit. Iowa, Michigan, Nebraska, and North Carolina require state-issued permits for handguns only. In 32 states, there are currently no laws - federal or state - regulating firearms sales between private individuals at gun shows. However, even in states where background checks of private sales are not required by law, organizations hosting the gun show may require them as a matter of policy. In addition, private sellers are free to have a third-party federally-licensed gun dealer run background checks even though they may not be required by law. Attempts to Close the Gun Show Loophole It is not like gun control advocates in Congress have not tried to close the gun show loophole. Federal Gun show loophole bills were introduced in seven consecutive Congresses from 2001 to 2013 - two in 2001, two in 2004, one in 2005, one in 2007, two in 2009, two in 2011, and one in 2013. None of them passed. In March 2017, Rep. Carolyn Maloney (D-New York) introduced the Gun Show Loophole Closing Act of 2017 (H.R. 1612) requiring criminal background checks on all firearms transactions occurring at gun shows. As of June 26, 2017, the bill had been referred to the House Subcommittee on Crime, Terrorism, Homeland Security, and Investigations. The Bloomberg Investigation In 2009, New York City Mayor Michael Bloomberg, founder of the Mayors Against Illegal Guns group, stirred controversy and stimulated the gun show debate when NYC hired private investigators to target gun shows in the unregulated states of Ohio, Nevada, and Tennessee. According to a report released by Bloomberg’s office, 22 of 33 private sellers sold guns to undercover investigators who informed them that they probably could not pass a background check, while 16 of 17 licensed sellers allowed straw purchases by the undercover investigators. A straw purchase involves an individual who is prohibited from purchasing a firearm recruiting someone else to purchase a gun for him.

Alternative Meanings for Names of Sense Organs

Alternative Meanings for Names of Sense Organs Alternative Meanings for Names of Sense Organs Alternative Meanings for Names of Sense Organs By Mark Nichol The words for body parts that enable us to perceive stimuli have, sensibly, been applied to other meanings that are extensions of the original connotations. Here are additional meanings of ear, eye, nose, skin, and tongue. Ear An ear is an earlike part of an object or a body or a plant. It also means â€Å"sensitivity to pitch and tone of music or melody or rhythm of speaking,† and it’s a figurative term for a listener or the attention or awareness a listener offers. Eye This word refers to something resembling an eye in appearance or function. It might also denote a glance or a look, or close attention or scrutiny, as well as judgment or point of view or good eyesight or discernment. Eye also refers to the direction from which wind blows or the center of a storm. Nose Nose is employed to mean â€Å"the sense of smell,† or to refer to the aroma or bouquet of something. It also applies, usually in the adjectival form nosy, to curiosity or meddling, though, more positively, one might be said to have a nose, or a knack for comprehending or finding, for something. Also, the forward or projecting end of a tool or any object is frequently referred to as its nose. Skin The covering of a piece of fruit or a seed is called the skin, and any casing or sheathing, or a film or a similar layer, is often referred to as such. It also refers to well-being (â€Å"Save your skin!†) or to one’s self (â€Å"She’s comfortable in her own skin†). Tongue Tongue applies to the power of communication, or to language itself. The word also describes the quality of the tone of something said, or the intention or sense of the message (as when describing someone as having a sharp tongue). In plural form, it refers to meaningless utterances, usually in the context of religious ecstasy (â€Å"speaking in tongues†); tongue also denotes the cry of a hound during a hunt, or a similar sound. It also applies to a narrow projection of an object or of land, or to an object resembling a tongue in form, a projecting edge on a board designed to be inserted into a groove on an edge of an other board (this system of construction is called tongue-and-groove), or a flame. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsRules for Capitalization in TitlesPrepositions to Die With

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

Micriobiology - Essay Example (1). Though bacteroides and escherichia are gram-negative bacteria with similar rod like shape, they are in different sections of the Bergey’s Manual, because they belong to different species. Escherichia belongs to the facultative species, while bacteroides belong to the anaerobic species. (2). DNA cloning is the process used for this genetic recombination. This process involves the isolating the DNA from the bacteriophages, and then using restriction enzymes to cut the DNA into fragments called restriction fragments. The restriction fragments are then introduced into the bacteria. (1). A DNA virus on penetrating a host cell releases the viral genome from the capsid and using the host cell polymerases begins transcribing viral mRNA. New virions are then assembled and released through cell lysis or by budding off the cell membrane. Whereas the lytic cycle of an RNA virus is dependent on the polarity of the RNA and whether the genetic material is single stranded or double stranded. In the creation of their genomes RNA viruses are very dependent on virally encoded RNA replicase (1). Viruses cause tumor by changing cells through the integration of their genetic material with DNA of the host cell. It was believed that only DNA viruses could cause cancer, as DNA viruses can directly insert their genetic material into the host cell DNA. RNA viruses can also cause cancer by first transcribing their RNA to DNA and then inserting the genetic material into the host cell DNA. (1). 4. You are growing Bacillus subtilis in nine 16,000-liter fermenters to produce enzymes for industrial use. The Bacillus cultures had been growing for two days when the cells in one of the fermenters lysed. Explain what happened in this fermenter. The phospholipid bilayer is important to living cells as it enables cell coagulation and provides living cells with the ability to sense and react to the

Can we get along Essay Example | Topics and Well Written Essays - 1000 words

Can we get along - Essay Example â€Å"In Australia, Canada and the United States, one of the most important factors determining levels of inequality is race. In western New York state, for instance, nearly 40 percent of the black, Hispanic, and mixed-race households earned less than $15,000 in 1999, compared with 15 percent of non-Hispanic white households.† (UN-Habitat) â€Å"One should bear in mind that larger cities offer very different kinds of opportunities that allow the poor to better their lot. However, there is compelling evidence that these cities have much higher crime rates than small cities. (Glaeser and Sacerdote, 1999). In addition, urban polarization is strengthened by â€Å"spatial segregation† in education and access to the job market, which in turn fosters criminality.† (Delacote, 92) â€Å"... the widening of income and wealth inequality in the United States has placed great financial pressure on lower-income families. This pressure has encouraged legislatures and governing boards to accommodate easier college entry and to subsidize poorer applicants, relying primarily on the tuition revenue of students who have the ability to pay.† (Policano and Fethke, 16) â€Å"While African-Americans and whites at higher income and higher educational levels were more likely to desire fewer hours than their lower-income, less-educated counterparts, African-Americans are still more likely than whites to desire more hours at all income and educational levels. This racial difference most likely is due to greater wage inequality among African-Americans than whites. (Negrey, 94) The disparity between different income groups gives birth to the question: Can we get along? It is imperative for America to be America again, in order to reduce the crime rate, and agonistic feelings that people belonging to lower income groups harbour for the higher-income group. â€Å"The burgeoning inequality threatens the integrity and moral authority of the social order. Those locked out of the