Pros and Cons of Wind Power free essay sample

Muhammad Meteorology Lab Professor Edward Perantoni The Pros and Cons of Wind Power There is no perfect energy source. Each and every one has its own rewards and drawbacks. In this paper I will explore the advantages and disadvantages of wind power. Today the world needs to look at the different natural energy sources available to us. Global warming could be due to our energy craving lifestyle, while considering this possibility let’s take a look at some of the pros and cons of wind power. It’s been said that wind energy can be a viable solution to most of our home energy bill problems. In addition to aiding us in decreasing our expenses on home energy, it is also environmentally friendly. Unlike many energy sources that release chemical substances into the atmosphere, wind generators only use wind power. It has no other byproducts that can damage our atmosphere causing ozone thinning and many other related problems. We will write a custom essay sample on Pros and Cons of Wind Power or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The only thing that the wind generator will produce is the cheap energy that you can use to power the appliances in your house. A few of the major advantages of wind power are that it’s clean, renewable, and relatively cheap. In addition to being friendly to the surrounding environment, no fossil fuels are burnt to generate electricity from wind energy. Wind turbines take up less space than the average power station. Windmills only have to occupy a few square meters for the base; this allows the land around the turbine to be used for many purposes, for example agriculture. Wind turbines can also come in a range of different sizes in order to support varying population levels. Newer technologies are making the extraction of wind energy much more efficient. The wind is free, and we are able to cash in on this free source of energy. While the advantages of wind energy tend to be global the disadvantages are more of a local nature. (1) The main disadvantage regarding wind power is down to the winds unreliability factor. In many areas, the winds strength is too low to support a wind farm. (2) Wind turbines generally produce less electricity than the average fossil fuelled power station, requiring multiple wind turbines to be built in order to make an impact. (3) The noise pollution from commercial wind turbines is sometimes similar to a small jet engine. This is fine if you live miles away, where you will hardly notice the noise, but if you live within a few hundred meters of a turbine this is can be a major disadvantage. I feel that there should be government involvement in the research and development of wind power projects. I believe that the government should aid in the development of new projects, construction planning, maybe provide some sort of certification of equipment, as well as providing loans and tax credits towards the building of wind power farms and turbines. A wind vane could be useful in helping to determine the direction of the wind in order to conserve energy.

Shore It Up

Shore It Up Shore It Up Shore It Up By Maeve Maddox Reading an advice article about the writing of historical fiction, I came across what I assume is an eggcorn for the idiom â€Å"to shore up.† eggcorn: the reshaping of a common word or expression in a way that makes sense to the speaker. The person writing the article drew an analogy between the construction of Machu Picchu and the research that underpins an effective historical novel: [The Incan builders] started at the base of the mountain, and built terraces all the way to the top to sure up the mountain. The writing instructor then compares this physical foundation work to the writing of a novel: Writing historical fiction is much like building Machu Picchu. You want your novel to stand the test of time and that means doing the historical research to â€Å"sure it up.†    Never until then had I come across the expression â€Å"to sure up† in the context of stabilizing, strengthening, or reinforcing something. The conventional idiom is â€Å"to shore up.† As a verb, to shore or to shore up means to prop something up. For example, one might shore up a sagging gate to keep it from scraping the ground. A tunnel might be shored with concrete. The verb shore derives from a noun that referred to a piece of timber or iron that was set against a building or a ship to prevent it from falling while it was being worked on. In modern usage, anything can be used to shore something up. One might shore up a wall by packing earth along the bottom. The verb is used literally in the context of building, reinforcing, or repairing structures: Anticipating a storm, the villagers shored up the sea-wall. The first step is to remove the boards and inspect the post. If its also soft and rot-infested, youll have to shore up the roof temporarily and install a new post thats treated to resist rot. A Web search reveals a quantity of examples of â€Å"sure up† in contexts that call for â€Å"shore up†: PANTHERS – Staying Hungry and Suring Up the Defense   The return of the big man  sures up  the middle of the offense. Prosecutors could use the videotaped interrogations to  sure up their argument  that a confession was genuine. One of the ways to  sure up  your home’s  foundation  is with Helical Piers installed. The use of â€Å"sure up† for â€Å"shore up† is still relatively rare. It flat-lines on the Ngram Viewer, and a Web search for the terms in quotation marks yields 4,670,000 results for â€Å"shore up† compared to 365,000 for â€Å"sure up.† Here are examples of the idiom â€Å"shore up† used correctly in a variety of contexts: How Bobby Wagner’s speed shored up the Seahawks’ defense Prosecutors had asked for the phone and bank records in a last ditch attempt to find evidence to shore up their case.   The bulk of the Snyder increase did not go directly to the schools; it went to shore up the underfunded teachers’ pension fund.   The Federal Reserve’s trillion-dollar effort to shore up the U.S. economy is likely to come to an end in October [2014]. Use your analytic skills to understand [your critic’s] position and to shore up your confidence in your own approach. At first, I thought that all the examples of â€Å"sure up† were incorrect versions of â€Å"shore up,† but I’ve decided that a few are being used with the meaning â€Å"to make sure.† Here is an instance of the latter: Coal supply chain partners in the Hunter Valley have struck a long-awaited agreement to sure up coal producing contracts. The headline above the sentence holds the clue that â€Å"shore up† is not intended: Historic agreement reached in long-running Hunter Valley coal chain dispute, providing certainty on contracts Bottom line: If what you mean is â€Å"to strengthen,† the idiom is â€Å"to shore up.† If what you mean is â€Å"make sure,† the idiom is â€Å"to make sure† or â€Å"to make certain.† Here are some other words that may be used to express the idea of â€Å"making sure† or â€Å"making certain† of something: check confirm ensure assure verify 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:Comma After i.e. and e.g.Confused Words #3: Lose, Loose, LossDealing With A Character's Internal Thoughts

Research study on treatment for acute otitis media Assignment

Research study on treatment for acute otitis media - Assignment Example The sampling approach may however suffer from threats of unrepresentative sample but the researchers addressed this reliability threat through application of a large sample space. Implementing a double blind approach to the study is another measure that the researchers undertook to address validity and reliability issues, core to which is prejudice into bias. Double blind scope however eliminates such a prejudice from research participants and the researcher. Another measure that the researchers implemented towards ensuring validity and reliability was using an experimental design in which the difference between the experimental group and the placebo group validates treatment effect. Lack of such an experimental set up induces uncertainty as to effects of independent variable. In addition to the double blind approach, the researchers ensured independence of the study from their influence by contracting an independent party to implement the study, and initiative that managed researche r bias at the data collection process towards validity. use of an experimental design, application of a double blind approach, randomization, and using an independent party to implement the study are therefore measures that the authors undertook to address validity and reliability issues (Tahtinen et al.,

The Socio-Economic Status of Cities in Michigan State Case Study

The Socio-Economic Status of Cities in Michigan State - Case Study Example Washtenaw County is one of the oldest counties in Michigan State having been initially founded in 1822 then later organized as a county in 1826. This county has an area of 1870 square kilometer. In this area, 1829 square kilometer island and 41 square kilometers is water. The population of Washtenaw County, according to the 2010 census done by the U.S Census Bureau is about 344791 people. As a county, Washtenaw comprises of places such as MI Metropolitan Statistical Area and Ann Arbor. There are different educational institutions in this county such as Eastern Michigan University, University of Michigan, Concordia University Ann Arbor, the Ann Arbor campus of Thomas M. Cooley Law School and Washtenaw Community College. This county is surrounded by other different counties, including Livingston County in the North, Wayne County on the East, Monroe County at the southeast, Jackson County at the West, Lenawee County in the Southwest and Ingham County at the Northwest(U.S. Department of Commerce, 35). Ann Arbor is a city found in Washtenaw County. It has a total area of 74.33 square Kilometers. In this, 72.08 square kilometers island while the remaining 2.25 square kilometers is water. The main water source in this city is Huron River. This city is a home to 113934 people going by the 2010 census. The city was founded in 1824 and its steady rise is attributed to the establishment of the University of Michigan in 1837. This university has shaped and is continuing to shape the economy of Ann Arbor by employing about thirty thousand workers, twelve thousand of them working at the medical center. The University of Michigan has also attracted a lot of researchers and companies to conduct their research here thus making it a center of technology.

Walgreens Company Analysis and Recommendations Assignment

Walgreens Company Analysis and Recommendations - Assignment Example The main focus of the retail giant drug chain store over the years has been expanding the retail footprint. Over the years they have concentrated more on opening stores than focusing on the needs of the customers as well as the employees. They have in the past used command and control approach in executing their business strategy. Therefore, they have set out clear roles and instructions for the employees which are closely monitored and evaluated. This needs to change as employees work better when they feel valued and that they can contribute to decision making. Leadership at Walgreens entails command from the top on duties and orders that should be followed by the employee. They are made to feel like cogs in a machine. This trend should change as employees should be made to engage more in decision making and giving suggestions. The top to down approach on leadership should be minimised. Better communication and relationship between the top management and entry level employees should be encouraged as team work will ultimately make for a happy work environment and therefore better service delivery. It is also important to keep training employees on better management and work ethic practices. It is of paramount importance to engage employees in better personnel management techniques rather than using the command approach (Kotler & Armstrong, 2014). Once the employees feel valued, they will be happy and satisfied with their work. This will eventually trickle down to becoming more productive at the work place, rather than feeling pressured to deliver all the time. Other than employees, customers’ needs should always be a priority. It is good for the business to connect with the customers on an emotional level (Shalowitz, Stevens & Kotler, 2013).Walgreens can differentiate itself from the competition by better service delivery. It is necessary to engage with the customers one a one on one level. As such, Walgreens

The Development Of Fundamental Movement Skills

The Development Of Fundamental Movement Skills The Development on Fundamental Movement Skills (FMS) during childhood is important for the development of that child as well as them being successful in sport, so they can learn other life skills. (Okely Booth 2004) To understand when Children should start to learn FMS is to understand the long term development model (LTD), knowing this will help indentify when children need to learn which skill by which age. (Balyi, 2004). During the first stage of the LTD is the FUNdametal stage which focuses on children aged 6-9. During this stage the children starts to learn the basic Fundamental movement patterns. Learning these skills is important as they are the building blocks to sport specific, for example kicking is a base in a number of skills in football, If a Child learns these skills it will contribute significantly their future athletic achievements (Balyi, 2004). Once the Child reaches 9 and 11 it is the most important periods of skills development, during this period they are developed enough to learn and complete general overall sports skills (Balyi, 2004). It has been recommended that all Children should of mastered all the basic FMS by the age of 8 (Gallahue and Ozmun, 2006) Jess et al (2004) also reported the importance of FMS stating that they allow children to pass through a proficiency barrier to allow the development of skills in the future. Booth et al (2004) reported that in a random sample of Year 4, Year 6, Year 8 and Year 10 children that less than 40% had mastered all the skills using subjective measures, suggesting that when the children should be learning FMS skills they are not developing them in the correct way There have been a number of studies that have looked on how to measure FMS mastery. The 2 main methods reported are objective and subjective. Objective measures are the result of the skill, i.e. the time taken to run 10 meters or the number of catches. The advantage of using objective measures is it allows a high level inter and intra and Inter-rater reliability over attempts and measurers (Spray 1987). Another important is the tester does not need a high level of knowledge about the skill (Hands Larkin, 1998). The second way to measure FMS is using subjective measures. This is done by using a checklist for each FMS that identifies coaching points that the subject needs to do while completing the skill. Knudson and Morrison (1997) defined subjective measures or qualitative analysis as the systematic observation and introspective judgment of movement and skills for the purpose of improving that skill. The checklist which will be used in this study is The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000), this is a resource for primary school children. The advantage of using subjective measures is that it can help identify one point in the skill that is weak. That information can then lead to trying to develop that weakness (Hands, 2000). However the criteria can be read and identified differently by different assessors. In terms of research in the area of what affects FMS movement skills there has been a lot reported in what factors affect FMS ability. It has been reported that Physical Activity level (Fisher et al 2004) has an effect on FMS ability with Children who take part in more physical activity have better FMS skills. There has also been mixed views on the effect of gender on FMS skills, Fisher et al (2004) reported no difference in fundamental scores between boys and girls, however. Okley and Booth (2004) reported that boys did better than girls in the sprinting and the object control skills, which in this study would be the throw and catch, the girls performed better in the rest of the locomoter skills which in this case is the balance. The reason for this difference could be done to what reported that FMS are affected more by the activities done by boys while girls are affected by psychosocial or environmental factors (Cliff 2009). There has been however a small majority of research looking at how age effects FMS. Okely Booth (2004) did one such study looking at using subjective measures and found for certain parts on FMS Skills, Year 3 Children had mastered the skill better than Year 1 Children. For Example only 1.5% of the year 1 boys and 0% of girls completed the hips then shoulders rotate forward coaching point for the throw compared to 13.5% of year 1 boys and 1.7% of year 3 girls. It is also important to note with regards to age that even Children in the same year can be further developed, meaning their body can do more and they may be able to process the FMS in formation easier. It is important to understand this when the analysing results as one Year 6 child could be biologically more developed than another and therefore be able to perform the skill better. (Gallahue and Ozmun 2006). This paper will therefore look at age and specifically the difference between year 1 and 6 children due the lack of research looking at Year 6 Children and the fact it has been reported that all Children should have mastered FMS by Year 8. The study will also use subjective and objective to get a better idea of which children have mastered the skills. The results can be used to see what areas of each skill children are failing to master and then interventions can be designed to improve them as it has been reported that a well-planned and implemented fundamental movement skill intervention in has an effect on childrens motor skills, physical activity levels and will keep the child interested in Physical Education. Section 2 AIMS AND OBJECTIVES AND HYPOTHESIS Aim The Aim of the study is to assess Fundamental Movement Skill (FMS) mastery in primary school children, to examine if there is a relationship between subjective and objective for FMS and to compare mastery of these skills by children in Year 1 and Year 6. Objectives To measure Fundamental Movement Skills in Year 1 and Year 6 children To analysis the skills using the New South Wales Criteria To study the relationship between year groups and the subjective and objective measures Hypothesis The Year 6 children will have high objective and subjective measures for all the FMS than the Year 1 children. Section 3: EXPERIMENTAL METHODS The Children will be tested for 2 hours in a normal PE lesson for 2 separate weeks. Each Child will be asked to wear suitable kit and footwear. The school sports hall where normal PE lessons take place will be used as the testing site once a risk assessment form was completing and checking the sports hall is suitable to complete the testing. These checks will be done before each testing session. Also ethical approval will need to be given before any testing can take place. Also before testing each child will undertake a warm up overseen by a PE Specialist. Subject Population A sample of 30 Children aged 10-11 (year 6) and 30 children ages 5-6 years (year 1) will be recruited for this study from a local primary school in Coventry. Informed consent from the parents will be obtained as well as agreement from the Child as each participant is under the age of 18. Fundamental Movement Skill Measurements Both subjective and objective measures will be measured, with the subjective being taken while the child performs one of the skill trails. The subjective measures will be analysed using The New South Wales Fundamental Movement Skills (NSWFMS) guidelines (2000) (see appendix for criteria). Using Qunitic Software each video will be watched 5 times and notational analysis will be used to measure how many of the skill components have been achieved. This will give an overall percentage of how that Child has mastered the skill. That will compare to the actual result for that skill. The criteria will also be used during the demonstration to allow the children to know all the points that make up the skill, also no feedback will be given after each attempt. Fundamental Movement Skills Each Child will complete 5 fundamental movement skills, (Balance, Kicking, Catching, Throwing and sprinting). A description of what each test involves is shown below. FMS Test Method Balance Subjective Measures For the subjective measures the children will be asked to Stand on their dominant leg, children will be asked to stay as upright and still as possible keeping eyes forwards for 20 seconds, with their other leg bent. Objective Measures The objective measures will involve the children balancing for 20 seconds on a balance board device (Tunturi by MFT, Germany) connected to a laptop, The percentage of time spent on either side (left/right) will be used as the measurement. Each Child will have a practice before being called up/ inputted into the laptop system. Catch Subjective Measures The Children will move their body to become in line with the travelling path of a soft tennis sized ball, a thrown by the researcher and PE specialist in a measured square area of 1m by 1m. Objective Measures The number of successful catches the children make out of 3 will be recorded. Jump Subjective Measures The Children will be asked to start with knees bent and then using their arms for momentum, jump up as high as possible into the air. Objective Measures The Childrens jump height of the jump will measured using Quintic Biomechanics software (Quintic Biomechanics v17 software, Coventry, UK) and recorded in meters. Throw Subjective Measures The Children will throw a small soft ball over-arm, towards a target placed on the sports hall wall. Objective Measures Points will be awarded to determine the precision of the throw. There were three sections, each with different amounts to justify the accuracy of the throw. Sprint Subjective Measures Children will be asked to ran as fast as they could along the 10 m measured track and then joined the back of the queue. The time will be recorded as use as the measure. Objective Measures Children will be ask to sprint as fast as they could down a 10m track, split times will be recorded at 5m and 10m using the SMARTSPEED timing gate system (SMARTSPEED, UK). Any children will also be able to withdraw their assent and not take part even if their parents/guardian has given informed consent, at any time during the testing. Statistical analysis A combination of correlations and ANOVAs will be used to examine the relationship between the objective measures and the subjective measures but also each of the two year groups. Microsoft Excel will be used to produce the graphs and SPSS will be sued for the statistical analysis. Section 4: PROPOSED TIME PLAN Date Action to be completed before deadline 6th December 2010 Complete and hand in Project Proposal 10th 24th January 2011 Go to schools and collect data ready for analysis 27th January 4th February 2011 Complete data collection, produce table of results and complete graphs 4th- 8th February 2011 Complete data analysis 10th- 20th February 2011 Write discussion and put in info from proposal such as Introduction and Methods. 21st February 2011 Check final project with supervisor and compile lab file 23rd- 1st March 2011 Check for any errors in project and print out 2 copies ready for binding 11th March 2011 Hand in 2 copies of the thesis and lab file. 12th March 2011 5th April Revise for Viva Seminar Section Five: REFERANCES Balyi I., Hamilton A. (2004) Long-Term Athlete Development: Trainability in Childhood and Adolescence. Windows of Opportunity. Optimal Trainability.Victoria: National Coaching Institute British Columbia Advanced Training and Performance Ltd. Booth M, Macaskill, P, McLellan L. (1997) NSW Schools Fitness and Physical Activity Survey. Sydney. NSW Department of School Education. Cliff, D, P., Okely, A.D,. Smith, L.M and McKeen, K. Relationships Between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children. Pediatric Exercise Science, 2009, 21, 436-449 Fisher, A., Reilly J.J., Kelly, L.A., Montgomery, C., Williamson, A., Payton, J.Y., Grant, S., (2004) Fundamental Movement Skills and Habitual Physical Activity in Young Children Official Journal of the American College of Sports Medicine. 684-688. Gallahue, D, L and Ozmun, J,C. (2006) 6th edn. Understanding Motor Development: Infants, Children, Adolescents, Adults, USA: McGraw Hill Hands, B. (2000) How can we best measure fundamental movement skills? Health Sciences Conference Papers. Paper 5. Hands, B., Larkin, D. (1998). Australian tests of motor proficiency: What do we have and what do we need? The ACHPER Healthy Lifestyles Journal, 45(4),10-16. Hands, B. Martin, M (2003) Implementing a Fundamental Movement Skill program in an early childhood setting: The childrens perspectives Health Sciences Papers and Journal Articles Jess, M., Dewar, K. and Fraser, G. (2004) Basic moves: developing a foundation for lifelong physical activity, British Journal of Teaching in Physical Education 35 (2): 23-7. New South Wales (2000) Move It, Groove It Physical Activity in Primary Schools Summary Report. A NSW Health Physical Activity Demonstration Project (DP 98/1) Okely, A.D Booth, M,L. (2004) Mastery of fundamental movement skills among children in New South Wales: prevalence and sociodemographic distribution Journal of Science and Medicine in Sport 7 (3) 358-372. Spray, J. A. (1987). Recent developments in measurement and possible applications to the measurement of psychomotor behavior. Research Quarterly for Exercise and Sport, 58, 203-209. Section 6: APPENDIX

The Preservation of Laguna San Ignacio :: Pacific Gray Whale Conservation Essays

The Preservation of Laguna San Ignacio In the 19th century the Pacific Gray Whale was nearly hunted to extinction when their products were in high demand. At the turn of the century, there existed only a few thousand of these precious whales. Soon after, the whales were placed onto the endangered species list where they were under the heavy protection of numerous national laws and international treaties. In 1993 the number of Gray Whales climbed to a miraculous 21,000 and by the end of 1994 the Pacific Gray Whale became the first mammal to be removed from the endangered species list. A few months after its removal from the endangered species list, the primary breeding and calving grounds of the Gray Whale, located in Baja California, was chosen by the Mitsubishi Corporation to become the worlds largest salt harvesting center. The gray whale is a migratory species that spends the majority of its summers feeding in the Arctic Ocean near Alaska. Every winter thousands of gray whales, many of them pregnant, leave the hostile waters of Alaska and travel 4000 miles to the warm and salty lagoons of Mexico’s Baja California Coast. They cluster around 3 primary lagoons in which they stay until late April, however only one of them remains unmarred by human activity. This last remaining refuge, Laguna San Ignacio, is now in great danger of becoming invaded by the corporate world. The high salinity of the waters provide many benefits for the whales. Because of this high salt content, the whales become much more buoyant and expend much less energy remaining afloat. This proves to be very beneficial for the newborn calves that are just learning to swim and nurse. Another benefit the lagoons of Baja California possess is the warm water temperature in comparison to the chilly waters of the Arctic. This warmth prov ides heat to the newborns and prevents excessive losses of body temperature, thereby conserving energy that would otherwise be required to maintain a constant body temperature. Also, the seclusion of the lagoons from the dangers of the open seas, such as high waves created by storms, makes it a safer place for the newborn calves, as mother and child are less likely to become separated. These benefits substantially increase the survival rates of newborns as well as provide a more comfortable nursing environment. However the country of Mexico as well as the Mitsubishi Corporation of Japan project to make millions by the development and expansion of the salt factory, Exportadora de Sal.

London Analysis by William Blake

London by William Blake A poem which makes a social or political statement is London by William Blake. Blake’s poem is about the social problems, inequalities and Injustice that arose due to the industrial revolution. In London, William Blake brings to light a city that was overrun by poverty and hardship. Blake discards the glorifying view of London. He believes that London is nothing more than a city suffocated by a harsh economy, where Royalty and the church have allowed morality and goodness to deteriorate so that suffering and poverty are all that exist.Blake wrote the poem in 1792 and it was published in 1794 as part of ‘Songs of Experience’. The collection of poems were written to illustrate the negative effects of life on people and nature. The poems highlighted the dangerous industrial conditions, child labour, prostitution, capitalism and mass poverty which were rife during the industrial revolution. The experience poems were written in contrast to †˜The songs of innocence’ poems which Blake wrote with a more positive tone to convey the goodness of humanity, innocence of childhood, love and nature.Blake lived and worked in the capital, so he was arguably well placed to write accurately about the conditions people who lived there faced. . It wasn’t until after his death in 1827 that his work was given recognition, so his life was blighted by poverty. He felt an affiliation with the proletariat and loathed inequality. Throughout this poem Blake uses a range of different poetic techniques to convey the inequalities and unjust treatment of the poorer classes. This gives the reader a stronger understanding overall.The poem is written in the first person. The structure is broken down into four stanzas and is written in mostly iambic tertrameter (It’s so called tetrameter as each stanza has four feet or lines). The third and fourth stanzas use both iambic and trochaic meter. In the first two line of the first sta nza Blake uses repetition â€Å"I wandered thro’ each charter’d street, Near where the charter’d Thames does flow† This scansion serves to reinforce the theme of the whole poem.The word chartered is used ironically to imply ownership, early capitalism and control of trade. The wealth it’s creating in the upper classes and therefore the class divide and poverty that’s been caused as a by-product. Blake writes of the river being charter’d, thus saying even a river that’s meant to be natural and free flowing is controlled. To compare Blake’s use of the word Chartered. His friend Thomas Paine had stated in his book Rights of Man the year before, â€Å"It is a perversion of terms to say, that a charter gives rights.It operates by a contrary effect that of taking rights away†. Blake goes onto say â€Å"And mark in every face I meet, marks of weakness, marks of woe† The repetition of â€Å"marks† emphasizes the visible signs of sickness, misery and suffering experienced by most. Everyone was on the same boat. The literary conventions in the first stanza set the tone for the political and social oppression and strengthens ones understanding. In the second stanza Blake tells the reader what he can hear on the oppressed streets of London. in every cry of every Man, In every infants cry of fear, In every voice: in every ban, The mind- forg’d manacles I hear† Again the repetition and rhythm of ‘every’ reinforces the anger and oppression, everybody’s affected. Even the infant, born into a life of poverty and oppression feels the suffering. In line three ban could refer to every area or it could be used to describe prohibition. In 1789 shortly before the poem was written the French Revolted and used violence and murder to overthrow the aristocracy and those in power.As a throwback Britain’s government grew nervous and restricted freedom of speech. They were worried the British would revolt due to the social and political inequalities felt by most at the time. The mind-for’d manacles is a metaphor for how impoverished people were and how they had no future to look forward to, no escape. People’s thoughts were shackled, perhaps due to the restriction on freedom of speech. The reader understands through the word ‘I’ in line four of the second stanza that Blake was not a distant observer but he was suffering himself.This further enhances ones understanding. In the third stanza. Blake uses an acrostic anagram on the first letter of every line to spell out the word hear. This is to echo the importance and signiificance of what he heard on the streets in the second stanza. He talks of the chimney sweepers cry, in those days children were used to do this job as their tiny frames were able to fit up the chimneys. It was a dangerous job and often resulted in serious death or injury. â€Å"Every black’ning Church appals, and the hopeless Soldiers sigh, Runs in blood down palace walls†.Blackening was used as a metaphor for the smoke coming from the industrialised chimneys staining the church’s walls or metaphorically tarnishing the church’s reputation. Blake is literally wondering what the church is doing to help the impoverished. He believes the church should be using its force for good however he is disillusioned and sees it as a negative power that’s capitalising on child labour and the means of production. The monarchy is controlling all the wealth and cushioning itself with luxuries. All the while men and families are dying with hunger and through industrialised disease.The monarchy like the church are doing nothing to help mankind so the blood of the oppressed is on their hands and metaphorically running down the palace walls. This particular stanza is prominent as it alerts the reader to the oppressive institutions that stand to perpetuate the injusti ce. In the fourth and final stanza. Blake tells the reader that there’s worse to come by using the word ‘But’ as the first word on the first line. â€Å"But most thro’ midnight streets I hear How the youthful Harlot’s curse Blasts the new- born infants tear And blights with plague the marriage hearse†.This is a metaphor which is used to describe how prostitution and venereal disease were prevalent at this time. The harlot is a young victim. She has been robbed of the chance to love her baby, because the baby is the result of means and capitalism through the prostitute’s trade. The prostitutes curse or venereal disease has infected the aristocratic men she copulates with, thus infecting their wives and ripping marriage apart through death and infection. The metaphor and oxymoron â€Å"marriage hearse† is so haunting.With the word marriage the reader imagines a blossoming union between two lovers but hearse lambasts that notion co mpletely with the reader imagining death and suffering. By attacking the institution of marriage and family. One believes that nobody was immune to this downtrodden capitalist society; even the bourgeoisie! It’s a devastating portrait of a society in which all souls and bodies were trapped, exploited and infected. Throughout this poem Blake has successfully conveyed his anger at the institutions he believed should have been in place to help.He has hammered home the notions of inequality and unjust suffering due to the control and ownership of the means of production by the ruling classes. Through the different poetic techniques and structure of the poem one has an enriched understanding and can truly imagine how hard life was during these times. Reference Paine Thomas, The Rights of Man 1791, published by Dover thrift edition, Feb 2000 Various, The Nation’s favourite Poets, BBC worldwide Limited 1996 http://en. wikipedia. org/wiki/London_(poem) http://anglisztika. ektf . hu/new/content/tudomany/ejes/ejesdokumentumok/2007/Racz_2007. pdf

Animal Cruelty Essay

Animal cruelty is the crime of inflicting physical pain, suffering or death on an animal. Society has become a dreadful place for animals where humans can no longer be trusted because of their incongruous behaviour. The animals of the world exist for their own reasons; they were not made for humans to abuse and experiment, however, society has become decayed and inhumane. In the poem ‘Foxes among the lamb’ Ernest G. Moll demonstrates how the farmer poisons the foxes and leaves them to suffer and eventually die. When individuals glance at an animal they judge them as aggressive creatures. The visual poster portrays how animals are innocent and vulnerable creatures to society. ‘The Panther’ by Rainer Maria Rilke displays how animals should not be locked up in cages. Animal cruelty, the abominable way humans treat animals, reflects our decaying society, one that seems to be losing its humanity due to the sadistic nature of humans who lack empathy for others. The poem ‘Foxes Among the lamb’ portrays how foxes eat the lamb and how the farmer acts in an inappropriate abhorrent way. This behaviour is illustrated through the metaphor ‘gift’ which demonstrates the poison that the farmer gives to the foxes to die in a beastly bloodcurdling death. Furthermore the personification ‘Half-frightened eagerness of hate’ presents how the farmer is anxious and determined to kill the foxes and how eager the farmer is to manipulate the foxes. The composer’s use of alliteration â€Å"this time then†¦ † this proves how the farmer had to pause and pay attention to make sure that the fox had died. Therefore, humans can no longer be trustworthy among animals because of their antagonistic behaviour which imitates our society. Recognising animal rights will result in an individual having deep respect for animals. The visual poster indicates the innocence of animal and why humans should look after them as well as treat them in a respectful way. The background of the poster represents the manifestation of the dog delighted to be free and not stuck in a cage. It also reveals the dog in a park where he could run around and not locked up. The first thing an observer sees on the poster is the salience of the dog that looks harmless, healthy and blithe. When the audience beholds this, their first impression would be to save these helpless animals. The only thing that animals have done to humans is becoming man’s best friend. Finally, close up shot of the dog has been used to show the guiltlessness and exploitation of animals. This effect makes the audience focus their attention on the animal’s expression, to show the significance of animals and the way society has become an appalling place for them. Hence, humans have to earn the respect and treat animal just like the way they would like to be treated because animals too have a soul and emotions. Animal cruelty is locking animals in cages and keeping them as captives to satisfy and amaze people that are sadistic. The poem ‘The Panther’ conveys how a panther is locked up in a cage in the zoo to astonish people and how the panther feels about having no freedom. The use of imagery in the first stanza â€Å"his weary glance from passing by the bars,† portrays how the panther is tired of looking outside and exhausted of waiting for his liberty. Moreover, hyperbole is revealed in â€Å"only to sink and die within his heart. † This emphasis the sadness and reaction of the panther’s being lonely. In stanza two the simile â€Å"The iron bands is like a dance,† this emphasis how the panther is aware of everything around him but he just really wants to get out of the cage and be free. Thus, humans should not steal the freedom of animals because they too have the right to live their own life. In conclusion, humans have become violently atrocious and antipathetic that they no longer can be reliable in the animal world. This is evident in the text ‘Foxes among the Lamb,’ ‘The panther’ and the visual poster. Continuing to abuse animals and trying to manipulate them will only lead to a decayed society because of our irresponsible actions.

US Supreme Court Procedures and Decisions

US Supreme Court Procedures and Decisions From the day the U.S. Supreme Court votes to hear a case to the day some nine months when we learn its decision, lots of high-level law happens. What are the daily procedures of the Supreme Court? While the U.S. has a classic dual court system, the Supreme Court stands as the highest and only federal court created by the Constitution. All of the lower federal courts have been created over the years in one of the five â€Å"other† methods of changing the Constitution. Without vacancies, the Supreme Court consists of the Chief Justice of the United States and eight Associate Justices, all appointed by the President of the United States with the approval of the Senate. The Supreme Courts Term or Calendar The annual term of the Supreme Court runs begins on the first Monday in October and continues until late June or early July. During the term, the Court’s calendar is divided between â€Å"sittings,† during which the Justices hear oral arguments on cases and release decisions and â€Å"recesses,† when the Justices deal with other business before the Court and write their opinions to be attached to the Court’s decisions. The Court typically alternates between sittings and recesses about every two weeks throughout the term. During the brief recess periods, the Justices review the arguments, consider upcoming cases, and work on their opinions. During every week of the term, the Justices also review more than 130 petitions asking the Court to review recent decisions of the state and lower federal courts to determine which, if any, should be granted full Supreme Court review with oral arguments by lawyers. During sittings, public sessions start at 10 a.m. sharp and end at 3 p.m., with a one-hour recess for lunch starting at noon. Public sessions are held on Monday through Wednesday only. On Fridays of weeks during which oral arguments were heard, the Justices discuss the cases and vote on requests or â€Å"petitions for writ of certiorari† to hear new cases. Before hearing oral arguments are made, the Court takes care of some procedural business. On Monday mornings, for example, the Court releases its Order List, a public report of all actions taken by the Court including a list of cases accepted and rejected for future consideration, and a list of lawyers newly approved to argue cases before the Court or â€Å"admitted to the Court Bar.† The much-anticipated decisions and opinions of the Court are announced in public sessions held on Tuesday and Wednesday mornings and on third Mondays during May and June. No arguments are heard when the Court sits to announced decisions. While the Court begins its three-month recess in late June, the work of justice continues. During the summer recess, the Justices consider new petitions for Court review, consider and rule on hundreds of motions submitted by lawyers, and prepare for oral arguments scheduled for October. Oral Arguments Before the Supreme Court At precisely 10 a.m. on days the Supreme Court is in session, all present stand as the Marshal of the Court announces the entrance of the justices into the courtroom with the traditional chant: â€Å"The Honorable, the Chief Justice and the Associate Justices of the Supreme Court of the United States. Oyez! Oyez! Oyez! All persons having business before the Honorable, the Supreme Court of the United States, are admonished to draw near and give their attention, for the Court is now sitting. God save the United States and this Honorable Court.† â€Å"Oyez† is a Middle English word meaning â€Å"hear ye.† After having submitted countless legal briefs, oral arguments give lawyers representing clients in cases before the Supreme Court a chance to present their cases directly to the justices. While many lawyers dream of arguing a case before the Supreme Court and wait years for a chance to do so, when the time finally comes, they are allowed only 30 minutes to present their case. The half-hour time limit is strictly enforced and answering questions asked by the justices does not extend the time limit. As a result, the lawyers, for whom brevity does not come naturally, work for months to hone their presentations to be concise and to anticipate questions. While oral arguments are open to the public and the press, they are not televised. The Supreme Court has never allowed TV cameras in the courtroom during sessions. However, the Court does make audiotapes of oral arguments and opinions available to the public. Prior to oral arguments, parties interested in, but not directly involved in the case will have submitted â€Å"amicus curiae† or friend-of-the-court briefs supporting their views. Supreme Court Opinions and Decisions Once oral arguments to a case have been completed, the justices retire to closed session to formulate their individual opinions to be attached to the Court’s final decision. These discussions are closed to the public and press and are never recorded. Since the opinions are typically lengthy, heavily footnoted, and require extensive legal research, the justices are assisted in writing them by highly-qualified Supreme Court law clerks. The Types of Supreme Court Opinions There are four main types of Supreme Court opinions: Majority Opinions: Forming the Court’s final decision, the majority opinion represents the opinions of the majority of the justices who heard the case. The majority opinion requires at least five justices unless one or more justices have chosen to recuse themselves (not take part) in the decision. The majority opinion is vital as it sets a legal precedent which must be followed by all future courts hearing similar cases.Concurring Opinions:   Justices may also attach concurring opinions to the Court’s majority opinion. As the name implies, concurring opinions agree with the majority opinion. However, concurring opinions may focus on different points of law or agree with the majority for a totally different reason.Dissenting Opinions: Justices who disagree with the majority typically write dissenting opinions explaining the basis for their vote. Not only do dissenting opinions help to explain the Court’s reasoning in its decision, they are often used in majority opinions in similar future cases. Confusingly, justices will write mixed opinions that agree with parts of the majority opinion but disagree with others. Per Curiam Decisions: In rare cases, the Court will issue a â€Å"per curium† opinion. â€Å"Per Curiam  is a Latin phrase meaning â€Å"by the court.† Per curiam opinions are majority opinions are delivered by the Court as a whole, rather than authored by an individual justice. Should the Supreme Court fail to reach a majority opinion arrive at a tie vote the decisions reached by the lower federal courts or state supreme courts are allowed to remain in effect as if the Supreme Court had never even considered the case. However, the rulings of the lower courts will have no precedent setting value, meaning they will not apply in other states as with majority Supreme Court decisions.

Open Source Alternatives for Small Business Research Paper

Open Source Alternatives for Small Business - Research Paper Example This research will begin with the statement that in the past few years, open source technology has emerged as a very attractive trend which has caught the attention of a large number of software developers and organizations. Basically, open source software applications allow people to access the code of applications openly. In fact, they can make changes and update the software product. The standard invented in the application development industry in the late 90s, with a number of releases of open source products and operating systems, and it has while subtle into other societies also. Additionally, there are a number of powerful arguments intended for releasing anything in an open source format, whether it is a digital recording, a complete operating system (OS) or a software tool. One of the basic reasons behind the adoption of this trend is that this mode of software development and products allows end users to openly get an overview of the source code. So that they could make cha nges to it in order to match it with their requirements. In this scenario, it gives confidence for the sake of steady growth and modernism, as moreover building a community of shared data and information. In addition, a number of businesses those generate open source systems depend on modernisms of clients to increase characteristics as well as to recognize and fix possible feeble points, and these businesses enthusiastically give confidence for changing their technology-based products. based products (Smith, 2013; Wu, Gerlach, & Young, 2011; Gurbani, Garvert, & Herbsleb, 2005). In addition, the majority of people consider that all types of open source software applications and programs are free of charge. This is not, actually, the situation. A number of businesses manufacture open application that necessitates people to disburse for them, with the charges supporting development of innovative products and extra characteristics. It is as well general to observe shared source licenses on products, people pay for. For example, Apple Computer, releases a number of its technology through support of open licenses (Smith, 2013; Wu, Gerlach, & Young, 2011; Gurbani, Garvert, & Herbsleb, 2005). This paper presents a detailed analysis of an open source operating system ‘Ubuntu’. In this scenario, this research covers a number of aspects associated with this operating system. 2. Ubuntu The Ubuntu is an Operating system that works on the Linux platform which is rapidly gaining popularity and is the choice of many, who want a substitute for Windows. The majority of people want efficient and economical ways to interact digitally through the array of contemporary applications

Critically discuss the principal changes to the composition and powers Essay

Critically discuss the principal changes to the composition and powers of the House of Lords brought about by legislation bet - Essay Example By the 13th century, composition of the King’s council was expanded to include representatives from the different counties, cities and boroughs of the Kingdom.12 In 1295, Edward I established the first formal parliament.3 In the 14th century, the parliament was divided into two distinct houses. The representatives of shires and boroughs made up the House of Commons while the religious leaders, magnates and feudal landowners made up the House of Lords.4 The membership of the House of Lords is further divided into the Lords Spiritual and Lords Temporal. The former is composed of Bishops and ranking churchmen while the latter is composed of Dukes, Marquesses, Earls, Viscounts and Barons whose seats in the upper house are hereditary. 5 From the time the House of Lords was organized, it had been subjected to constant calls for reforms. Its composition and powers have changed overtime; it even survived abolition and managed to resurrect itself into the realm of the British governmen tal structure. By the end of the 19th century, the Lords had equal powers to the House of Commons with regard to the passage of public and private legislations. The only exception is the â€Å"Commons financial privilege† which gives the lower house total control with regard to initiating bills that grant aids to impose charges on the citizens.6 However, it was in the 20th century when the Upper House saw a great number of moves to institutionalize reforms, most of which were initiated from the House of Commons. Legislations were introduced to reform the composition of the Lords especially on the matter of hereditary peers. Reforms on the Lords’ powers are also constantly proposed especially on the abolition of its powers to delay legislations introduced by the House of Commons. Within the span of 88 years, there were five legislations that made significant changes in the composition and powers of the House of Lords, namely, the Parliament Act of 1911, The Parliament A ct of 1949, the Life Peerages Act of 1958, the Peerage Act of 1963 and the House of Lords Act of 1999. The Parliament Act of 1911   Prompted by the Lords’ enormous powers when the Upper House rejected the Lloyd George’s budget by a landslide vote in 1909, the House of Commons sprang into action and introduced bills and resolutions that aim to limit the powers of the Lords. After much debate in both chambers, the Parliament Act was finally enacted into law in August 1911.7 The Parliament Act of 1911 instituted limitations on the powers of the Lords, especially its power to delay or reject bills it does not like. Firstly, Money Bills which have been certified by the Speaker as such shall receive Royal Assent even without the consent of the Second Chamber.8 Money bills are legislations on taxation and government spending where the Lords do not have any veto power.9 When the Commons transmit to the House of Lords a money bill, it shall receive Royal Assent if a month had passed and the Lords had not acted on it. Secondly, Parliamentary Act of 1911 virtually eliminated the Lord’s power to perpetually delay and archive legislations passed by the House of Commons. One of its salient features is the provision which makes public bills into an Act of Parliament, with or without the consent of the House of Lords. When a bill is passed by the lower house in three consecutive sessions and with an interval