Top 10 Low Stress Jobs that Pay Well

Top 10 Low Stress Jobs that Pay Well every job comes with a certain amount of stress. even some of the ones on this list. stress is unavoidable- and often seasonal. certain times of year, or certain crises, can catapult a low-key job into an uncharacteristically high stress bracket. but, in most jobs, that peak will fade and the rest of the year and your career can be spent in relative calm. low stress jobs that pay well do not come by easily. the following 10  jobs have been deemed - based on travel, potential for growth, intensity of deadlines, public scrutiny, competition, physical demands, environmental factors and hazardous conditions, risk- yours and others’- and public presence/speaking- to be the least stressful options on the market. some of these jobs will have a high stress time of year, or require some high stress interactions, but overall they strike a gentler balance than, say, wall street trader or neurosurgeon.if high-stress and high-stakes aren’t for you, consider trying for one of the f ollowing careers.information security analystthe growth rate here is about 18% and the median income is almost $89k per year.diagnostic medical sonographerthis position has a high growth rate (24%) and decent median income (~$62,5k).(tenured) university professorgranted, you’ll have to go through tons of stress to actually get to this position, but once there, the tension eases up considerably. good money (~$70k/year) as well.hair stylistthe money isn’t that high (around $23k/year median), but it’s flexible and relatively low stakes.medical records techthis position comes with good growth (15%) and good median income (~$36k). you get all the perks of being in the healthcare field, none of the life or death situations.medical laboratory techthis certainly comes with higher stress than working in records, but the money is better (almost $50k/year median) and there is still good potential for growth.jewelerthis isn’t a fast-growing field (-11%), but it comes with decent money ($36,870 median) and relatively low stress.audiologistthis field comes with  great growth (29%) and almost $75k per year. we hear that!dieticianhere’s another field with good growth and good pay ($56,950k/year median).librarianyou wouldn’t expect a librarian to have more stress than most of the previous positions, but believe it or not there are cycles of higher stress that makes this career rate a bit higher than even laboratory techs and professors. there’s low growth (2%), but the pay is around $56k per year.

Cómo Estás and Other Spanish Greetings

Cà ³mo Ests and Other Spanish Greetings  ¿Cà ³mo ests? How are you? With that simple line - its pronounced KOH-moh ess-TAHSS - you can greet almost any Spanish speaker youve met before. Add to that these phrases below, and youll be well-positioned to make a good first impression wherever you go in Spain or most of Latin America. Spanish Greetings and Similar Phrases Phrases in common use can vary with location and sometimes with age or social status. But except where indicated, those listed below can be used appropriately in almost any situation. Pronunciations given are approximate; in all pronunciations below, the th is pronounced as in this, and the oo is pronounced as in boom. Hola - Hello, hi - OH-lah -   This greeting is suitable in both formal and informal contexts.Hola, alà ³, jalà ³, bueno, diga - Hello (on the telephone) - OH-lah, ah-LOH, hah-LOH, BUEH-no, DEE-gah -   The choice of telephone greeting varies from location to location. Hola would be understood anywhere but is not customary in many places.Adià ³s - Goodbye - ah-THYOHSS  -   An informal alternative in many areas is chau (pronounced chow, sometimes spelled ciao, from Italian). ¿Cà ³mo ests?  ¿Cà ³mo est? - How are you? - KOH-moh es-TAHSS, KOH-moh es-TAH - The first form (which is informal) normally would be used with someone you know on a first-name basis or when speaking with a child. The second form generally would be used in other situations. Usage can depend quite a bit on where you are; in some areas, the informal form (ests) would be expected where under the same circumstances the formal form would be used in other areas. If youre a foreigner, chances are no one will criticize you for using the wrong form, although you may be politely corrected. Muy bien, gracias - Very well, thank you  - mwee-vyenn GRAHSS-yahss.Buenos dà ­as - Good day, good morning - BWEH-nohss DEE-ahss -   In some areas, a shortened form, buen dà ­a, is used.Buenas tardes - Good afternoon, good evening - BWEH-nahss TAR-dess -   In most areas, buenas tardes should be used in the early evening in preference to buenas noches.Buenas noches - Good night - BWEH-nahss NOH-chess -   Unlike the English translation, buenas noches can be used as a greeting as well as a farewell. ¿Cà ³mo te va?  ¿Cà ³mo le va?  ¿Quà © tal?  ¿Quà © hay? - Hows it going? -   KOH-moh teh-VAH, KOH-moh leh-VAH, kay-TALL, kay-AYE - There is also a variety of colloquial alternatives, although many of them depend on the area. The first one given is informal, used as with  ¿Cà ³mo ests? above. ¿Quà © pasa? - Whats happening?  - kay PAHSS-ah. ¿Quà © hubo?  ¿Quà © onda? - How is it going? Whats happening? - kay OO-boh, kay OHN-dah -   These phrases are most common in Mexico. ¿Cà ³mo te llamas?  ¿Cà ³mo se llama usted? - Whats your name? - KOH-moh teh YAHM-mahss, KOH-moh seh YAHM-mah oo-STETH  -   A literal translation would be What do you call yourself? or, somewhat less literally, What are you called? The first form normally would be used with a child, or possibly with someone of equal social status at an informal occasion. If youre uncertain which form to use, the second one is safer. Also see the explanation with the entry for  ¿Cà ³mo ests? above. Me llamo (nombre).- My name is (name). - meh YAHM-moh (NOHM-breh)  -   A literal translation would be I call myself (name) or, somewhat less literally, I am called (name). You can also literally translate the English: Mi nombre es (nombre).Mucho gusto. Encantado. - Its a pleasure to meet you. - MOO-choh GOO-stoh, en-kahn-TAH-thoh. Either of these could be said when someone introduces him- or herself to you. If youre female, you should say encantada  (en-kahn-TAH-thah) instead of encantado.Bienvenido, bienvenida, bienvenidos, bienvenidas - Welcome - byem-beh-NEE-thoh, byem-beh-NEE-thah,  byem-beh-NEE-thohss,  byem-beh-NEE-thahss  -   Note the difference in number and gender. Bienvenido would be used with a man, bienvenida with a woman, bienvenidas with a group of all females, and bienvenidos with males or a mixed group.

Buddhism Essay Example | Topics and Well Written Essays - 750 words - 9

Buddhism - Essay Example It has also stayed conservative because aboriginalphilosophies of the nations it went to never really influenced it. Conversely, the Mahayana belief bases itself on culture, for instance, the Bon and Tibetan Buddhism. Theravada’s philosophy is straightforward. All worldly phenomena possess three traits, which are transient, impermanent, unsatisfactory and no one owns them. Elements that are compound contain both the material and non-material part. Further, they contain nothing but five compounds such as the material quality and non-material qualities such as consciousness, sensations, mental formatives, and perception (Duiker 225). The Theravada belief has remained intact since inception by the elders who heeded to the customof the abbots of the initial Buddha council. Theravada exhibits no hierarchical authority framework. However, the Sangha respects seniority, and the Pali canon, Sanskrit’s Tripitaka and Pali’s Tipitakaare the authoritative scripture, which contains the entire teachings of the Buddha (Saibaba 122). Based on understanding, it is the best thing to venerate Buddha and obey his teachings devoid of biastowards any tradition. This may prove intricate depending on a person’s culture. However, the pronounced teachers from all civilizations avoid any possible bias. The Theravada routeis captivating because it sticks to the fundaments. It is a live tradition with an uninterruptedancestry, which traces back to the ancient Buddha. Theravada Buddhism is the chief religion in the South East Asian dispensations such as Cambodia, Sri Lanka, Burma, and Thailand. Mahayana Buddhism depicts much of the teachings by Buddha’s,but it is churned with additional philosophical conceptions so that it appears to have a different view and leading to a dissimilarobjective. Both Mahayana and Theravada traditions honor and follow ShakyamuniBuddha. Theravada followers do not venerate the various celestial gods and Buddha as

Arts Marketing (Communications for the Arts) Essay

Arts Marketing (Communications for the Arts) - Essay Example creation being a key aspect of the organization, it seeks to bridge the gap created between education and industry by capturing those left on the wayside. This allows people to cultivate their skills and create products that are marketable and at the same time creates employment and promotes trade. A business model may be defined as the way in which an organization creates, delivers and captures value, (Ostewalder and Pigneur, 2010). It should reflect how the organization works and how they seek to deliver their mission, while incorporating the needs of their members and clients. Art is created by individuals and hence when organizations managing artists have weak business models, then they cannot achieve market stability. The use of proper business models, promotes longevity of the business, encouraging consumer confidence and creating markets based on needs. The most important factor for any business and marketing strategy is promoting sustainability of the artists business. Sustainable businesses are successful and able to maintain their businesses beyond a short term period to enjoy longevity and success. Art has a big influence on society and it also changes the way people relate and view things. The business models adopted by organizations must in addition to being able to market the artist’s products; it must also be able to deal with the artist’s creativity. This has been widely ignored based on the fact that consumers have now become number one and hence artists have to ensure that they meet their demands. This is not viable as most artists create based on feelings, inspiration and ideas and hence not having the freedom to create will make artists feel curtailed. The most appropriate business models must therefore cater to the needs of both the consumer and most of all the artists’ creativity to create better and more inspired creations. Artists around the world exist based on their creative elements and their ability to create things which are

Education of respondents Essay Example for Free

Education of respondents Essay The above table shows that there are thirteen respondents belong to the High School Highest Educational Attainment level. This group represents sixty five percent of the entire respondent population. This group level is ranked 1 in the above table based on their percentage. Also, there are five respondents belonging to the College level. This group represents twenty five percent of the entire respondent population. This group level is ranked 2 in the above table based on their percentage. Also, there are two respondents belonging to the Masters level. This group represents ten percent of the entire respondent population. This group level is ranked 3 in the above table based on their percentage. There are more respondents belonging to the High School Highest Educational Attainment level. 4. 4. Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age, Gender and Highest Educational Attainment. 4. 4. 1 Age Table 4 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age. REALITY Sum of Squares Df Mean Square F Sig. Between Groups . 806 3 . 269 . 184 . 906 Within Groups 23. 394 16 1. 462 Total 24. 200 19 Critical value 2. 353 As for the survey question Is Beloved Novel Real (or Fiction)? In terms of age, the degree of freedom is 3 and the computed F is 0. 184 with a significance of . 906. The critical value is 2. 353. There is no significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms reality of the Beloved novel. 4. 4. 2 Gender Table 5 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Gender. REALITY Sum of Squares df Mean Square F Sig. Between Groups . 010 1 . 010 . 007 . 934 Within Groups 24. 190 18 1. 344 Total 24. 200 19 Critical value 6. 314 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of gender, the degree of freedom is 1 and the computed F is . 007 with a significance of 0. 934. The critical value is 6. 314. There is no significant difference between the respondents in terms of the reality of the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the reality of the Beloved novel. 4. 4. 3 Highest Educational Attainment Table 6 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Highest Educational Attainment. REALITY Sum of Squares df Mean Square F Sig. Between Groups . 131 2 . 065 . 046 . 955 Within Groups 24. 069 17 1. 416 Total 24. 200 19 Critical value 2. 920 As for the survey question Is Beloved Novel Real (or Fiction)? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is . 046 with a significance of 0. 955. The critical value is 2. 920. There is no significant difference between the respondents in terms of the reality of the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms highest Educational Attainment in the Beloved Novel. 4. 5. Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age, Gender and Highest Educational Attainment. 4. 5. 1 Age Table 7 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age. LIFE Sum of Squares df Mean Square F Sig. Between Groups 2. 564 3 . 855 2. 124 . 137 Within Groups 6. 436 16 . 402 Total 9. 000 19 Critical value 2. 353 As for the survey question Is slave life harsh in Beloved? , In terms of age, the degree of freedom is 3 and the computed F is 2. 124 with a significance of . 137. The critical value is 2. 353. There is no significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the levels in terms harshness of slave life in the Beloved novel. 4. 5. 2 Gender Table 8 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Gender. LIFE Sum of Squares df Mean Square F Sig. Between Groups . 238 1 . 238 . 489 . 493 Within Groups 8. 762 18 . 487 Total 9. 000 19 Critical value 6. 314 As for the survey question Is slave life harsh in Beloved? , In terms of gender, the degree of freedom is 1 and the computed F is . 238 with a significance of 0. 493. The critical value is 6. 314. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the harshness of slave life in the Beloved novel. 4. 5. 3 Highest Educational Attainment Table 9 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Highest Educational Attainment. LIFE Sum of Squares df Mean Square F Sig. Between Groups . 969 2 . 485 1. 026 . 380 Within Groups 8. 031 17 . 472 Total 9. 000 19 Critical value 2. 920 As for the survey question Is slave life harsh in Beloved? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 026 with a significance of 0. 380. The critical value is 2. 920. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms harshness of slave life in the Beloved Novel. 4. 6. Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age, Gender and Highest Educational Attainment. 4. 6. 1 Age Table 10 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age. SUFFERIN Sum of Squares df Mean Square F Sig. Between Groups . 206 3 . 069 . 239 . 868 Within Groups 4. 594 16 . 287 Total 4. 800 19 Critical value 2. 353 As for the survey question How did Sethe feel about her motherly suffering? , In terms of age, the degree of freedom is 3 and the computed F is . 239 with a significance of . 868. The critical value is 2. 353. There is no significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of how Sethe felt about her motherly suffering in the Beloved novel. 4. 6. 2 Gender Table 11 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Gender. SUFFERIN Sum of Squares Df Mean Square F Sig. Between Groups . 086 1 . 086 . 327 . 574 Within Groups 4. 714 18 . 262 Total 4. 800 19 Critical value 6. 314 As for the survey question How did Sethe feel about her motherly suffering? , In terms of gender, the degree of freedom is 1 and the computed F is . 327 with a significance of 0. 574. The critical value is 6. 314. There is no significant difference between the respondents in terms of the how Sethe feels about her motherly suffering in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of how Sethe feels about her motherly suffering in the Beloved Novel. 4. 6. 3 Highest Educational Attainment Table 12 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according Highest Educational Attainment. SUFFERIN Sum of Squares df Mean Square F Sig. Between Groups . 369 2 . 185 . 708 . 506 Within Groups 4. 431 17 . 261 Total 4. 800 19 Critical value 2. 920 As for the survey question How did Sethe feel about her motherly suffering? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 026 with a significance of 0. 380. The critical value is 2. 920. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms harshness of slave life in the Beloved Novel. 4. 7. Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Age, Gender and Highest Educational Attainment. 4. 7. 1 Age Table 13 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Age. FREEDOM Sum of Squares df Mean Square F Sig. Between Groups 5. 333 3 1. 778 1. 255 . 323 Within Groups 22. 667 16 1. 417 Total 28. 000 19 Critical value 2. 353 As for the survey question Is Mother Baby Snuggs Freedom real? , In terms of age, the degree of freedom is 3 and the computed F is 1. 255 with a significance of . 323. The critical value is 2. 353. There is no significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the reality of Mother Baby Snuggs Freedom in the Beloved novel. 4. 7. 2 Gender Table 14 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Gender. FREEDOM Sum of Squares Df Mean Square F Sig. Between Groups . 952 1 . 952 . 634 . 436 Within Groups 27. 048 18 1. 503 Total 28. 000 19 Critical value 6. 314 As for the survey question Is Mother Baby Snuggs Freedom real? , In terms of gender, the degree of freedom is 1 and the computed F is . 634 with a significance of 0. 436. The critical value is 6. 314. There is no significant difference between the respondents in terms of Mother Baby Snugg’s Freedom reality in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of Mother Baby Snugg’s Freedom reality in the Beloved Novel. 4. 7. 3 Highest Educational Attainment Table 15 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snuggs Freedom when grouped according to Highest Educational Attainment. FREEDOM Sum of Squares df Mean Square F Sig. Between Groups 2. 608 2 1. 304 . 873 . 436 Within Groups 25. 392 17 1. 494 Total 28. 000 19 Critical value 2. 920 As for the survey question Is Mother Baby Snuggs Freedom real? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is . 873 with a significance of 0. 436. The critical value is 2. 920. There is no significant difference between the respondents in terms of the reality of Mother Baby Snugg’s freedom reality in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the reality of Mother Baby Snugg’s freedom reality in the Beloved Novel. 4. 8. Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age, Gender and Highest Educational Attainment. 4. 8. 1 Age Table 16 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age. LOVE Sum of Squares df Mean Square F Sig. Between Groups 13. 722 3 4. 574 2. 550 . 095 Within Groups 26. 909 15 1. 794 Total 40. 632 18 Critical value 2. 353 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of age, the degree of freedom is 3 and the computed F is 2. 55 with a significance of . 095. The critical value is 2. 353. This question is in relation to the right of the owners to rape their slaves. There is a significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age because the computed F value is higher than the critical value. Therefore, the respondents with different age levels have the different levels in terms of the right of woman slaves to love in the Beloved novel. 4. 8. 2 Gender Table 17 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Gender. LOVE Sum of Squares df Mean Square F Sig. Between Groups 1. 555 1 1. 555 . 676 . 422 Within Groups 39. 077 17 2. 299 Total 40. 632 18 Critical value 6. 314 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of gender, the degree of freedom is 1 and the computed F is . 676 with a significance of 0. 422. The critical value is 6. 314. This question is in relation to the right of the owners to rape their slaves. There is no significant difference between the respondents in terms of the right of women slaves to fall in love in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the right of women slaves to fall in love in the Beloved Novel. 4. 8. 3 Highest Educational Attainment Table 18 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to highest educational attainment. LOVE Sum of Squares Df Mean Square F Sig. Between Groups 4. 515 2 2. 257 1. 000 . 390 Within Groups 36. 117 16 2. 257 Total 40. 632 18 Critical value 2. 920 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 000 with a significance of 0. 390. The critical value is 2. 920. This question is in relation to the right of the owners to rape their slaves. There is no significant difference between the respondents in terms of the right of woman slaves to love in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the right of woman slaves to love in the Beloved Novel. 4. 9. Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age, Gender and Highest Educational Attainment. 4. 9. 1 Age Table 19 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups 2. 207 3 . 736 . 402 . 754 Within Groups 27. 477 15 1. 832 Total 29. 684 18 Critical value 2. 353 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of age, the degree of freedom is 3 and the computed F is . 402 with a significance of 0. 754. The critical value is 2. 353. There is no significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the right of slave mothers to own their children in the Beloved novel. 4. 9. 2 Gender Table 20 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Gender. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups . 492 1 . 492 . 286 . 599 Within Groups 29. 192 17 1. 717 Total 29. 684 18 Critical value 6. 314 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of gender, the degree of freedom is 1 and the computed F is . 286 with a significance of 0. 599. The critical value is 6. 314. There is no significant difference between the respondents in terms of slave mothers’ right to own their children in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms slave mothers’ right to own their children in the Beloved Novel. 4. 9. 3 Highest Educational Attainment Table 21 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Highest Educational Attainment. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups 3. 568 2 1. 784 1. 093 . 359 Within Groups 26. 117 16 1. 632 Total 29. 684 18 Critical value 2. 920 As for the survey question Do slave mothers in Beloved have to right to own their children? In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 093 with a significance of 0. 359. The critical value is 2. 920. There is no significant difference between the respondents in terms of the right of slave mothers to own their children in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the right of slave mothers to own their children.

M & Ms - Miners and Mercury :: essays research papers

Most miners of the Amazon lead a very polluted way of life. They pollute the environment they live in and they pollute themselves. The, "garimpeiros" as the miners are called in Brazil are independent farmers of the gold that flows beneath the rivers of the Amazon rain-forest. Their daily routine of early mornings, long hard days, and late nights drinking and taking cocaine contribute to their way of life. Their only goal in life is to drill for the gold dust which seems to collect at the bottoms of waterfalls then use the profits for illegal self indulgences like cocaine. To extract this gold dust they must combine mercury with the dust, and because of the mercury’s chemical make-up it is able to extract the gold from the useless rock and debris. The mercury, however, isn’t the cleanest element for the environment. Many garimpeiros carelessly use the mercury then dump it into the rivers polluting the water and the food. Also, the dust from the mercury gets inhaled and eating by the miners, contributing to their polluted way of life. All day dragas, which are boats used for mining the bottom of rivers, are pulled to locations where gold is thought to be found, moving and polluting. Then there is the common drug use among these farmers. The author even quotes a man named Lincoln, an owner of a draga, saying, "[n]ot that I object to cocaine. It’s no worse than anything else, as far as I know, and addicts make good workers." To sum the garimpeiros’ way of life, they live a life of drinking and drugs, women and murder. So the polluted way of life is obvious, men poison the waters and the food and then ultimately themselves, with the illegal activities of the mining trade in Brazil. Although most do not realize their way of life and its defects, the struggling people of the Brazillian mining trade have special situations and great aspirations. Most men are poor and the temptation to work as a garimpeiros is great. Their isn’t much work other then that of an independent miner. Their line of work has what the author describes as a, "free-spirited, picaresque hero." Most men aspire to inevitably find that big strike that’s just around the corner, then get out and raise a decent life, however, this isn’t the typical case, most do not,

Learning Styles and Competencies Essay

Learning Styles and Competencies I found my personality spectrum to be true of whom I am as an individual person. I understand psychology as a self-portrait of us and this allowed me to be exposed and confirmed my personality. I am a prodigious thinker because I love to solve problems while exploring new ideas and potentials. When I look back as a child I was very analytical and always kept to myself on figuring problems. This can establish well with math, science, or psychology in a field that I would never be bored of. I realize that when I think, I space out and find truth and this will always apply in my everyday tasks. I like to hear questions given time to figure out in my manner of learning. My other strength is a giver, and I have strong merit of being honest and will always make sure that I will make a difference. Whenever I perform my job duties I make sure I come in with good intentions. I deal with customer service all day and project task all in an eight hour shift. Many people I have seen in the past cheated or stole time that really affected the company along with the workplace. I tend to talk to these individuals into just working as a team instead of being a weak link. I am an easily approachable person, which make sense through this personality spectrum that people see through me. I love to talk business and make sure everyone wins which is a great strength I am well aware of. I know my strength and how I can utilize it further for my career and better myself as an individual. I acknowledge my weaknesses in organization and that adventurous type; however, this does mean I can improve from what I falter. These are a series of habits and familiarized myself to grow better as an individual. I must find patience and take a day at a time to permit myself to understand where I must lead on, become comprehensive, and also have the courage to take further steps. One of the goals was to head back into school and finish what I had started. I have come a long way from when I was young, I have new experiences that motivate me to finish and succeed for my career. I need to write down my different goals, find others who share that common goal and experience what everyone has to offer. I understand we ourselves cannot make alone but as a team we can. If I ever come through any issues, I understand my mentor can also guide me. This learning has helped me to understand further and apply myself for future experiences.

Core Issues in Crime and Punishment Essay

Jimmy Boyle’s autobiography A Sense of Freedom (1977) gives a very interesting and honest insight into his life of crime and incarceration. The autobiography, written from inside prison, is according to Boyle an attempt to warn young people that there is not anything glamorous about crime and violence. It gives a full narration of his life from a very young age, with a detailed insight into his childhood, experiences of petty crime, approved schools and borstal, right through to his adult experiences of more serious crime, violence and adult prisons, including his interpretation of the Penal System. Reading this autobiography I aimed to remain detached from the author and seek to create an independent analysis of his criminality. The definition of ‘autobiography’ according to AskOxford (2010) is ‘an account of a person’s life written by that person’; this suggests that in analysing the author’s criminality throughout the book one should not forget that it is written from the author’s perspective and memory and should not be taken purely on face value. With this in mind I intend to apply criminological theories to Boyle’s autobiography with an aim to distinguish which criminological theory most effectively seeks to explain his criminality. Moreover, in doing this I expect to illuminate the criticisms involved within these theories. Crime can be defined as ‘an act or deed, which is against the law’ (Chambers 1998:145). Over the past few centuries there have been numerous theories try to explain why crime is committed and the answers to this question are still quite sceptical. I intend to consider the key principles of Rational Choice Theory and how convincing it is in explaining Boyle’s criminality. Rational Choice Theory is part of a contemporary Classical approach in explaining crime. In order to explain this theory it is important firstly to look into the Classical approach. Classicism is the eldest of these two theories that seeks to explain criminality. It emerged at a time when the naturalistic approach of the social contract theorists was challenging the previously dominant spiritualist approach to explaining crime and criminal behaviour (Burke, 2005:24). It rests on the assumption of free will and suggests that criminal activity is the result of rational choice and of the hedonistic impulses of the individual (Newburn, 2007:114). It was the two key Classical school theorists Baccaria and Bentham who in the late eighteenth century established the essential components of the Rational Actor model. It suggests that crime is the product of evil and people commit crime through choice because they are simply ‘bad’ (Newburn, 2007:114). A key principle of the classicist approach is to state the law clearly to the public and punishment should be predictable in order to create deterrence against crime. Baccaria considered that criminals owe a debt to society and proposed that punishments should be fixed strictly in proportion to the seriousness of the crime. According to Baccaria human behaviour is essentially based on the pleasure pain principle, therefore punishment should reflect that principle and all that are guilty of a particular offence should suffer the same penalty (Burke, 2005:25). Rational Choice theory derives from this same school of thought as Classicism. It emerged during the 1980s with the notion that ‘nothing works’, influenced by the Bentham and the economic utility model. Likewise to Classicism it bases its structure on simple deterrence and retribution principles and also shares the same assumptions that offenders are essentially rationally calculating actors (Newburn, 2007:280). It suggests that offenders make a cost-benefit-calculation as whether to commit the crime. If the benefit (e.g. money) out weighs the cost (e.g. prosecution if caught) then it is likely that they will take the risk and commit the offence. Becker (1968, cited in Newburn, 2007) argued that individuals will commit offences if the ‘expected utility’ of doing so is positive, and will not do so if it is negative. Cornish and Clark (1985, cited in Newburn, 2007) have had a major influence in developing Rational Choice theory. They suggest that rather than a simple choice, a sequence of choices have to be made, and that these choices are influenced by a number of social and psychological factors within the individual. Although this contemporary view still holds some of the main aspects of Classicism regarding rationality, it has moved in a new direction as it now arguably considers the psychological and sociological effects on the offender, an area that Classicism failed to consider. Rather than suggesting offenders are just ‘bad’ in its explanation of crime as Classicism does, the Rational Choice theory became the study of why people make particular decisions and behave in particular ways under certain circumstances (Newburn, 2007:281). According to Cornish and Clark (1985, cited in Newburn, 2007) crime is treated as ‘purposive’; it is never senseless. Moreover, Cornish and Clark (1985, cited in Newburn, 2007) suggest that other than material wealth, the benefits of committing su ch crime may also include excitement, prestige, fun, sexual gratification, defiance or dominance of others. It is arguable that throughout reading A Sense Of Freedom (1977) Boyle is aware of all the benefits from crime he receives, a lot of which are mentioned above. From a young age Boyle admits to the excitement experience by stealing and fighting. It is this that makes it evident that he has made rational calculations of what the benefits received will be as a result of crime, for instance stealing will gain him material wealth, reputation/status and excitement, much the same as fighting would gain him reputation and excitement. In this sense for Boyle the benefit of committing crime outweighed the cost, which explains his ongoing criminal behaviour. However, these benefits received would be an after effect of committing these crimes. What the Rational Choice theory fails to explain is why the need for committing the crime in the first place. Although Rational Choice theory does mention the psychological and sociological aspects that the offender brings with them into certain situations , it bases these aspects on calculating whether to commit the crime or not, rather than what sociological or psychological effects would contribute towards committing the crime in the first place i.e. strain, inequality, poverty, learned behaviour etc. Therefore it still does not seek to explain the individual’s social circumstances. In this sense according to Newburn (2007) it fails to take sufficient account of the structural conditions within which individual decision-making takes place (Newburn, 2007,296) Simply Rational Choice theory does not explain the reasons for committing crime in the first place. It explains the process that takes place when there is an opportunity for crime. According to Newburn (2007) it fails to explain or is unconcerned with the motivation of the offender. What it does seek to explain is the reasons why offenders such as Boyle repeatedly committed crime, such as the benefits i.e. reputation, status and material wealth. The Rational Choice Theory suggests that we would all commit crime if we thought we could get away with it, the reason we do not is because for most the cost outweighs the benefit (Newburn, 2007:296). This illuminates the question as to why everyone does not commit crime if everyone has the same rationality? According to Jones (2006) ‘the various definitions of ‘rational choice’ provided by the theory’s proponents seems to be too vague and allow for almost any form of behaviour except the most extreme pathological variety’. According to Jones (2006:417), Gibbs (1989) sums it up when he said ‘if rational behaviour is defined as simply goal-orientated behaviour, then virtually all human behaviour is rational’. According to Burke, (2005,44) one of the criticisms with Rational Choice theory is that it is accused of implying a too high degree of rationality by comparing criminal choices too closely with market-place decisions. The work of Cornish and Clark suggest ‘offenders invariably act in terms of limited or bounded form of rationality (Burke, 2005:44). In this sense offenders will not be fully aware of all the aspects involved in making the decision to commit crime nor will they have all the facts to make a wise decision. This is still considered to be a rational choice but to a different degree. Therefore, this suggests that offenders can be categorised separately from ‘law-abiding’ citizens (Burke, 2005:44). Although the Rational Choice Theory has played a large part in the Governments aim for situational crime prevention within the past forty years, with the notion that ‘nothing works’ and its concentration on removing/reducing the opportunity for crime, it seems it has not played a large part in understanding why crime is committed nor has it contributed towards developing criminological theory. Gibbons (1994, cited in Walklate, 1998:38) argues that ‘the Rational Choice theory neither constitutes a new or nor a general explanation of crime since elements of attributing the ability to make choices and decisions to criminals and criminal behaviour are present in a range of criminological perspectives’. Akers (1994 cited in Jones, 2006:416) suggests Ration Choice theory and deterrence theorists have not acknowledged their debt to Social Learning theory, which he states already allows for the adoption of rational decision-making processes in considering whether to commit crime. As it is apparent after reading Boyle’s autobiography that he has made a lot of choices to commit crime throughout his life, it is difficult to apply the Rational Choice theory to specifics as it seems to be a very vague theory, much the same a Classicism. It seems that all his decisions throughout were of a cost-benefit-calculation, however arguably, this could be said about every decision any offender makes from stealing a pen at work, vandalism to murder and more serious crime. With this in mind I am now going to consider a psychological positivist approach in explaining Boyles criminality. Instead of looking at abnormalities of the brain in an attempt to explain his criminality, although there are a number of questions that could be raised when looking at his actions in prison, which could arguably be linked to psychopathic behaviour, in this case it would be beneficial to look into learning behaviour in trying to explain his criminality, with an emphasis on Social Learnin g thoery. From a young age Boyle explains the area he was brought up in as poor and socially deprived (Boyle, 1977:21). He tells of his experiences as a young boy as looking at certain areas as more upper class and the people who live in them are ‘toffs’ which he later admits that they were not, however they had nicer clothes or shoes than himself therefore they were classed as ‘toffs’ by him and his peers. He states that his and his friend’s mother used to call then ‘half boiled toffs’ and used to mimic their accents (Boyle, 1977,9). He tells of his time going around from a young age stealing with his friends from other peoples unwanted possessions, something that was seen by Boyle as not criminal activity just the done thing. Watching the older men come out the pubs at night time drunk and engaging in violent behaviour (fighting) was one of the activities Boyle and his peers used to do, preferably on weekends. (Boyle, 1977:15). Although when read ing the book Boyle’s childish endeavours seems rather inline with the norm that boys will be boys and get up to mischief, it seems that this is where Boyles personality developed. The fact that he was out late watching the fighting outside pubs at the age of 5-6 suggests that his violent behaviour in his adult life could have derived from this. Thus, the significant aspects of this are that Boyle was out at a very late time for a young boy, which suggests that there was a significant lack of supervision by his parents. This is one of the reasons for Social Learning theory’s explanations as to why some delinquent behaviour takes place, and is one of lack of supervision or poor child rearing can lead to aggression (something that Boyle implied he was eventually an expert in) (Newburn, 2007:165) Boyle tells us from the start that his Father dies when he is a young boy, this is significant because of the lack of parenting in his family regarding supervision but also because of his Father’s reputation of which Boyle states he was aware of, which is of a violent nature. It is evident that these activities from childhood and throughout his adolescence c ould be key in explaining his criminality. Behavioural learning theories has its origins in the work of Pavlov and Skinner and their experiments carried out on animals, with their conditioning with stimuli when confronted with different tasks (Burke, 2005:79). This had a profound impact on the perspective developed when considering criminality. Skinner argued from an operant conditioning perspective that a person must actively respond if they are to learn, whereas Cognitivists place the emphasis on mental rather than physical activity (Burke, 2005:85). Social Learning theory like the Rational Choice theory shares the same notion that behaviour can be reinforced by rewards and punishment however it emphasises that behaviour can learned by expectations that are learned by watching what happens to other people, in this sense individuals will make a choice as to what is learned and how (Burke, 2005:85). Tarde (1843-1904, cited in Burke, 2005) suggested that crime was simply a normal learned behaviour. He argued that criminals are primary normal people who by accident of birth are brought up in an atmosphere in which they learn crime as a way of life. This leads to my argument as rather than generalising everyone as just rational actors, Boyle was nurtured into crime from a young age. In this sense this takes into consideration that whilst this theory shares the same values regarding rationality it looks closer into why crime is committed in the first place. Albert Bandura had a major impact on Social Learning theory, especially with his demonstration of the ‘Bobo doll’ experiment. The basis of the theory is that the learned behaviour is a combination of the physical acts and how to perform them (skills) and the attitudes and mental understanding necessary to the behaviour (including social skills, morals and choice) (Williams, 2008:289). In this sense criminal behaviour can be learnt through practice, watching others or engaging in the environment (Williams, 2008:289). According to Williams the level of social skills, which the individuals have learnt, may be connected to the amount of crime they perform. Bandura (cited in Newburn, 2007:153) points out that Social Learning theory includes a consideration of motivation and the three types involved, these are; external reinforcement-from the environment, vicarious reinforcement-from observing others and self reinforcement-as a result of taking pleasure or pride from one’s own actions. According to Bandura (cited in Newburn, 2007:153) in this sense we are likely to be influenced by others especially if they are of a high status, which is referred to as models. It is arguable that Boyle learnt his violent behaviour from hearing stories about his Father to watching fighting outside the pubs, in this sense he idolised this behaviour. It is stated in the book that in the book Boyle’s peers stole some money on a particular occasion. Boyle states that he did not want any of the money when his friends were sharing it out. However, he did let them pay for him to get in the cinema. This aloud Boyle to receive the benefits of this cr iminal act, which arguably conditioned him for the future, as this moral decision did not last and before long Boyle was participating in more theft himself. This is a case of learned behaviour from his peers. This shows that not all models have to be of high status, but behaviour can be learned through delinquent peers and what is accepted within a group (Newburn, 2007:165). The Social Learning theory therefore, can be applied to how Boyle became more involved in criminal activity. According to Newburn (2007) Ron Akers and his study of crime, suggests that crime is a result of operant conditioning or imitation. Not only did Boyle involve himself in theft and violent activity at school, but also carried on through his adolescent life which lead him into Approved schools and Borstal. This is where Boyle states that he made a lot of ‘contacts’. He referred to these institutions as ‘University for crime’ (Boyle, 1977:73). This suggest that Boyle believed himself that mixing with people of a more higher criminal status played a significant part in extending his criminality. According to Jones (2006:415) ‘for persistent offenders, the periodic reinforcement of their values by other criminals has been sufficient to outweigh the inhibitory effects of punishment. It is clear that whilst covering only a small area of Psychological Positivism with an emphasis on Social Learning theory, it seems to be a good explanation to Boyles Criminality. What this theory fails to explain is to some extent the social deprivation that Boyle experienced. It does focus on some areas that the social circumstances had on Boyle’s personality, however it emphasises on modelling his personality from influence of his peers and role models. This does seem to be effective in explaining why Boyle became violent and engaged in theft, however it fails to explain why he was influenced in this way in the first place and illuminates the question as to why are people around him acting in this way? According to Howitt (2009) ‘suggesting that people learn their violent and criminal actions from others is a weak argument, unless violence and crime are entirely genetically transmitted then inevitably they must be learnt socially in some way’. In this sense according to Howitt (2009) ‘any explanation of violence and crime in terms of learning is not particularly helpful unless the conditions under which it is learnt can be specified. Violence and crime are not the exclusive means by which goals are achieved. A variety of tactics are involved in achieving goals – working rather than stealing to get a television set being a simple example. As work is a major form of modeled behavior, how can we explain why there is any crime at all if it is simply through social learning’? In this sense the Social Learning theory’s weak ability to explain under what circumstances criminal behavior will or will not be learnt means that it has limited explanatory power (Howitt, 2009:78). Due to official statistics on crime there is a common belief that poverty has a significant role to play in underlying offending (Jones, 2006:151). The work from Durkheim focused on how the organization of society can drive people into breaking its rules (Jones, 2006:157). Durkheim thought that some crime is normal in society and it would be impossible to imagine a society without crime (Jones, 2006:157). Derkheim’s concentration on ‘anomie’ and the sociological perspective of crime had a profound effect on the development of criminological theory as he realised that crime is a contemporary social construct rather than a set of universal values or the reflection of intrinsic ‘evils’ (Jones, 2006:161). This gave rise to Merton’s theory on strain. Derkheim saw ‘anomie’ as created by sudden changes in society, whereas Merton ‘anomie’ applies to disadvantages of the lower classes. This is the area I am going to concentrate on next in explaining Boyle’s criminality.

Free Essays on Political Momentum

Political Momentum "Only YOU can prevent forest fires". This famous quote, by Smokey the Bear, is a statement that essentially defines momentum. Momentum, in the case of forest fires, is detrimental momentum. We've all seen the commercial, the bright red Ferrari driving down the road, flicking a cigarette out the window. It rolls onto a pile of dry leaves, and suddenly, the leaf is smoking! Oh no! The leaves have caught fire and it is spreading to a nearby tree! Soon, nearby trees have caught fire, and thus the momentum that results in a forest fire of gigantic proportions begins from a single spark. Such is the case with recent interest in campaign finance reform. Only the momentum it has gained in recent months is anything but detrimental! So, to answer the question, "WHAT ARE THE CHANCES OF MEANINGFUL CAMPAIGN FINANCE REFORM IN THIS SESSION OF CONGRESS?" My answer is that the chances of this are slim to none, however, this answer is somewhat incomplete. Allow me to expand upon this by first, citing past evidence of questionable campaign fund raisers. Second, I will use the examples to explain WHY we need a reform. And finally, I will describe how the recent take off on this large issue has ensured its eventual resolution. First, allow me to cite examples of corrupt campaign financing. The campaiging 'business' is not a cheap enterprise. The money that is required to publish and distribute phamplets, hire campaign workers, and buy airtime from the media is enourmous! It has always been a concern of candidates of major elections. More recently however has such a controversy surfaces. Allow me to use this as an example: According to the Sep. 29th 1997 issure of Time, in 1995 and 1996, videotapes were made of presedential coffees with Asian executives, personal donors, and business owners. A total of 103 coffees for the Democrats equals 27 million dollars for their fund raisers. There are more recent events. Accroding to the Oct. ... Free Essays on Political Momentum Free Essays on Political Momentum Political Momentum "Only YOU can prevent forest fires". This famous quote, by Smokey the Bear, is a statement that essentially defines momentum. Momentum, in the case of forest fires, is detrimental momentum. We've all seen the commercial, the bright red Ferrari driving down the road, flicking a cigarette out the window. It rolls onto a pile of dry leaves, and suddenly, the leaf is smoking! Oh no! The leaves have caught fire and it is spreading to a nearby tree! Soon, nearby trees have caught fire, and thus the momentum that results in a forest fire of gigantic proportions begins from a single spark. Such is the case with recent interest in campaign finance reform. Only the momentum it has gained in recent months is anything but detrimental! So, to answer the question, "WHAT ARE THE CHANCES OF MEANINGFUL CAMPAIGN FINANCE REFORM IN THIS SESSION OF CONGRESS?" My answer is that the chances of this are slim to none, however, this answer is somewhat incomplete. Allow me to expand upon this by first, citing past evidence of questionable campaign fund raisers. Second, I will use the examples to explain WHY we need a reform. And finally, I will describe how the recent take off on this large issue has ensured its eventual resolution. First, allow me to cite examples of corrupt campaign financing. The campaiging 'business' is not a cheap enterprise. The money that is required to publish and distribute phamplets, hire campaign workers, and buy airtime from the media is enourmous! It has always been a concern of candidates of major elections. More recently however has such a controversy surfaces. Allow me to use this as an example: According to the Sep. 29th 1997 issure of Time, in 1995 and 1996, videotapes were made of presedential coffees with Asian executives, personal donors, and business owners. A total of 103 coffees for the Democrats equals 27 million dollars for their fund raisers. There are more recent events. Accroding to the Oct. ...

Rachel Carson Quotes on the Environment

Rachel Carson Quotes on the Environment Rachel Carson wrote Silent Spring documenting the impacts of pesticides on ecology. Because of this book, Rachel Carson is often credited with reviving the environmentalist movement. Selected Rachel Carson Quotations The control of nature is a phrase conceived in arrogance, born of the Neanderthal age of biology and philosophy when it was supposed that nature exists for the convenience of man. The concepts and practices of applied entomology for the most part date from that Stone Age of science. It is our alarming misfortune that so primitive a science has armed itself with the most modem and terrible weapons and that in turning them against the insects it has also turned them against the earth. Through all these new, imaginative, and creative approaches to the problem of sharing our earth with other creatures there runs a constant theme, the awareness that we are dealing with life with living populations and all their pressures and counter pressures, their surges, and recessions. Only by taking account of such life forces and by cautiously seeking to guide them into channels favorable to ourselves can we hope to achieve a reasonable accommodation between the insect hordes and ourselves. We stand now where two roads diverge. But unlike the roads in Robert Frosts familiar poem, they are not equally fair. The road we have long been traveling is deceptively easy, a smooth superhighway on which we progress with great speed, but at its end lies disaster. The other fork of the road the one less traveled by offers our last, our only chance to reach a destination that assures the preservation of the earth. If I had influence with the good fairy who is supposed to preside over the christening of all children, I should ask that her gift to each child in the world be a sense of wonder so indestructible that it would last throughout life. For all at last returns to the sea to Oceanus, the ocean river, like the ever-flowing stream of time, the beginning and the end. One way to open your eyes is to ask yourself, What if I had never seen this before? What if I knew I would never see it again?† Those who dwell, as scientists or laymen, among the beauties and mysteries of the earth are never alone or weary of life. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in. It is a wholesome and necessary thing for us to turn again to the earth and in the contemplation of her beauties to know of wonder and humility. Only within the moment of time represented by the present century has one species man acquired significant power to alter the nature of his world. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts. The more clearly we can focus our attention on the wonders and realities of the universe about us, the less taste we shall have for destruction. No witchcraft, no enemy action had silenced the rebirth of new life in this stricken world. The people had done it themselves. Like the resource it seeks to protect, wildlife conservation must be dynamic, changing as conditions change, seeking always to become more effective. To stand at the edge of the sea, to sense the ebb and flow of the tides, to feel the breath of a mist moving over a great salt marsh, to watch the flight of shore birds that have swept up and down the surf lines of the continents for untold thousands of year, to see the running of the old eels and the young shad to the sea, is to have knowledge of things that are as nearly eternal as any earthly life can be. There is no drop of water in the ocean, not even in the deepest parts of the abyss, that does not know and respond to the mysterious forces that create the tide. The current vogue for poisons has failed utterly to take into account these most fundamental considerations. As crude a weapon as the cave mans club, the chemical barrage has been hurled against the fabric of life a fabric, on the one hand, delicate and destructible, on the other miraculously tough and resilient, and capable of striking back in unexpected ways. These extraordinary capacities of life have been ignored by the practitioners of chemical control who have brought to their task no high-minded orientation, no humility before the vast forces with which they tamper. These sprays, dusts, and aerosols are now applied almost universally to farms, gardens, forests, and homes-nonselective chemicals that have the power to kill every insect, the good and the bad, to still the song of birds and the leaping of fish in the streams, to coat the leaves with a deadly film, and to linger on in soil-all this though the intended target may be only a few weeds or insects. Can anyone believe it is possible to lay down such a barrage of poisons on the surface of the earth without making it unfit for all life? They should not be called insecticides, but biocides. Quotes About Rachel Carson Vera Norwood: In the early 1950s, when Carson finished The Sea Around Us, she was optimistic about the use science could make of nature while still respecting the final priority of natural processes over human manipulation. . . . Ten years later, at work on Silent Spring, Carson was no longer as sanguine about the ability of the environment to protect itself from human interference. She had begun to understand the destructive impact civilization had on the environment and was presented with a dilemma: the growth of civilization destroys the environment, but only through increased knowledge (a product of civilization) can destruction be stopped. John Perkins: She articulated a philosophy of how civilized people ought to relate to nature and its care. Carsons technical critique of insecticides launched from a philosophical foundation ultimately found a home in a new movement, environmentalism, in the late 1960s and 1970s. She must be regarded as one intellectual founder of the movemen t, even though she perhaps did not intend to do so nor did she live to see the real fruition of her work.

Access to Technology Key to Effective Transit Oriented Development in Essay

Access to Technology Key to Effective Transit Oriented Development in Urban Planning - Essay Example In the 20th century, commuters have preferred personalized modes of transportation over public transportation for numerous reasons. Public transportation meant that they had to compromise on privacy. People felt that public transportation was not an effective way of transportation. Private transportation gave them more freedom and gave them the privacy that was needed. Another important factor that went against improved public transportation is that the time spent in public transportation was waste of quality time and nothing productive could be extracted from it. Even though public transportation was cheaper when compared to private modes of transportation, people preferred private transportation over public transportation. Studies in the recent past have shown that trends are changing. There is a big segment of the urban population that is beginning to use public transportation more often because they are drawn towards a transit-oriented lifestyle. The majority of this segment consists of people under the age of 35, i.e. the Generation Y or Millennials. Joseph P. Schwieterman’s article â€Å"The Travel Habits of Gen Y† is focused on this. It discusses how the technology has changed the perception of the current generation towards public transportation and why more and more people below the age of 35 prefer public transportation over private transportation. The article identifies one of the main reasons for the newly found attractiveness in public transportation is the access to modern technologies. The current generation is highly hooked to electronic gadgets and prefers to stay digitally connected.  

Duffley and Snow Case Comparison Assignment Example | Topics and Well Written Essays - 500 words

Duffley and Snow Case Comparison - Assignment Example The case initiation was to determine judicially whether the United States of America elected Zerubbabel Snow, the territory attorney general, to prosecute offenders of territorial offence (de J. Pemberton & ONeil, 1971). A change in the employee status of an individual is enough to support an agreement entered after starting employment. The plaintiffs team held that the athletic association had no right to deny the student eligibility from participating in athletics in the second semester. The act was unlawful and the New Hampshire had no facts to deny the student from participating in athletics. The association had n valid reason to deny Duffley the opportunity to participate in athletics in the second semester. The court made a ruling that the Utah Organic Act provides the territorial Supreme Court in conjunction with district courts power to act as circuits. The role of the each court was distinct and every individual serving under the court should abide by the rule. The territorial courts should serve people when they sit in the territorial courts. The district attorney of the United States of America has the power to prosecute individuals for not respecting the law. The Organic Act of September 9, 1850 established that the legislative powers should within the Constitution of the United States of America. Mr. Snow has undertaken to prosecute individuals in one of the district courts. It was against the law of the Utah as a territory of its own. Joint assembly elects the attorney general where the term of office is to be one year. The attorney general is entitled to attend all the legal business of the territory he or she is representing. Mr. Snow took the opportunity to prosecute law offenders in territories against the law of the territory. The United States issued a quo warranto in relation to the case of Mr. Hempstead (de J. Pemberton & ONeil, 1971). On the