Saturday, December 28, 2019

Does Your Degree Affect Your Future Job Essay - 1462 Words

Does Your Degree Affect Your Future Job? Everyone sets goals for themselves in order to attain the most important goal of all: to get somewhere in society. Many people believe the only way to get anywhere is to have a good job and to earn a lot of money from it. Nowadays, higher education is becoming a desirable quality employers like to see on their future employees’ applications. How much value does your degree hold in the eyes of your future boss? Opinions of the value of higher education vary from person to person. Personally, I believe a college degree means more to businesses than just having made it through general education. Mike Rose tells us that â€Å"†¦for [Uncle] Joe the shop floor provided what school did not; it was like†¦show more content†¦Professor Hegeman states â€Å"I do believe that earning a college degree in a major that requires significant effort does improve a new graduates chances of being hired, regardless of the job,†(Hegeman) Mr. Purtle agrees by saying â€Å"[A h igher education] shows employers motivation to do the job, and it shows you really want to get somewhere in the world. It means that you wanted a higher education enough to earn it, so you will earn your place in the job as well,†(Purtle). Most managers want someone for most positions who have some sort of degree because it doesn’t just mean that you know your basic skills. Employees want to know you have a broader range of skills that you could use in the work place. While Hegeman thinks that â€Å"†¦the quality of education (in terms of rigor) at 4-year institutions is significantly better than that provided by community colleges,†(Hegeman). She also believes that some college is better than no college. Sometimes a degree means a broader range of knowledge and sometimes it shows that you are truly qualified for the position being offered to you. Sometimes if your degree is not for the field you are applying for, a person still has a better chance at getting that second interview than that person carrying around only their high school diploma. For example a student may have a degree in biology and are competing for a job against a person who has been out of high school for nearly a year. Who is going to be more appealing education wise to aShow MoreRelatedCollege Essay : College Improves Life1200 Words   |  5 Pagescases, you go to college to learn things and to help get a job or go to a university. Going to college greatly improves an individual’s life, more so than not going to college, because it gives more job opportunities and job stability, and individual gets more knowledge, and it gives life experience that can last a life time. College greatly improves an individual’s life because it opens up more job opportunities and can give you more job stability. â€Å"The academic and career skill credentials a collegeRead MoreCollege Is An Exciting And Wonderful Time1164 Words   |  5 Pagescollege is an exciting and wonderful time. Not only does it teach us many things but there it has a lot to offer. Going to college is a very different experience and the challenges that go with being a college student can affect you. College is a huge step in life and many say that college will either make or break you. I believe this statement because college isn’t something that isn’t taken lightly, this is very serious and crucial to your future and education. While there may be fun adventures toRead MoreThe Value Of A Degree948 Words   |  4 PagesThe Value Of A Degree I think that in most cases the value of a degree does not out weight the amount of money that students spend on to get there chosen degree. Students think that if they go to college and get a degree once they graduate they will be able to find a good paying job more easily. Megan McArdle author of â€Å"The College Bubble† Newsweek states that, â€Å"Effectively, we’ve treated the average wage premium as if it were a guarantee—and then we’ve encouraged college students to borrow againstRead MoreA Break for School Is Not a Good Idea1607 Words   |  7 Pagescollege right away or wait a year or two. Whichever choice they choose will affect their future. Students should not put off their education for a long period of time. This will only hurt the students because they will start to forget things they had learned in high school. If they wait to go to school, it could also put a delay on their career. Then when they do want to go to start going back to college to get a degree, it will become harder to start going back. Also, there are the students thatRead MoreBenefits Of Attending College After High School1369 Words   |  6 Pagescollege as their first step in your future after high school. Earning a college degree is an important step, both personally and professionally (Hussung, 2015). Having a higher education is valuable to an individual, families, and the community as well. Students who obtain a college education often have higher lifetime earnings and experience a variety of other benefits (â€Å"How Important†). People who lack educational degrees will more likely be limited to basic jobs in service, manufacturing, andRead MoreThe Cost Of Attending College Essay1356 Words   |  6 Pagesupon completion of their degree. In this paper, we will discuss college costs, reasons why they have risen, and the best way for students to pay for it. College costs and their recent increases cannot be discussed entirely without first examining the importance of the topic. It is common for people without student loan debt to overlook the topic due to their perceived lack of relativity it is has to their life. This thought process is harmful because much of our society does not quite understand theRead MoreGraduation Speech : College Taking Online Classes1635 Words   |  7 Pagestake a class or two here, and a semester break or two there. One of those breaks spanned nearly five years! It wasn’t until I was laid off from my job and forced to seek employment for the first time in nearly thirty-six years, that it became clear to me that most employers won’t seriously consider your application if you don’t have a college degree. While I had considerable experience in all of the fields I applied for, I lacked the educational requirements listed in the employment announcementRead MoreAdvantages Of Higher Educatio n Essay718 Words   |  3 Pagesprepares you for your career, you gain personal development, and lastly you get to pursue your passion. Going to college can make you richer, happier, and healthier. Pursuing your education further can help make connections that will help you land a good job after you graduate. Besides that, you can obtain experience while in college from local Internships and Externships. While in college you get to explore your interests as well as getting to network with local business that pertains to your major. HigherRead MoreCareer Plan For A Career Development Plan1228 Words   |  5 Pagesimprove or maintain your current level of success and prepare for future opportunities. The career development plan will aid in enhancing my personal growth and heighten my career development. Goals or plans give you the push to move forward in life and to seek better skills that lead to top jobs and positions. This plan includes sections for the following process: 1. Assess my current state. Identify goals and objectives. How to measure my objectives? and how my plan affect work/life balance? WhatRead MoreThe Importance Of College Education1257 Words   |  6 PagesOne of the most stressful questions a senior in high school can be asked is â€Å"What are your plans for the future?† Most seniors feel an incredible amount of pressure when deciding whether to go to college or which college to attend. The importance of college has been a long-debated topic that is becoming more and more popular. It used to be that a high school education was necessary to succeed, and a college degree was merely beneficial. However, today college has escalated into something that is considered

Friday, December 20, 2019

Roberto Cavalli Articles - 1147 Words

Article no 1 Name of the article: Roberto Cavalli revamps youthful line at Milan Fashion week Article of: Reuters Link: http://news.yahoo.com/roberto-cavalli-revamps-youthful-line-milan-fashion-week-203005899.html Roberto Cavalli has for his new collection for autumn/winter this year reinvented prints and shapes to give new energy in his youthful line in an attempt to flirt with the new generation of globe-trotters. Other designers participating at the Milan fashion week presented more outgoing and daring collections on the second day of 2013-14 autumn and winter shows, as a reaction on the political and economic situation in Italy. With this collection Cavalli wanted to show the world that he is back, and he found inspiration for†¦show more content†¦Through time he has always been an early user of new technology and use of digital imaging for his prints. For the fall collection of 2013 he has tried another approach, craving for a more handcrafted approach to his work and he is now focusing his work on the drawing board and the painter ´s easel. For this collection he is using artwork of sixteenth-century leaders as Rubens and Caravaggio as a springboard. He created a series of floral and baroque tableaux that were woven into the collection. The motifs that he used in the new collection was often made by hand, and the people sitting in the front row was able to see and trace the colorful brushstrokes painted on the clothes. Other patterns was fixed on/into the fabrics in more tactile was, for example the two devorà ¨ velvet tuxedo suits. ( see pic) Cavalli is just one of many designers this season that is using the idea of modern armor. Together with local centuries-old Florentine ateliers he putted his ideas into action. He incorporated leather and fur into a complex chain mail on his models wearing sparkling black mini-dresses. Based on what his hade made so far he is definitely going on the darker mood but he is combining the dark mood with a romantic feeling. Article no 3 Name of the article: Shop talk: Roberto Cavalli for target Date: 2012-30-10 Article of: Emma Ciufo Link:Show MoreRelatedRoberto Cavalli Articles1159 Words   |  5 PagesArticle no 1 Name of the article: Roberto Cavalli revamps youthful line at Milan Fashion week Article of: Reuters Link: http://news.yahoo.com/roberto-cavalli-revamps-youthful-line-milan-fashion-week-203005899.html Roberto Cavalli has for his new collection for autumn/winter this year reinvented prints and shapes to give new energy in his youthful line in an attempt to flirt with the new generation of globe-trotters. Other designers participating at the Milan fashion week presented more outgoingRead MoreBusiness Strategies and Vision of HM598 Words   |  2 Pagesopens in London, in the UK. âž ¢ 1977: Sales of cosmetics begin. âž ¢ 1998: HM online shopping begins. âž ¢ 2000: HM opens in more European markets. âž ¢ 2004: HM initiates designer collaborations starting with Karl Lagerfeld. More collaborations with Roberto Cavalli, , Jimmy Choo, Versace, David Beckham etc. âž ¢ 2006: The first stores in the Middle East open via franchise. âž ¢ 2007: The first Asian stores open in Hong Kong and Shanghai. In the same year, the new concept store COS is launched. âž ¢ 2008: HM opensRead MoreHM Pricing and Retail Strategy1217 Words   |  5 Pagesdecorative necessities. Since the business model of the company is to offer trendy fashions with decent quality at affordable prices, HM has distinguished its brand from its competitors by collaborating with world-renowned designers such as Versace, Roberto Cavalli, Jimmy Choo, Marc Jacob, Karl Lagerfeld, and Comme des Garcons; just to name a few. Through these exclusive styles collaborations, HM creates greater perceived values for its customers. That is to have resemblance iconic styles of these worldRead Morefashion globalization2363 Words   |  10 Pagesidentity and culture, the popularity of renowned designers and their respective brands has a growing influence on individuals, regardless of his/her country of origin. The evolution of the fashion industry has brought together designers such as, Roberto Cavalli, Comme de Garcons, Christian Dior and many others from different ethnic backgrounds , into one cultural phenomenon that also carries economic interests, further proving that the fashion industry has no geographic or national limits. Its successRead MoreHM Report2508 Words   |  11 PagesHamp;M began to expand business in Asia. It has over 2,300 stores in 41 countries and as of 2011 employed around 87,000 people for now. Hamp;M designer collaborations with plenty of famous designers and celebrities, such as Karl Lagerfeld, Roberto Cavalli, Stella McCartney, Comme des Garcons, Viktor amp; Rolf, Madonna, Lanvin and Sonia Rykiel. (â€Å"Hamp;M-Wikipedia†, 2011) The report is to analyze about the Hamp;M Company (Hennesamp; Mauritz). This includes the MarcoRead MoreHM Swot and Pestel2208 Words   |  9 Pages HM can do this in 3 months which gives them a head start in the trend sensitive world as we live in. Too attract the more exclusive audience they also introduced a concept in 2004, which involves famous guest designers like Madonna, Roberto Cavalli and Lanvin to make a limited number of clothes which are sold on a limited number of stores around the world. Expansion is key for HM their goal is to increase the number of stores by 10-15% each year. Their international expansion willRead MoreHM Analysis4725 Words   |  19 Pagesproduction. Eventually, Hamp;M â€Å"won†, as the German Financial Times had no consistent proof of the cotton fraud, but considering how important the organic cotton was to Hamp;M’s popularity, the brand’s sales suffered an important blow from this article. Nevertheless, Hamp;M cares for its image and has been rated one of the Global 100 Most Sustainable Corporations List in 2010 (Global 100, 2010). Finally, Hamp;M are regularly accused of using child labour and paying substandard wages to theirRead MoreVertu Luxury Branding3614 Words   |  15 PagesVertu City Brief is the perfect inspiration to begin a conversation with a Vertu Concierge Lifestyle Manager. VERTU SELECT Vertu Select delivers original articles selected to inspire, inform and entertain based on a user’s region, preferences and passions. Written by carefully selected global journalists, experts and organizations, the articles appear via the handsets RSS feed once a customer has registered their phone. Vertu Select is available in English, French, German, Italian, Russian, ArabicRead MoreStrategic of HM4405 Words   |  18 Pageson its website. ÄWith this collection, HM will follow Zara which already launched â€Å"Zara Home† a couple years ago. †¢ Great partnerships : → HM reinforces its fame by collaborating with successful creators or singers such as Madonna, Roberto Cavalli and the latest one is the Japanese brand â€Å"Comme des Garà §ons†. †¢ New openings : → In 2007, 177 new stores opened. There is an increase in the number of store’s openings of 10% to 15% per year. → The firm wants to extends its activity to RussiaRead MoreBrand Equity to Customer Loyalty4578 Words   |  19 Pagesgeneration takes its place. The loving relationship lasts for approximately four years, until the customer topples from the top rung of the ladder. Abercrombie and Fitch also have other brands (Hollister Gilly Hicks), which are not discussed in this article. What is different about this brand is how the company do not offer cards, accounts etc. like many other companies. Through their website they offer the chance to work in their stores and become a â€Å"store model†. Another perfect example of how aspirational

Wednesday, December 11, 2019

Diploma of Nursing for Accountability - myassignmenthelp.com

Question: Discuss about theDiploma of Nursing for Responsibility andAccountability. Answer: Scenario In the given context, the nurse failed to act in compliance with the established professional code of conduct. She did not act within the scope of practice and even failed to use critical thinking and analysis skills effectively, as she did not resorted to perform her duties ethically and reflectively as stated in the professional code of conduct for nurses. She has been found to deviate from her ethical virtues, as she did not seek any approval from any medical personnel prior to administration of the prescription only drugs to the patient. She did not even conform to the informed decision making principles. She even made false entries pertaining with the medical records of the patient that may be considered as a gross violation of the professional code of conduct. Therefore, it is evident that ethical management of data and culture of safety was compromised immensely in this particular situation. In todays times, contemporary nursing practice is emphasized for the nurses to abide by the nursing standards comprising of the laws, procedures and policies so that optimal healthcare delivery may be streamlined. However, as per the given scenario the nurse made serious deviations of these standards. Lack of responsibility and accountability for her actions was evident. She failed to collaborate and communicate with her colleagues and seniors in the healthcare team in course of planning suitable care for the patient. Information and reporting of care services to the appropriate authority was also missing in this case that further implied deviations from the safety and quality guidelines as laid out by concerned bodies, threatening the lives of the healthcare service recipients. Nursing practice is governed by certain legislations and professional regulations that may be further evaluated in the given context. Health Practitioner Regulation National Law Act 2009 advocates for a national registration and accreditation scheme targeted to the health practitioners. Further, as per the professional standards, the nurses are to communicate and use documentation for the purpose of informing and reporting care. This standard was not followed in the given case as the nurse knowingly administered prescription only drug to the patient without properly communicating with the persons in authority. Further, the nurse made false entries thereby delineating from the virtue of accurately documenting the health-related data of patient. In order to prevent future such incidents, the nurse must go through certain types of professional development. Understanding about the professional standards and professional boundaries is essential on her part to avoid repetition of similar mistakes. Training has the potential to inform her about such necessities in addition to warning about the consequences that might follow due to breach of the established codes of practice and legislations. Value of correctly documenting the medical records must also be directed for her in addition to disseminating knowledge regarding administration of medications after formal approval and consent from the competent authority, through abidance with Registration Standard in Continuous Professional Development. A number of gross violations and breach of professional standards and ethical guidelines occurred in the given case that might have had serious repercussions due to posing of serious threat to the quality of healthcare delivered. First unauthorized administration of medications on the part of the nurse has challenged the health-related outcomes in the patient. Serious adverse outcomes might have taken place due to lack of medical supervision in advocating drugs unlawfully. Further, tampering of medical record may be stated as a serious offence in which the health of the patient may be severely threatened. Lack of knowledge on the part of the medical practitioner about the tampering of medical record might culminate in preparing a faulty treatment plan that in turn might jeopardize the purpose of provision of safe and quality healthcare service to the distressed patient. However, reflective practice may be promoted through continuous professional development as offered through clinica l placement setting in addition to arranging for proper training for the nursing practitioners. HLTEN514B Article The purpose of the study was to examine the association between critical thinking and confidence in decision-making among new graduate nurses through utilization of correlational methods. The sampling size for the study was chosen as 83. Chosen population for the research was new graduate nurses hailing from 11 different universities and entering into two areas of health services in Australia, one belonging to the major metropolitan area and another comprising of major area health service who demonstrated a wide array of undergraduate preparation. SPSS software was utilized for data analysis whereby descriptive statistics was performed for the demographic as well as raw data. Frequency distributions were plotted for critical thinking ability (WGCTA) scores and confidence in decision-making ability scores alongside computation of mean and standard deviation for these two parameters. Association between critical thinking scores and confidence in decision-making scores was adjudged through correlation analysis. The study has used the correlational research design. Data collection meant for the study has utilized two different instruments, both of which were essentially demographic questionnaire. One tool used for the study was the Watson and Glaser Critical Thinking Assessment tool, while the other was the Confidence in decision-making scale. As part of the research process, consent was sought from the participants to conduct the study, prior to completion of the questionnaire that consisted of demographic information in one and questions targeted to nursing practice that held potential of the nurses perceptions about themselves. Purpose of the research alongside provision of support as and when required was rendered to the participants. Precautions were taken to maintain the confidentiality of data and all data retrieved was saved as anonymous and participants had the liberty of withdrawing from the study as per their discretion without providing any justification. The different tools used for the study are the Watson and Glaser Critical Thinking Assessment tool and the Confidence in decision-making scale. The study being conducted at two areas of health service makes it difficult for generalizing the interpretations to other settings. Moreover, selection of convenience sampling for the study might affect the study outcomes. Clinical implications for the study may be cited as: Necessity for professional development courses Enhancement in nursing awareness to understand better the significance of nursing culture Improvement in open questioning attitude for fostering decision-making in healthcare service for the patients

Wednesday, December 4, 2019

Pier Delle Vigne and Guido Da Montefeltro free essay sample

Inferno: Pier delle Vigne and Guido da Montefeltro In his poem, Inferno, Dante Alighieri meets the damned souls in hell. His mentor, Virgil, a well-known poet and a good friend of Dante’s, guides him through out their journey of hell and encourages him to farther question those souls damned in hell. Virgil also explains the structure of hell, how it is divided into circles and each circle is the place where those guilty of certain sins are being punished. Through out the poem, the souls that Virgil and Dante encounter, all try to justify their sin and they indirectly ask for pity. Here is where Dante the poem leaves the decision up to the reader, whether or not the punishment fits the sinner and the sin and whether or not they deserve pity. Two characters that Virgil and Dante encounter are Pier delle Vigne and Guido da Montefeltro. Pier delle Vigne was a famous Chancellor of the Emperor Frederick II, he is in hell because he committed suicide after being accused of treason. Guido da Montefeltro, on the other hand, was an important military general, strategists, and a politician. Guido is in hell because he was found guilty of false counsel. We find Pier delle Vigne and Guido da Montefeltro in different locations, circles, of hell; Pier is in the second ring of the sixth circle of hell and Guido, on the contrary, is the eighth bolgia of the eighth circle of hell. The sixth circle of hell is where those guilty of violence are punished. Three rings constitute the sixth circle; each ring represents a different kind of violence, in the second ring we find all the souls that have committed suicide which is a form of violence against self, â€Å"The hell of the suicides is suicide itself repeated every moment of eternity† (Sinclair, notes Canto XIII). Farther below the sixth circle, we find the eighth circle of hell or the Malebolge. In the Malebolge the souls guilty of fraud are punished. The eighth circle consists of ten bolgias which represent the different kinds of fraud. Dante describes the Malebolge as a city of disintegration, it begins with cliff and a waterfall, and it is very stinky. Dante’s description of the Malebolge sort of portrays the image of a sewer system, â€Å"where all the human waste is dumped into which represents the reality of fraud† (Brand, Lecture XXVII). Canto Dante tells the different forms of fraud, one being false counsel where Guido is being punished. Even though both committed different sins and are punished in different ways, Pier delle Vigne and Guido da Montefeltro have things in common; both play the victim and try to justify their sin while in some obscure way they ask for pity. When Dante and Virgil arrive at the second ring of the sixth circle, Dante describes this â€Å"forest with twisted weird looking trees† (Brand, Lecture Canto XIII). These trees are the people who reside in that circle: As they were driven by their own folly to scatter their substance on earth, the furious hell-hounds now hunt them and waste scatter their members, and one of them groups himself with the shrub of a suicide as if to identify himself with the other’s crime. (Sinclair, notes Canto XIII). Dante and Virgil hear a voice but they do not see anyone there. Dante gets close to a tree and breaks on its branches; the tree starts bleeding and later identifies himself as Pier delle Vigne, a former Chancellor of Emperor Frederick II. Pier, then, tells Virgil and Dante the reason why he committed suicide was because envious groups turned the Emperor against him, destroyed his reputation, and put him in prison; he was tortured, and after loosing his good reputation and name he felt too ashamed and decided to take his life. Dante feels sorry for him, because he too understands the importance of a good reputation. When telling his story, Pier tries to justify his suicide by playing the victim, explaining the fact that he was innocent and that he did not do anything to hurt others. The reader can argue, regardless of what the envious group did to Pier, he still denied a gift from God, life. Once Virgil and Dante finished talking to Pier, they went ahead with their journey to later find themselves on the edge of a cliff with a waterfall. This cliff and waterfall are the transition between violence and the eighth circle, the circle of fraud, or also referred to as the Malebolge, â€Å"Malebolge is translated as an evil ditch or evil sewer† (Brand, Lecture Canto XXVII). Dante the poem describes the place as very stinky. Dante’s descriptions of the Malebolge are filled with symbolisms of fraud. The Malebolge is the sewer system of human society and it is â€Å"stinky because of all the sins and corruption humans are guilty of† (Brand, Lecture Canto XXVII), this represents the reality of fraud. Fraud is the corruption of human society, fraud is â€Å"stinky†, and it is also the â€Å"byproducts of humans† (Brand, Lecture Canto XXVII). In the Malebolge we find ten bolgias that represent the different kinds of fraud; each bolgia is worst than the previews one. In these bolgias is where find souls guilty of seduction, flattery, thieves, false counselors, to falsifiers, and alchemists. In the eighth bolgia, where those guilty of false counsel reside, Dante and Virgil meet Guido da Montefeltro. Guido was a very important military strategist and a politician. Guido fought for the interests of the empire, he was basically fighting against â€Å"the people’s army† (Brand, Lecture Canto XXVII), against the church, â€Å"He fought repeatedly as leader of the Ghibelline forces against the Papacy† (Sinclair, notes Canto XXVII). After a while, Guido felt guilty and not right to fight against the church; he reconciled to the church and became a Franciscan Friar. Pope Boniface asks Guido for military advice because he needed help recapturing fortresses form the army. At first, Guido was a little skeptical about giving the Pope advice. Pope Boniface knew that Guido felt extremely guilty about fighting against the church, so he used that on Guido. Pope told Guido that he will have eternal absolution, and Guido gave him advice. Guido’s tone is very resentful; he plays the victim, and uses the excuse that he was eaten up by guilt to justify his sin, â€Å"These evil counselors, thinking to lessen their guilt by sharing it, in fact add to their offence; ‘making division’ they ‘gather their load’†. Sinclair, notes Canto XXVII). The similarities and differences from both characters are easy to distinguish. Both Pier and Guido while telling their story, have a tone of resentfulness and guilt. They both try to justify their sin by blaming others and the situation they were in. Both characters fail to address the real truth about the reason why they committed a sin is pride. They sought that their reputation, their name, and pride were the most important thing to them, â€Å"In this plant one thing only of human remains alive and present, his memory on earth† (Sinclair, notes Canto XIII). The have their priorities wrong, â€Å"they live for the city of. men instead of living for heaven, for God† (Brand, Lecture), even while dead and in hell, they still focus their attention to the city of men and their reputation. Although both characters are prideful and some ways similar, the sins they committed are different. In the poem, Dante fells sorry specially for Pier delle Vigne, because Dante as a politician is too living for the city of men and shifted his attention away from God, and understand the importance of a good name and a good reputation. The reader can argue about whether or not both characters deserve pity or sympathy, which is ultimately what the characters beg for. Though both characters were pushed to the limit by others, one can argue that they do not deserve pity and that their punishment is just. Pier and Guido acted and made a rash decision because they intrigued by others, but they only themselves and their reputation in mind. They never analyzed the situation through and made an educated decision.

Thursday, November 28, 2019

Gun Control- A Firing Issue Essays - , Term Papers

Gun Control- A Firing Issue Gun control is undoubtedly an issue that most Americans have been exposed to. In 1989, guns killed 11,832 Americans. The National Rifle Association (NRA) members believe that it is their constitutional right to own guns, stating that guns are not the root of the crime problem in the United States. Gun control activists like the members of the Coalition to Stop Gun Violence (CSGV) argue that guns are responsible for the majority of violent crimes that take place. They wish to instill many types of bans and waiting periods on firearms, making it nearly impossible to obtain a handgun. In fact, in 1993 the Brady Bill, which mandates a waiting period on buying firearms, was passed. Their arguments range from protecting children to saying that guns are diseases, but when one looks at the facts, though, the arguments of gun control advocates seem irrelevant and it becomes clear that guns should not be controlled. Gun ownership by private citizens is protected under the 2nd Amendment. It states that A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. The forefathers of our country meant for the people to own and use firearms, and any law or control on that right would be unconstitutional. Gun control activists essentially believe the Second Amendment guarantees only to its militia the right of arms, but the Gun control proponents have yet to identify even a single quote from one of the founders to support their claim (Silver 78). The 2nd Amendment supports gun owners, and hard evidence that it does otherwise is nonexistent. Gun control advocates have been lobbying for 7 years for the passage of the Brady Bill, which makes a waiting period mandatory for all national firearm sales. Ironically, the passage of this bill in 1993 has done nothing to reduce crime; in fact violence has risen still since the passage of the bill. This bill, which was most definitely oversold by its supporters, has become the prime distinction in most Americans minds with gun control. A waiting period did not help the present situation at all, and similar measures are almost certainly going to assume the same fate. Private ownership of firearms is not a public health hazard. Gun control activists argue otherwise, but to put guns in the same category as influenza and pneumonia is absurd. The Advocates state that guns are a public health issue and almost deadlier than automobiles to the public. The fact is that more Americans die yearly from pneumonia and influenza than in all homicides and suicides, even non-gun related, combined. Many people listen to doctors, who reason that guns are pathogens. The definition of a pathogen is an object that causes disease when introduced to a pathogen-free environment. There are 200 million privately owned guns in America, and only an utterly tiny fraction of them are used in crimes. According to the definition, guns are not pathogens and not a public health hazard. The presence of a gun, specifically a handgun, is beneficial to a civilian in the event of a robbery or intrusion, because the victim would be able to use the gun for defense. The gun control activists are right- there is too much crime in the United States. Instead of attempting to reduce the amount of firearms in circulation, this energy and money should be diverted into anti-crime applications. Many law-abiding citizens own handguns and other firearms that they use for their own protection, probably because the amount of crime present troubles them and drives them to purchase a gun for self-defense. As David E. Newton shows, between the years of 1937 and 1963, gun ownership in the United States increased by 250 percent. In that same period, the number of homicides decreased by 35. 7 percent (Newton 40). Guns are clearly not the problem. The problem with most gun control measures is that gun violence is not as related to the number of guns as it is to whom owns them. As an anti gun control slogan states, if guns are outlawed, only outlaws will have guns (Bernards 54). This is true, stating that if the circulation of firearms was limited to only officials, meaning that private citizens would not have guns, then only criminals would have firearms (illegally of course) and the public could not defend themselves. Most of the criminals who commit violent crimes with guns did

Sunday, November 24, 2019

Compartir Conjugation in Spanish, Translation, Examples

Compartir Conjugation in Spanish, Translation, Examples The Spanish verb compartir  means to share. It is a regular  -ir  verb like  vivir  and  escribir.  Ã‚   The tables below include  compartir  conjugations in the indicative mood (present, preterite, imperfect, future, periphrastic future, and conditional), subjunctive mood (present and past), and imperative mood, as well as other verb forms such as the present and past participles. Compartir Present Indicative Yo comparto I share Yo comparto la comida con mi amiga. T compartes You share T compartes tu habitacin con tu hermano. Usted/l/ella comparte You/he/she shares Ella comparte el carro con su esposo. Nosotros compartimos We share Nosotros compartimos el almuerzo. Vosotros comparts You share Vosotros comparts la ropa. Ustedes/ellos/ellas comparten You/they share Ellos comparten las responsabilidades. Compartir Preterite  Indicative The preterite tense is used to talk about actions that were completed  in the past. It can be translated as the English simple past tense. Yo compart I shared Yo compart la comida con mi amiga. T compartiste You shared T compartiste tu habitacin con tu hermano. Usted/l/ella comparti You/he/she shared Ella comparti el carro con su esposo. Nosotros compartimos We shared Nosotros compartimos el almuerzo. Vosotros compartisteis You shared Vosotros compartisteis la ropa. Ustedes/ellos/ellas compartieron You/they shared Ellos compartieron las responsabilidades. Compartir Imperfect  Indicative The imperfect tense is used to talk about ongoing or habitual actions in the past. It can be translated to English as was sharing or used to share. Yo comparta I used to share Yo comparta la comida con mi amiga. T compartas You used to share T compartas tu habitacin con tu hermano. Usted/l/ella comparta You/he/she used to share Ella comparta el carro con su esposo. Nosotros compartamos We used to share Nosotros compartamos el almuerzo. Vosotros compartais You used to share Vosotros compartais la ropa. Ustedes/ellos/ellas compartan You/they used to share Ellos compartan las responsabilidades. Compartir Future  Indicative Yo compartir I will share Yo compartir la comida con mi amiga. T compartirs You will share T compartirs tu habitacin con tu hermano. Usted/l/ella compartir You/he/she will share Ella compartir el carro con su esposo. Nosotros compartiremos We will share Nosotros compartiremos el almuerzo. Vosotros compartiris You will share Vosotros compartiris la ropa. Ustedes/ellos/ellas compartirn You/they will share Ellos compartirn las responsabilidades. Compartir Periphrastic Future  Indicative The periphrastic future tense is formed with the present indicative conjugation of the verb  ir  (to go) followed by the preposition  a,  and then the infinitive of the verb. Yo voy a compartir I am going to share Yo voy a compartir la comida con mi amiga. T vas a compartir You are going to share T vas a compartir tu habitacin con tu hermano. Usted/l/ella va a compartir You/he/she is going to share Ella va a compartir el carro con su esposo. Nosotros vamos a compartir We are going to share Nosotros vamos a compartir el almuerzo. Vosotros vais a compartir You are going to share Vosotros vais a compartir la ropa. Ustedes/ellos/ellas van a compartir You/they are going to share Ellos van a compartir las responsabilidades. Compartir Conditional  Indicative Yo compartira I would share Yo compartira la comida con mi amiga. T compartiras You would share T compartiras tu habitacin con tu hermano. Usted/l/ella compartira You/he/she would share Ella compartira el carro con su esposo. Nosotros compartiramos We would share Nosotros compartiramos el almuerzo. Vosotros compartirais You would share Vosotros compartirais la ropa. Ustedes/ellos/ellas compartiran You/they would share Ellos compartiran las responsabilidades. Compartir Present Progressive/Gerund Form The present progressive tense is formed with the  present tense conjugation of the verb estar, followed by the  present participle (gerundio  in Spanish). To form the present participle for -ir verbs, you need to add the ending  -iendo. Present Progressive of  Compartir est compartiendo  She is sharing Ella est compartiendo  el carro con su esposo. Compartir Past Participle To form the past participle of -ir verbs, you need to add the ending -ido. The past participle can be used to form compound tenses such as the present perfect.   Present Perfect of  Compartir   ha compartido she has shared   Ella ha compartido el carro con su esposo.   Compartir Present Subjunctive The subjunctive mood is used when a sentence has two different clauses- a main clause and a subordinate clause- where each clause has a different subject. The subjunctive mood is used in the subordinate clause.  To conjugate the subjunctive form, start with the first person singular (yo) present indicative conjugation, drop the ending, and add the subjunctive ending, which for -er and -ir verbs are a, as, a, amos, is, an. Que yo comparta That I share Hctor quiere que yo comparta la comida con mi amiga. Que t compartas That you share Pap quiere que t compartas tu habitacin con tu hermano. Que usted/l/ella comparta That you/he/she share Liliana quiere que ella comparta el carro con su esposo. Que nosotros compartamos That we share Lisette quiere que nosotros compartamos el almuerzo. Que vosotros compartis That you share Denise quiere que vosotros compartis la ropa. Que ustedes/ellos/ellas compartan That you/they share Mam quiere que ellos compartan las responsabilidades. Compartir Imperfect  Subjunctive There are two forms of the imperfect subjunctive. They are both equally valid. Option 1 Que yo compartiera That I shared Hctor quera que yo compartiera la comida con mi amiga. Que t compartieras That you shared Pap quera que t compartieras tu habitacin con tu hermano. Que usted/l/ella compartiera That you/he/she shared Liliana quera que ella compartiera el carro con su esposo. Que nosotros compartiramos That we shared Lisette quera que nosotros compartiramos el almuerzo. Que vosotros compartierais That you shared Denise quera que vosotros compartierais la ropa. Que ustedes/ellos/ellas compartieran That you/they shared Mam quera que ellos compartieran las responsabilidades. Option 2 Que yo compartiese That I shared Hctor quera que yo compartiese la comida con mi amiga. Que t compartieses That you shared Pap quera que t compartieses tu habitacin con tu hermano. Que usted/l/ella compartiese That you/he/she shared Liliana quera que ella compartiese el carro con su esposo. Que nosotros compartisemos That we shared Lisette quera que nosotros compartisemos el almuerzo. Que vosotros compartieseis That you shared Denise quera que vosotros compartieseis la ropa. Que ustedes/ellos/ellas compartiese That you/they shared Mam quera que ellos compartiesen las responsabilidades. Compartir Imperative   The imperative mood is used to give direct commands. There are both positive and negative commands, and they have slightly different forms. Remember that there are no imperative forms for  yo,  Ãƒ ©l/ella, or ellos/ellas.   Positive Commands T comparte Share! Comparte tu habitacin con tu hermano! Usted comparta Share! Comparta el carro con su esposo! Nosotros compartamos Lets share! Compartamos el almuerzo! Vosotros compartid Share! Compartid la ropa! Ustedes compartan Share! Compartan las responsabilidades! Negative Commands T no compartas Dont share! No compartas tu habitacin con tu hermano! Usted no comparta Dont share! No comparta el carro con su esposo! Nosotros no compartamos Lets not share! No compartamos el almuerzo! Vosotros no compartis Dont share! No compartis la ropa! Ustedes no compartan Dont share! No compartan las responsabilidades!

Thursday, November 21, 2019

What can the study of the history of learning tell us about learning Essay

What can the study of the history of learning tell us about learning today - Essay Example While in the beginning, learning was considered to be an end to itself, in the course of the progression of technology learning became the means to an end, which made the purpose of learning deviate from its origins (Carmack, n.d.). It is important to find out how such changes happened, as well as why these occurred since in order to find out how to adjust learning methods effectively, it is vital that learning methods of the past must also be studied because these information will give valuable insights on how to make learning purposeful and effective for students, based on the current perspectives of contemporary society. In order to present the importance of understanding the relevance of how learning operated in the past, examples of contrasting elements between ancient learning such as in the times of the Greco-Roman cultures and the modern progressive learning methods that most contemporary society now experiences today will be used. Three possible differences that can be obser ved are: 1) the reasons for learning; 2) the lessons to be learned by the students; and 3) how these methods are implemented in schools. These three differences are relevant to the explanations since the evolution of learning was affected by mostly societal and cultural changes, especially during the Industrial Revolution, and beyond (Power, 1991). Thus it would be easier to correlate the importance of learning in any kind of society as well as the changes that occur in the process of passing on knowledge on each succession of generations. It can be said that the shifting priorities of the society, from having strong relations with the past and traditions, to looking forward to new possibilities in the future were able to usher such changes, which not only made learning a widely-accepted idea, but also essential to everyday living (Lawrence, 1970). In the past, greater focus is given to the artistic side of living, which can explain why in ancient learning there has been a bigger em phasis on the rhetoric, grammar, styles, as well as oratorical prowess of students, with particular mention of the upper and middle classes, while skills related to craftsmanship are passed down to the working classes. Based on the premises, education can either be an end, or a means to an end, depending on the societal ranking of the learners. Also, there is a prominent idea that students must adjust to the lessons, as well as having to learn general subjects without having to put too much focus on narrowed-down careers, thus leaving no room for the development of individuality. On the other hand, due to the development of various fields, not only do students have greater choices in careers, they are also given other options in what to learn, which is very different from the concept of learning during ancient times. In modern learning there has been greater focus both on the individual aspect as well as the specificities of lessons, depending on what end is needed to be achieved (C armack, n.d.). At present, students are not forced to learn pure rhetoric, and are actually encouraged to choose lessons that interest them or would make good careers in the future. Thus, with regards to the difference between ancient and modern learning, the former gives greater importance on passing classical knowledge of arts to the next generation, while in the latter there is greater importance on learning various aspects of how society operates in preparation for jobs or careers in the future. In relation to the reasons for learning, the kinds of lessons that students must learn also differ between modern and ancient times due to the influence of changes in societal needs and trends. For example, ancient learning focuses more