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

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!

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