Historical Context Essays - Ethics, Philosophy, Humanities

Historical Context Essays - Ethics, Philosophy, Humanities Historical Context The Beginnings of Social Change British society was divided at the end of the eighteenth century roughly into three classes: the aristocracy, the gentry, and the yeoman class. Yet the revolutionary fervor at end of that century, exemplified by the American and French Revolutions, was seeping into the social fabric of England. In the following several decades, class distinctions began to relax and be redefined. As people in the lower middle classes became more prosperous, they began to emulate their social betters, as did the landed gentry of the upper middle class. During the nineteenth century, increasing numbers of people rose financially through commercial work and factory production. These middle-class individuals increasingly became absorbed with a cultivation of the proper manners, dress, and dcor, practiced by the gentry and lesser members of the aristocracy. Examples of this rising middle class can be seen with the Murdstones and the Steerforths in David Copperfield. David's parents, his aunt, and the Wickfields are members of the middle class, but they do not try to adopt the pretensions of the aristocracy. Nineteenth-Century London The contrast between the wealthy and poorer classes, however, was evident in London during the nineteenth century. A small portion of the city was occupied by well-kept residences and shopping areas. Upper and middle-class residents stayed in these areas, predominantly in the West End, fearing to venture into the remaining threefourths of the city, especially in the rough East End, which was teeming with poverty, dense population, and corruption. The gulf between the rich and poor widened each year. New villages continually emerged, especially near the docks, but even though Londoners found work in the city's busy port, wages were not high enough to adequately provide for workers. The extreme stratification of the English urban centers was studied by Karl Marx and Friedrich Engels. Together, they wrote the Communist Manifesto (1848), and Engels wrote The Condition of the Working Class in England (1844), in which he describes graphically the living conditions in the center of London and Manchester and how these contrast with the wealthy residences on the outskirts. Together, they outlined the causes, effects, and political solutions to the problem of poverty which became the inspiration for the communist revolutions of the twentieth century. Benthamism Benthamism, also known as utilitarianism, became an important ideology in Victorian society, especially among the middle class. The term was associated with a philosophy of Jeremy Bentham (1748-1832), explained in his Introduction to the Principles of Morals and Legislation (1789), which was widely accepted among the Victorian middle class, affecting their habits and beliefs. By the 1820s, the philosophy gained a number of disciples who promoted Bentham's theories in debates. Supporters gained political power in the 1830s when approximately one hundred were elected to the first reform-focused Parliament in England. At the core of this philosophy was the belief in "the greatest happiness for the greatest number," a phrase borrowed from Joseph Priestley, a late eighteenth-century Unitarian theologian, which appeared in Bentham's Introduction to the Principles of Morals and Legislation. In Victorian People and Ideas, Richard D. Altick explains: utilitarianism was wholly hedonistic; it made no allowance for the promptings of conscience, or for the forces of generosity, mercy, compassion, selfsacrifice, love. Benthamite ethics had nothing to do with Christian morality. At the heart of this belief was the supposition that self-interest should be one's primary concern and that happiness could be attained by avoiding pain and seeking pleasure, qualities that emerge in James Steerforth's character. Evangelicalism Another important middle-class movement in the nineteenth century was evangelicalism, a form of Protestant pietism. Evangelicalism focused less on doctrine and more on the day-to-day lives and eventual salvation of its followers. It set rigid patterns of conduct for its practitioners to follow in order that they might find atonement for their sins. Altick notes that "the Evangelical's anxious eye was forever fixed upon the 'eternal microscope' which searched for every moral blemish and reported every motion of the soul." Edward Murdstone and his sister's treatment of David provides good examples of this type of rigid, moralistic code. Both utilitarian and evangelical movements, however, are also noted for their involvement in humanitarian activities during the Victorian period and especially for their calls for social reforms. Benthamites supported universal suffrage and education while the evangelicals successfully fought for amelioration of brutal prison conditions. A Victorian Woman's Place During the eighteenth and nineteenth centuries, women (like men) were confined to the classes in which they were born, unless their fathers or husbands moved up or down in the social hierarchy. The strict rules for each social class defined women and determined their lives. Women in the upper classes had

When Should I Take the ACT for the First Time

When Should I Take the ACT for the First Time SAT / ACT Prep Online Guides and Tips Are you starting to ask yourself, When should I take the ACT for the first time?The answer to this is a little more complex thanthe question. There are several factors to consider here, so let's review them so you can make an informed decision. First, when do most students take the ACT for the first time? Typical ACT Schedule Many students take the ACT two or three times to try to improve and hit their target scores. They take it for the first time in the fall of junior year, again in the spring, and for the final time in the fall of senior year. This schedule is a solid plan for a lot of students and gives them a good balance between schoolwork, test prep, and college applications. Apart from the pros of this typical schedule, there are a few cons to consider. The first and foremost is that it limits your available test dates. While the ACT is offered 6times throughout the year, in September, October, December, February, April, and June, realistically you'll need time between each test sitting to prep effectively and see score improvements. Taking the ACT in the fall of junior year leaves most studentswith about three test dates to hit their target scores. This might be totally sufficient for some students, but others might benefit from having more chances to take the ACT. Having more test dates protects you if you have a fluke testing day and get sick or can't sleep the night before. Starting earlier so you have more test datesmight also take off some of the pressure, because you won't feel like you're running out of time to achieve your scores. Let's look closer at some reasons why many students step outside this typical test-taking schedule and sign up to take the ACT earlier than the fall of junior year. Why Would You Take the ACT Early? As I touched on briefly above, one major motivation for signing up your first ACT earlier than junior year is simply to give yourself more test dates, and thus more opportunities, to hit your target scores. More Test Dates Let's say you take the ACT in the fall of sophomore year. Your scores are okay, but you think you can make them even better. You have a sense of what you need to study to improve and focus your test prep on those sections or question types. Then you take it again in the spring of sophomore year. If you're still not satisfied, you still have a bunch more test dates to choose from and over a year to keep prepping. Just starting a year earlier could double your opportunities to take the ACT. This could help relieve stress and safeguard you in case anything unexpected comes up and interferes with testing day. Rather than pushing your test dates up against your college application deadlines, you can separate these two pursuits and give yourself more space to breathe and take your time. At the same time, you only want to sign up for and take the ACT if you've put in some test prep first. You want to study for at least 10 hours to familiarize yourself with the format, timing, and instructions of the test. However, in our experience, something like 100 hours of total study time is better to gain expertise and see a real improvement in your approach, understanding, and scores. If you're taking the ACT early, you also should prep early. While taking the real test is valuable experience, you also shouldn't take any real tests with absolutely zero preparation. In rare cases, a huge score change between your first and second test could alert ACT scorers and lead to them withholding or even canceling your scores. So moving your first ACT test date up a year or two should also coincide with moving your prep schedule up. Another reason you might take this approach is if you're "superscoring" the ACT and building up your scores one section at a time. You're Superscoring the ACT Many colleges superscore the ACT, or take your highest section scores across all test dates and recombine them into a new, highest composite score. Not a lot of students know that theycan actually use this policy to their advantage by "superscoring" their tests, just like the colleges. What I mean by superscoring your tests is that you can strategically build up your ACT superscore section by section. On one test date, for example, you could focus a lot of your prep and energy on getting a high Reading score. The next you could focus intensively on English, then on math, and then on science (or focus on two or three sections at a time). As long as your colleges take your highest section scores, and not your highest "sitting" score on one date, then you might get a high ACT score gradually, rather than all at once. Just as I mentioned above, you don't want to treat any test date or section as a "throwaway," because huge fluctuations could be a red flag to colleges or the ACT scorers. For the most part, you can choose which score reports to send to colleges, but some require that you send all your scores across all testing dates and expect you to be honest and comply with this policy. When designing your testing schedule, you want to be aware of your colleges' policy towards standardized tests and countit in as an important factor. If your collegesdon't require all scores, then really you could take the ACT as many times as you want (well, technically you can take it a maximum of 12 times). But I wouldn't suggest going past 6 times, as it could start to be a waste of time and money. Plus if you're finding yourself dissatisfied with your scores over and over, you probably should rethink your test prep strategy and figure out how to make it more productive and effective. Besides being strategic about raising your ACT scores, you might also want to take the ACT earlier just to gain valuable real test experience. Real Test Experience While timing yourself and taking practice tests (and analyzing your results) is a key part of test prep, no practice test can truly mimic the experience of sitting for the official ACT. You might want to sign up for the test just to get this valuable experience, so you know exactly what to bring, when to arrive, and what snacks will boost your energy during the breaks. If you're worried about all the other factors around taking the test, like logistics of getting to your testing center and how exactly to fill out and proofread your bubble sheet, then you might benefit from taking the official ACT. You'll learn how you handle the whole experience and be prepared to improve on any weaknesses for the next time. You might also be pleasantly surprised that you have the content knowledge and skills to do well on the ACT early on, like in freshman or sophomore year. Prepared for anything. You're Prepared Enough to Take the ACT Early While the ACT covers more advanced math than the SAT and has a science section, it does not require very advanced content knowledge that only upperclassmen have. Instead, you might be well prepared with the skills and knowledge in English, Reading, Math, and Science to do well on the ACT in your freshman or sophomore year. You might even surpass the content once you move into junior and senior year, like by taking pre-calculus or calculus, and have to look back and review concepts from past years, like algebra and geometry, that have gotten rusty. Prepping early could be beneficial both for reinforcing class concepts in the context of the ACT and developing the study habits that will help you get good grades in school. You might have more time in freshman and sophomore year, before you're busy with college applications, AP classes, varsity sports, community service, or any of the other activities in which you get involved. If you're prepared with class and have the time, then putting in the effort to prep and take the ACT in 10th or even 9th grade might let you finish taking the ACT early and free up your time in junior and/or senior year. Finally, some students take the ACT even earlier, like in middle school, to qualify for special academic and talent programs. You're Competing in Talent Search Programs While the ACT is mainly a college entrance exam, some students take it earlier to qualify for talent competitions and academic programs. These programs includeBESTS at the University of Iowa, CTY at Johns Hopkins University, JBA at Truman State University, MATS at Northwestern University, and TIP at Duke University. All of these reasons described above are good ones for signing up for your first ACT earlier than the typical junior year test date. As I mentioned,there are also a few reasons to be cautious when answering the question, When should I take my first ACT? Why Might You Not Take the ACT Earlier? I touched on some reasons why you want to be careful about taking the ACT before you're ready and will elaborate on them in some more detail here. The main reason would simply be lack of preparation. While sitting for the real test is really helpful experience, it's not a good idea to go into the ACT with zero studying. Here's a more extreme case. I actually worked with a student who took the ACT just as a trial run. His scores weren't that great, so he studied for several months and then took it again. He did much better. So much better, in fact, that the ACT withheld his scores and made him go through a long process ofappeal that involved gathering letters from teachers and making a dozen phone calls to all different departments. In the end, the ACT never released his scores. This situation is very rare, but it can happen if the ACT sees a huge jump or senses inconsistencies in your test scores. Especially with recent security breaches around the ACT and SAT, these organizations carefully monitor any hint of foulplay. The moral of this story is that you don't want to take the ACT with absolutely no preparation just to see what it's like, becausethis could not only look strange to ACT, Inc, but could also just be a wasted opportunity to test. The other consideration is that some colleges want you to send all your scores from all test sittings. I would say taking the ACT up to 6 times is fair game, but any more than that might start to send the message that you're not putting in the effort to prep and have a hard time achieving your scores. To sum up, preparation is the name of the game with the ACT, so you want to find a balance between test prep and leaving yourself enough test dates to hit your target scores, line up the test with school, and design a productive schedule for you. Ask yourself these questions. Questions to Ask Yourself Along with asking, when should I take the ACT for the first time, you can ask yourself these key questions: Have I done some test prep? If you answer yes, then you can likely go ahead and register for the ACT. If no, then make some time to study before signing up. Even 10 hours of prep can make a big difference in familiarizing yourselfwith the test. What are my target scores? If you have defined your target scores, take a practice test and see how close you are to achieving them. If you are scoring much lower than your goals, then you might want to prep some more before signing up for your first ACT. How many test dates do I think I need to achieve my target scores? If you think you need more than two or three test dates to reach your target scores, or feel uneasy aboutthe idea of testing in the fall of senior year, then you probably should sign up to take the ACT as a sophomore. What are my colleges' policies regarding superscoring and sending score reports? If your colleges superscore your results, then this might be part of your testing strategy, as described above. If they want you to send all your score reports, then you might be more cautious in your approach. How can I fit test prep into my current and future schedule? If you are planning to take three AP courses junior year or are joining a varsity sports team, you might consider doing Future You a favor and prepping earlier rather than later, when you have more time and flexibility in your schedule. Once you've answered these questions, you should have a clearer sense of what prep and testing schedule work best for you. Rather than simply following the typical schedule, you should make sure you make a plan that works best with your schedule, classes, and personal goals. What's Next? Are you taking the ACT in 9th grade? What about in 10th grade? Read aboutwhat makes a good score for freshmen and sophomores on the ACT and how you can improve for next time. The best way to prepare for the ACT is with official practice questions. Download official ACT practice tests here. Time yourself, score your tests, and make sure you really analyze and understand your strengths and weaknesses. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Static and dynamic website verification Essay Example | Topics and Well Written Essays - 1000 words

Static and dynamic website verification - Essay Example We can also explain the concept of the website verification as the act of inspecting, examining, checking, testing, auditing, or else setting up and documenting whether services, documents, processes, items, or match to particular established needs and requirements. To verify a website we measure it’s all the aspects of working and handling attributes confirmed in the terms for that website development and implementation. Website verification is a factual need of modern business practice because according to a recent consumer reports, greater than seventy one percent of online shoppers come out particularly for 3rd party seals of authorization as an outline of website confirmation when going to a website. The outcome of this study is not unpredicted as numerous online intimidations as well as scams have attacked todays web society [2]. These third seals are a most important concern on the checklist of numerous people going to website as it provides them a commanding intelligence of safety. It builds a good enough altitude of self-assurance as well as faith with consumers and merchants. It authorizes viewers of a website to liberally make known confidential information with no badge of hesitation that it could be employed unlawfully [5]. Some of the leading internet security organizations have built 3 fundamentally efficient types of seals to address these 3 indispensable concerns. These are the security seals, privacy seals, and business identity seals [4]. The basic intend at the back of the verification of the website is to access the different types of security imitations. Here we need to access different aspects of the online web based verification. We carry out static and dynamic verification for the better examination of the main security and privacy concerns. Static and dynamic website verification are fundamentally aimed at verifying the below given concerns of the online

Case analysis for business negotiation Study Example | Topics and Well Written Essays - 750 words

Analysis for business negotiation - Case Study Example Moreover, this was likely due to the high labor costs in France as well as the increasing inputs of the production process. With this baseline of understanding established, the CEO then went on to elaborate upon how labor costs and inputs within Slovakia are measurably cheaper than in France (approximately 30% on the whole). In such a way, such an approach would definitively save money in the long run. Finally, anecdotal evidence is given with regards to the fact that other large firm such as Peugeot and Sony had recently relocated their operations from France to Slovakia and had experience and measurable increase in overall growth and profitability as a result. 2. How did this CEO communicate to the media the closing of the plant and its relocation to Slovakia from becoming a national issue? One of the first reasons that any level of media hype is generated is with regards to the level and extent to which leaks of the information reveal a sensational story that the media cannot resi st. In such a way, the strategy of closure within this particular case was handled with the utmost care. This was facilitated I insisting that all individuals who were cognizant of these changes sign a nondisclosure agreement and remain very tightlipped within the firm as well as without with regards to the facts that closure was soon it likely to take place. In this way, once the information was released, the firm had fully anticipated the response and was able to manage the story in a way that did not create a sensation or make stakeholders feel as if they had been kept in the dark with regards to such a decision. 3: What were the negotiating strategies used to reach the agreement? With regards to the negotiating strategies used to reach the agreement of plant closure, these were necessarily concentric around cooperation, analysis of the situation from multifaceted viewpoint, and general secrecy. Although the first to have been briefly enumerated upon, the general secrecy might ne cessarily be viewed as a negative aspect. However, the negative externalities of not keeping a closely guarded secret with regards to the means by which the plant would close might necessarily harm each and every stakeholder within the entire process. By making the information known prior to a formal strategy being elaborated upon, the situation would necessarily unfold in and out of hand manner without the CEO or top management being able to be directed in any way shape or form. From the firm’s perspective, such an eventuality would mean in much higher cost with regards to the payments that they would be due to the labor unions. 4: What are the pitfalls to be avoided when negotiating with the labor union representatives? By engaging early with the labor unions, the firm was able to experience a â‚ ¬1 million savings by reducing costs that would otherwise have been associated with payoffs to the union that were required. This was able to be effected simply by assuring them that all employees 55 years or older would be a able to draw an early pension from the plant shuttering. In this way a cooperation strategy was employed. Furthermore a bond of trust between the firm and the union representatives was established prior to the shuttering of plant. This was leveraged when the bad news was delivered to the union as a means of creating a situation in which the union

Card Game Essay Example for Free

Card Game Essay The study was commenced inside the Computer Shop at Dasmarinas, Cavite. After we discussed our first topic we planned to come up with a Card Game as our second topic for the sake of our thesis project in Software Engineer Subject. We picked Card Game as our second topic because we feel that it’s more challenging rather than hunting some companies around Dasmarinas. Some of the reasons why we picked Card Game as our second topic are because in this topic we own our time performing the codes of the program any time before the day of our defence without such pressure. Statement of the Problem From some of the research and data we gathered. We found a few application and websites that is running a similar online game like our propose topic. From what weve seen some major problem that they have is that the game is not quite user friendly. Its difficult to use the control. Because of the lack of visual control buttons. There is also limitation on how many game can it accommodates at the same time. Of course keeping the gamers idle for so long they might lose interest in the game Research Objectives The Objectives of this research is to develop a game that will be entertaining and at the same time, a game that will be educational that may enhance thinking and decision-making skill in the following ways: * To make unique cards in the game that will allow diversity for the players to think of their own strategy. * To ensure that players will have no advantage against each other by making cards balance. * To allow multiplayer (online) for players to play against each other in different parts of the world. Significance of the Study Cardfight vanguard is a trading card game there are also people who wants to experience playing this game but doesnt have the luxury of buying the needed cards and also looking for people to play with. Since people now are more often browsing the internet people who want to play Vanguard can play the game without buying the necessary cards needed and having to worry of looking for someone to play with. Conceptual Framework * PHP Hypertext Preprocessor. * Randomized * Easy access * Less hassle Electronic Trading Card Game The model above explains on what and how will be the process of the study. Trading Card Game is a game played using specially designed sets of playing cards. While trading cards have been around for longer, TCGs (Trading Card Games) combine the appeal of collecting with strategicgameplay, but in our study we will do it in a different way by using PHP Hypertext Pre-processor as our scripting language for this study and for our main function for this logical game is the random() function. The researchers will assure an easy access program for the user and it lessens hassle because rather than bringing your deck of cards using your bare hands, just bring your portable computer and start playing the game on your most comfortable place.

Television Violence Essay -- Media TV Violent Essays

Television Violence The media is everywhere in our lives. From billboards to SMS text messaging on cell phones, we cannot escape the media and its impact on daily life. Of the many impacts, television violence and the influence it has on youth is one of the most debated topics. Many experts, including some from the University of California, Santa Barbra, say that the amount and type of violence viewed results in violent actions performed by youth of all ages and violence continually affects them throughout their lives. Others are more skeptical and argue that the media is not the sole cause of youth violence; they believe that there are many other factors that contribute to the violent behaviors of youth. They see the condition more as a mixture of different situations that cause violence in youth, violence on television being just one of the factors. However, both sides of the argument understand that each individual is a separate situation and reacts differently to the violence portrayed. This essay will inform the reader of the claims both sides formulate to defend their argument and allow the reader to determine their own conclusion. Many studies over the past seven years have sought to prove that television and the violence portrayed does have a direct influence on youth and how they will deal with situations in real life. Out of the many studies, one of the most concrete and convincing is the National Television Violence Study (or NTVS) conducted by University of California Santa Barbra, University of North Carolina Chapel Hill, University of Texas at Austin and the University of Wisconsin Madison. This study observes not only the response of youth to various types of content but also observed the response of th... ...Media violence: Exposure and Content. Retrieved February 10, 2004 from http://www.surgeongeneral.gov/library/youthviolence/chapter4/appendix4bsec2.html#TelevisionFilm National Television Violence Study, ed. Federman. 3rd ed. Thousand Oaks, CA: Sage Publications, Inc, 1998 The American Academy of Child and Adolescent Psychiatry. (1999, April). Children and TV Violence. Retrieved February 10, 2004 from http://www.aacap.org/publications/factsfam/VIOLENCE.HTM Youth Violence: A Report of the Surgeon General. (Unknown). Appendix4b Retrieved February 10, 2004 from http://www.surgeongeneral.gov/library/youthviolence/chapter4/appendix4b.html Youth Violence: A Report of the Surgeon General. (Unknown) Media violence: Exposure and Content. Retrieved February 10, 2004 from http://www.surgeongeneral.gov/library/youthviolence/chapter4/appendix4bsec2.html#TelevisionFilm

Attack on elements of society Essay

The Crucible is set in a puritan town in New England, Salem Massachusetts. The girls are caught dancing by the Reverend Parris the parish minister. This then start of a witch-hunt, which gets the town talking. People that are innocent are accused and the term ‘name names or else’ is being used by the courts. The innocent people of Salem get accused, and punished. This is an allegory of McCarthyism because this is what happened in the trials in 1950’s, society was shattered by a rumour and fingers were pointed at innocent people. It’s also an allegory of McCarthyism because it shows the court officials being unfair and unjust, just how they were in ‘The Crucible.’ The first way in which the setting of Act 3 can be interpreted as an attack on the severity of the authorities in Salem and 1950’s America is shown through the stage directions Arthur Miller presents us with. Firstly uses the adjectives ‘forbidding’, ’empty’ and ‘solemn’ to describe the room on the stage. The effect this has on the audience is curiosity and concern and this builds up a sense of tension within the audience. Also while we see all of this there is silence. In drama, silence is more powerful then words of actions. The silence and appearance surrounding the stage would build up a very strong sense of tension within the audience. Another reason for silence maybe that Miller wants to convey the presence of or the sign of evil in the court and probably that something is wrong, not right, or something bad is going to happen. The other way Arthur Miller has an impact on the audience is by using symbolism and imagery. In the opening of act 3 Arthur Miller has ‘two high windows.’ This makes the room sound very familiar to a prison cell and again a prison cell is where you don’t want to be and maybe Miller’s trying to sat that the courts were like a prison. Also not forgetting the ‘sunlight pouring through.’ Back in the days traditionally sunlight was meant to be good luck and also it was meant to be the representative of God and truth. This can have a great effect on the audience because it gets them thinking and into the mood, and that the current problems surrounding Salem aren’t going to get any better but maybe worse. Again this an attack on the elements of society because it shows that the court was a place where people weren’t treated fairly in the 1950’s and that the authorities in America were harsh and wanted people to get into all sorts of problems and trouble and this is what exactly Arthur Miller went through and trying to get across by writing ‘The Crucible’. The second way that Act 3 can be interpreted as an attack on the severity of the authorities in Salem is by Miller’s exposure of the characters in The Crucible. The way they dress and act. In the actual film most of the men are seen wearing black clothes, this may put forward that Salem is a holy religious society and believe very strongly in Christianity. If you take Judge Danforth, he adopts a blinkered attitude and refuses to use common sense and logic in dealing with these cases. His ‘exact loyalty’ blinds him from the truth and if he believe that the people accused were ‘with God’ and announced them innocent he would be accusing the girls of lying, and also fact that he is too worried of calling of the witch trials because what would the people of Salem think of him and the fact that is reputation is at stake. This can be interpreted as an attack on elements of society because it shows that even the authorities in this case the Judge aren’t always fair even if they are people of high authority or religious. This is how Arthur Miller got his point across that the authorities of America in the 1950’s were unfair and unjust and wanted to put down as many people as possible, on the whole the authorities were very harsh and severe on punishments. The third way in which the setting of act 3 can be interpreted as an attack on the severity of the authorities in Salem and 1950’s America is by the language Arthur Miller has used in the opening lines in the scene. Judge Hathorne asks Martha Corey if she denies being a witch. Martha Corey claims she knows not what a witch is, to which he replies, â€Å"how do you know then that you are not a witch.† We see Hathorne’s question after question on Martha Corey gets her paranoid and the pressure is huge on her, to come up with the answers quickly but if she takes too long she maybe considered more of a witch and therefore this sets the mood and tone for the scene. It’s as if Judge Hathorn’s trying to possibly trick into saying that she’s a witch rather then finding out the exact truth.

The Effects of Wolf Predation

Abstract: This paper discusses four hypotheses to explain the effects of wolf predation on prey populations of large ungulates. The four proposed hypotheses examined are the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis. There is much research literature that discusses how these hypotheses can be used to interpret various data sets obtained from field studies. It was concluded that the predation limiting hypothesis fit most study cases, but that more research is necessary to account for multiple predator – multiple prey relationships. The effects of predation can have an enormous impact on the ecological organization and structure of communities. The processes of predation affect virtually every species to some degree or another. Predation can be defined as when members of one species eat (and/or kill) those of another species. The specific type of predation between wolves and large ungulates involves carnivores preying on herbivores. Predation can have many possible effects on the interrelations of populations. To draw any correlations between the effects of these predator-prey interactions requires studies of a long duration, and statistical analysis of large data sets representative of the populations as a whole. Predation could limit the prey distribution and decrease abundance. Such limitation may be desirable in the case of pest species, or undesirable to some individuals as with game animals or endangered species. Predation may also act as a major selective force. The effects of predator prey coevolution can explain many evolutionary adaptations in both predator and prey species. The effects of wolf predation on species of large ungulates have proven to be controversial and elusive. There have been many different models proposed to describe the processes operating on populations influenced by wolf predation. Some of the proposed mechanisms include the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis (Boutin 1992). The purpose of this paper is to assess the empirical data on population dynamics and attempt to determine if one of the four hypotheses is a better model of the effects of wolf predation on ungulate population densities. The predation limiting hypothesis proposes that predation is the primary factor that limits prey density. In this non- equilibrium model recurrent fluctuations occur in the prey population. This implies that the prey population does not return to some particular equilibrium after deviation. The predation limiting hypothesis involves a density independent mechanism. The mechanism might apply to one prey – one predator systems (Boutin 1992). This hypothesis predicts that losses of prey due to predation will be large enough to halt prey population increase. Many studies support the hypothesis that predation limits prey density. Bergerud et al. (1983) concluded from their study of the interrelations of wolves and moose in the Pukaskwa National Park that wolf predation limited, and may have caused a decline in, the moose population, and that if wolves were eliminated, the moose population would increase until limited by some other regulatory factor, such as food availability. However, they go on to point out that this upper limit will not be sustainable, but will eventually lead to resource depletion and population decline. Seip (1992) found that high wolf predation on caribou in the Quesnel Lake area resulted in a decline in the population, while low wolf predation in the Wells Gray Provincial Park resulted in a slowly increasing population. Wolf predation at the Quesnel Lake area remained high despite a fifty percent decline in the caribou population, indicating that mortality due to predation was not density-dependent within this range of population densities. Dale et al. (1994), in their study of wolves and caribou in Gates National Park and Preserve, showed that wolf predation can be an important limiting factor at low caribou population densities, and may have an anti-regulatory effect. They also state that wolf predation may affect the distribution and abundance of caribou populations. Bergerud and Ballard (1988), in their interpretation of the Nelchina caribou herd case history, said that during and immediately following a reduction in the wolf population, calf recruitment increased, which should result in a future caribou population increase. Gasaway et al. (1983) also indicated that wolf predation can sufficiently increase the rate of mortality in a prey population to preventthe population's increase. Even though there has been much support of this hypothesis, Boutin (1992) suggests that â€Å"there is little doubt that predation is a limiting factor, but in cases where its magnitude has been measured, it is no greater than other factors such as hunting.† A second hypothesis about the effects of wolf predation is the predation regulating hypothesis, which proposes that predation regulates prey densities around a low-density equilibrium. This hypothesis fits an equilibrium model, and assumes that following deviation, prey populations return to their pre-existing equilibrium levels. This predator regulating hypothesis proposes that predation is a density-dependent mechanism affecting low to intermediate prey densities, and a density-independent mechanism at high prey densities. Some research supports predation as a regulating mechanism. Messier (1985), in a study of moose near Quebec, Canada, draws the conclusion that wolf-ungulate systems, if regulated naturally, stabilize at low prey and low predator population densities. In Messier's (1994) later analysis, based on twenty-seven studies where moose were the dominant prey species of wolves, he determined that wolf predation can be density-dependent at the lower range of moose densities. This result demonstrates that predation is capable of regulating ungulate populations. Even so, according to Boutin (1992) more studies are necessary, particularly at high moose densities, to determine if predation is regulatory. A third proposal to model the effects of wolf predation on prey populations is the predator pit hypothesis. This hypothesis is a multiple equilibria model. It proposes that predation regulates prey densities around a low-density equilibrium. The prey population can then escape this regulation once prey densities pass a certain threshold. Once this takes place, the population reaches an upper equilibrium. At this upper equilibrium, the prey population densities are regulated by competition for (and or availability of) food. This predator pit hypothesis assumes that predator losses are density-dependent at low prey densities, but inversely density-dependent at high prey densities. Van Ballenberghe (1985) states that wolf population regulation is needed when a caribou herd population declines and becomes trapped in a predator pit, wherein predators are able to prevent caribou populations from increasing. The final model that attempts to describe the effects of predation on prey populations is the stable limit cycle hypothesis. This hypothesis proposes that vulnerability of prey to predation depends on past environmental conditions. According to this theory, individuals of a prey population born under unfavorable conditions are more vulnerable to predation throughout their adult lives than those born under favorable conditions. This model would produce time lags between the proliferation of the predator and the prey populations, in effect generating recurring cycles. Boutin (1992) states that if this hypothesis is correct, the effects of food availability (or the lack of) should be more subtle than outright starvation. Relatively severe winters could have long- term effects by altering growth, production, and vulnerability. Thompson and Peterson (1988) reported that there are no documented cases of wolf predation imposing a long-term limit on ungulate populations independent of environmental influences. They also point out that summer moose calf mortality was high whether predators were present or not, and that snow conditions during the winter affected the vulnerability of calves to predation. Messier (1994) asserts that snow accumulation during consecutive winters does not create a cumulative impact on the nutritional status of deer and moose. All of the four proposed theories mentioned above could describe the interrelationships between the predation of wolves and their usual north american prey of large ungulate species. There has been ample evidence presented in the primary research literature to support any one of the four potential models. The predation limiting hypothesis seems to enjoy wide popular support, and seems to most accurately describe most of the trends observed in predator-prey populations. Most researchers seem to think that more specific studies need to be conducted to find an ideal model of the effects of predation. Bergerud and Ballard (1988) stated â€Å"A simple numbers argument regarding prey:predator ratios overlooks the complexities in multi-predator-prey systems that can involve surplus killing, additive predation between predators, enhancement and interference between predator species, switch over between prey species, and a three-fold variation in food consumption rates by wolves.† Dale et al. (1994) stated that further knowledge of the factors affecting prey switching, such as density-dependent changes in vulnerability within and between prey species, and further knowledge of wolf population response is needed to draw any firm conclusions. Boutin (1992) also proposed that the full impact of predation has seldom been measured because researchers have concentrated on measuring losses of prey to wolves only. Recently, bear predation on moose calves has been found to be substantial, but there are few studies which examine this phenomenon (Boutin 1992). Messier (1994) also pointed out that grizzly and black bears may be important predators of moose calves during the summer. Seip (1992), too, states that bear predation was a significant cause of adult caribou mortality. These points emphasize that multiple-predator and multiple-prey systems are probably at work in the natural environment, and we must not over generalize a one predator – one prey hypothesis in the attempt to interpret the overall trends of the effects of predation of wolves on large ungulate populations.

Effects of the Second World

Effects of the Second World Outline Thesis statement: Canada participated fully in the Second World War until 1945. Although it emerged triumphant, many problems were witnessed later on. The main problem was cultural integration between immigrants and Canadian natives. This paper analyzes the effects of the Second World.Advertising We will write a custom book review sample on Effects of the Second World specifically for you for only $16.05 $11/page Learn More After participating in the in the Second World War, soldiers came back victorious in 1945 with a lot of optimism and apprehension. Canadian contribution in the war earned it respect from major world powers. The great depression that came after the events of the Second World War left many people depressed and deprived economically. It took the country several years to adjust to the postwar state of affairs. The years between 1945 and 1950 were very important because they are the foundation of modern Canada. The war affected Canadia ns in a number of ways especially in the economic front. The state changed its foreign policy mainly to strengthen diplomatic relations with one of the superpowers- the United States. This meant that previous ties with Britain had deteriorated. Canadian population had increased mainly because of immigration. Other communities sought refuge to Canada because of its peaceful environment. During the Cold War, Canada was forced to participate fully since it was a supporter of capitalism. The Gouzenko Affair was a real test for Canadian authorities. Canada was persuaded to arrest the agent after suspicion that he was involved in spying the government over nuclear technology. Between 1948 and 1957, Canada emerged as one of the influential states in the world politics. The period is popularly referred to as Golden Age. Lester Pearson and Louis St. Laurent are the leaders associated with Canadian fame during the Golden Age. Pearson understood the importance of hegemonic powers in the world affairs since he was a distinguished historian. He later on became the country’s Prime Minister in 1963.Advertising Looking for book review on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More His rule strengthened Canada’s position in the international system (Chapnick 107). Pearson could influence the world powers such as the US and Britain to appreciate Canada’s contribution to the global affairs. For instance, he contributed in the establishment of North Atlantic Organization Treaty (NATO), which is a major political and military organization in the modern world. Canada has never been the same again since 1963. The inconsistencies and conflicts in war torn British controlled regions influenced Canadian population. This is because many people migrated to Canada, which brought about changes in socio-cultural and economic development. Cho argues in her book that Chinese preferred a shift to Canada becaus e they had relatives there. The Second World War caused many social and economic problems in Canada. Soldiers came back with many children implying that the state was unable to provide quality life to all individuals. Cho examines that Chinese and other immigrants were forced to survive at the mercy of the bourgeoisie. Wealthy Canadians mistreated immigrants and other low wage laborers because they had no alternative. Lily Cho elucidates that formation of classes and accumulation of resources worsened the conditions of foreigners in the state. Cultural values were not respected at all. Material accumulation was the priority of each individual meaning that capitalism had taken root in the country. However, the Chinese advanced their culture through meals implying that they prepared rare banquets that distinguished them from other groups in society. Cho shows that Chinese efforts to bolster their culture through food did not prevent them from being oppressed by the powerful in society (Cho 86). The Second World War caused more harm than good to Canadians. Population increased and subsequent struggle for scarce resources contributed to social evils such as crime and prostitution. Cho’s findings are valuable and applicable to the understanding of Canadian history. The only problem with her postulations is that she presents Canadian society as having only a single conflict. Canadian history can be explained in a number of ways. Cho does not discuss the issue of women such as their struggle to freedom. She only focuses on the conflict between Chinese and colonialists.Advertising We will write a custom book review sample on Effects of the Second World specifically for you for only $16.05 $11/page Learn More Chapnick, Adam. The Middle Power Project: Canada and the Founding of the United Nations. McGill: University of British Columbia Press, 2005. Cho, Lily. Eating Chinese: Culture on the Menu in Small Town Canada, cultural spaces. Tor onto: University of Toronto Press, 2010.

Verbs Like Know

Verbs Like Know Verbs Like Know Verbs Like Know By Maeve Maddox Reader Nancy has noticed the following use of know: If Id know this years ago. This is a non-standard use of the verb, possibly an example of dialect. In standard usage known is the past participle called for in this clause: If Id known this years ago†¦ Know belongs to a small group of verbs that have retained their irregular forms: know-knew-(have) known blow-blew-(have) blown grow-grew-(have) grown throw threw (have) thrown The third form in each example is the past participle form used with the helping verbs have and has. The past participle can also be used as an adjective. Here are some examples: Verb use If Id known this years ago, I would have changed my behavior. The wind has blown without cease for three days. I have grown these tomatoes from seed. Billy has thrown a perfect curve ball. Adjective use Elizabeth George is a well-known author. The youth has no known arrests. My car has a blown gasket. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†How Long Should a Paragraph Be?50 Synonyms for â€Å"Villain†

Assessing Reading and Language Instruction Research Paper

Assessing Reading and Language Instruction - Research Paper Example The children will continue to read pictures and to improve their basic comprehension skills. First Grade Observation In my observation of the first grade classroom the students’ desks were setup in groups of six. The teachers’ desk was placed by the classroom door. The room was decorated with many posters and projects that the children had completed. The room had many bulletin boards that were used for classroom jobs and notes that the students could look at like the lunch menu and any important classroom events that they can pass on to their parents. Some bulletin boards were to show off their art work in the other areas of the curriculum. There was an independent reading area, a game area, a listening area for stories and music, an art area and a writing area. There was a section of the classroom that could be used to practice the skills with the other students and/or the teacher. The area for direct reading instruction was in the front of the room but to the left whe re there were many charts with the necessary skills that they are going to learn on the journey to learn reading. The teacher also led shared reading experiences here along with language experience where the students could share a story they â€Å"wrote† to the class. There was also a variety of books of all classifications that they can choose and read from. . Reading Instruction and the Curriculum Used In a first grade classroom Reading is considered a subject where students will learn to use word recognition skills and learn about consonants and vowels through Phonics and the Bottom- up theory to Reading. Reading is a subject that must build on what the children already know. These children will bring what they learned at home from watching their parents reading the newspaper, writing notes and lists, reading the mail they received like they did in preschool and Kindergarten. The teacher will need to assess these children to see what the level they will be at during the sc hool year. The children will need to start to make relationships between the pictures and words and to put these ideas together to understand a story that they are reading. The children will learn that the alphabet is the beginning of words. The first grader learns that letters and their arrangement matters in the words that they are learning and reading. First graders are still emergent readers and they will want to learn how to spell and then write the words that they are learning. The first grade classroom teacher must give plenty of opportunities to read and write words. They will learn that reading and writing is their way of communication. They will learn about the concepts of print and that the print represents the spoken words, they have boundaries, and are read from left to right. (Gunning, 2005) Reading can be taught in the classroom by using direct instruction and by using learning centers that were around the classroom. They will also use learning centers for Art, Music and even Computer education. The children can practice their reading and writing using their Dolch Vocabulary List and continue to practice even more sight words. Using these words the children can read and write notes and letters and drawing pictures. Reading is for exploration. â€Å"When the parents and/or the teacher read to the children they learn and develop vocabulary, expand their experiental background and makes them aware of the language of books and introduces them to basic concepts of print