Recent Legal History of the Death Penalty in America

Recent Legal History of the Death Penalty in America While capital punishment – the death penalty – has been an integral part of the American judicial system since the colonial period, when a person could be executed for offenses like witchcraft or stealing grapes, the modern history of American execution has been shaped largely by political reaction to public opinion. According to data on capital punishment collected by the federal government’s Bureau of Justice Statistics, a total of 1,394 people were executed under sentences handed down by federal and state civilian courts from 1997 to 2014. However, there have been extended periods in recent history during which punitive death took a holiday. Voluntary Moratorium: 1967-1972 While all but 10 states allowed the death penalty in the late 1960s, and an average of 130 executions per year were being carried out, public opinion turned sharply against the death penalty. Several other nations had dropped the death penalty by the early 1960s and legal authorities in the U.S. were starting to question whether or not executions represented cruel and unusual punishments under the Eighth Amendment to the U.S. Constitution. Public support for the death penalty reached its lowest point in 1966, when a Gallup poll showed only 42% of Americans approved of the practice. Between 1967 and 1972, the U.S. observed what amounted to a voluntary moratorium on executions as the U.S. Supreme Court wrestled with the issue. In several cases not directly testing its constitutionality, the Supreme Court modified the application and administration of the death penalty. The most significant of these cases dealt with juries in capital cases. In a 1971 case, the Supreme Court upheld the unrestricted right of juries to both determine guilt or innocence of the accused and to impose the death penalty in a single trial. Supreme Court Overturns Most Death Penalty Laws In the 1972 case of Furman v. Georgia, the Supreme Court issued a 5-4 decision effectively striking down most federal and state death penalty laws finding them arbitrary and capricious. The court held that the death penalty laws, as written, violated the cruel and unusual punishment provision of the Eighth Amendment and the due process guarantees of the Fourteenth Amendment. As a result of Furman v. Georgia, more than 600 prisoners who had been sentenced to death between 1967 and 1972 had their death sentences commuted. Â   Supreme Court Upholds New Death Penalty Laws The Supreme Courts decision in Furman v. Georgia did not rule the death penalty itself to be unconstitutional, only the specific laws by which it was applied. Thus, the states quickly began to write new death penalty laws designed to comply with the courts ruling. The first of the new death penalty laws created by the states of Texas, Florida and Georgia gave the courts wider discretion in applying the death penalty for specific crimes and provided for the current bifurcated trial system, in which a first trial determines guilt or innocence and a second trial determines punishment. The Texas and Georgia laws allowed the jury to decide punishment, while Floridas law left the punishment up to the trial judge. In five related cases, the Supreme Court upheld various aspects of the new death penalty laws. These cases were: Gregg v. Georgia, 428 U.S. 153 (1976)Jurek v. Texas, 428 U.S. 262 (1976)Proffitt v. Florida, 428 U.S. 242 (1976)Woodson v. North Carolina, 428 U.S. 280 (1976)Roberts v. Louisiana, 428 U.S. 325 (1976) As a result of these decisions, 21 states threw out their old mandatory death penalty laws and hundreds of death row prisoners had their sentences changed to life in prison. Execution Resumes On January 17, 1977, convicted murderer Gary Gilmore told a Utah firing squad, Lets do it! and became the first prisoner since 1976 executed under the new death penalty laws. A total of 85 prisoners - 83 men and two women - in 14 U.S. states were executed during 2000. Current Status of the Death Penalty As of January 1, 2015, the death penalty was legal in 31 states: Alabama, Arizona, Arkansas, California, Colorado, Delaware, Florida, Georgia, Idaho, Indiana, Kansas, Kentucky, Louisiana, Mississippi, Missouri, Montana, Nevada, New Hampshire, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, and Wyoming. Nineteen states and the District of Columbia have abolished the death penalty: Alaska, Connecticut, District of Columbia, Hawaii, Illinois, Iowa, Maine, Maryland, Massachusetts, Michigan, Minnesota, Nebraska, New Jersey, New Mexico, New York, North Dakota, Rhode Island, Vermont, West Virginia, and Wisconsin. Between the reinstatement of the death penalty in 1976 and 2015, executions have been carried out in thirty-four states. From 1997 to 2014, Texas led all death penalty-legal states, carrying out a total of 518 executions, far ahead of Oklahoma’s 111, Virginia’s 110, and Florida’s 89. Detailed statistics on executions and capital punishment can be found on the Bureau of Justice Statistics’ Capital Punishment website.

How to Make a Reaction Paper

How to Make a Reaction Paper How to Make a Reaction Paper How to Make a Reaction Paper Well-Structured and Interesting How to make a reaction paper? It is the first question that appears in a students mind when he or she gets such a task. It is quite obvious why it is so! Although a reaction paper is not a large academic paper (it should be no larger than 5 pages), its writing takes some time. It is not just expressing of a students thoughts about something he or she has read or seen. It should be a well-structured, clear paper that fulfills all the requirements of a certain format. So, how to make a reaction paper in such a way that it will be a really good academic paper? The tips given in this article will help you cope with such a task! How to make a reaction paper well-structured? You should keep in mind that any reaction paper should consist of 3 main constituent parts: the introduction, the main body and the conclusion. These parts should be interrelated. Each of them should contain certain information. The main aim of the intr oduction is to introduce a topic of your reaction paper. So, in this part you should state what you are discussing. You should mention, first of all, what your paper is based on:the title of a book (an article, a research paper or some other reading) or a movie; the name of the author (the writer, the scientist) or the director; the publication data or the place of the shooting (of a movie). Highlight the main points of the work: what it is about, what problems it touches upon. A thesis statement of your reaction paper should also be stated in the introduction.The main body should consist of several paragraphs each of that support your thesis statement. Here you discuss the issue concerned, express your attitude to the authors opinion (you may agree or disagree with his or her viewpoint or you may even add something). The conclusion should summarize your reaction paper: restate your ideas or express your overall impression about the work. How to make a reaction paper i nteresting? You should understand that your reaction paper should not only be well-organized but interesting as well. So, how to make a reaction paper interesting?Use various examples concerning the issue. They may be from your personal experience. Use different quotations from the work. They can not only prove your opinion but also make the problem more clear for the audience. So, this information will help you answer the question how to make a reaction paper really good? If you do not know how to write a reaction paper and look for help, you are welcome to address us! We can always provide you with professional help in writing any kind of assignment papers, in particular reaction papers.

Management in Brazil Assignment Example | Topics and Well Written Essays - 500 words

Management in Brazil - Assignment Example Most of these firms operate under the economies of scale. There is no use of state of the art advance management practices. The situation is no different from the government owned large cooperation. Most of the managers in these co-operations are educated and come for the high social class group. The managers in these large co-operations act like their counterparts in smaller institutions, lack the necessary education in commensurate management. Issues to do with culture and business size limit are the limiting facts to management and are evident in most organization in Brazil. The family owned business the management is centralized around the family. In the middle level cooperation’s, there is no in between levels and the top management is by the owners of the business. The private organizations show very small levels of departments. The structure makes management in Brazil to be very authoritarian. The management is paternalistic and exploits employees mainly in terms of their security, safety and physiological needs. As a result, labor unions are becoming stronger and stronger each day that passes. The unions are advocating better employee working conditions and servicers. The above development has given rise to more firms adopting human and resource management. However, the department is limited to employees alone. Their role makes them to be viewed more as agents of the employees rather than a member of the managing team of the greater organization. The role of women in Brazilian firm’s management is limited. Women have been sideline in management and the main reason given by John Theodor is the Brazilian culture. There are also few women in the professions that are considered necessary to make top management position in an organization. The human and resource department also lack policies to encourage women to join the management as affirmative action. Existing managers in Brazil

Organizational Behavior Concepts Of Wal-Mart Essay

Organizational Behavior Concepts Of Wal-Mart - Essay Example This essay states that Wal-Mart transformed the retail industry. It is sheer size, growth and profitability of Wal-Mart that it is in a position to define corporate trends. It is now in a position that it can dictate and perfect the nature of discount stores. Wal-Mart has the image of a friendly, all-American company employing happy workers and smiling greeters who are eager to help and grateful to work at Wal-Mart. As a globalizing force, Wal-Mart exerts influence on the regional, local and national economy. It has restructured the American workforce and consumer behavior. Its basic strategies revolutionized the global retail industry and led Wal-Mart to unprecedented heights. Human resource management is a stronghold of Wal-Mart as right from the inception they did not believe in allowing or forming a union. They felt it was detrimental to the interest of the company and the union only fed itself from both the management and the labors. They believed in exhorting their own people, motivating them through incentives and awards such as company stocks by which they could also make up for the low wages. However, while they claim that the associates are in effect their partners, the high staff turnover and the numerous litigation cases against the company is sufficient evidence of how power is concentrated at the top. Organization culture should serve to strengthen the company and not impact it negatively. In conclusion, Wal-Mart may have a strong culture, but it is most often imposed.

Shakespeares Wicked Kings Essay Example for Free

Shakespeares Wicked Kings Essay The audience learns quite a lot about Richardss personality agenda and beliefs from the opening soliloquy that he makes.  Richard is discontent with the state of peace in which England is in at the time. In battle he may perhaps have been a formidable warrior who used to fright the souls of fearful adversaries. War may have been what he was good at, and considering he is related to King Edward he was probably a general in the Wars of the Roses. This means that now there are no more battles to be fought, and Richard has a lot of time on his hands. He has no delight to pass away the time The audience learns some shocking things about Richardss views on love and loyalty in the soliloquy. Richard is a very bitter man and because of his deformity, feels that he can not pass the time by flirting and other things to do with women. He is a very disloyal person and probably would have a bad relationship with a woman because he wants to set his brother Clarence and the king in deadly hate the one against the other so that they eliminate each other and he can take control and run things how he sees fit. He is willing to betray his own family to meet his ends. He is not much for pastimes such as strutting before a wanton ambling nymph or sportive tricks as his deformity prevents him from participating in such activities as he is lame. He has little time or respect for people that he thinks are fools, or who are better than him through having no deformity. The audience also learn that he thinks very little of his brothers as he is willing to have them be at each others throats. He also doesnt think too much of their intelligence. He had a prophecy made up which says that G of Edwards kin will kill him. He is that G, the Duke of Gloucester and the audience believe that he must think that his brothers are very stupid not to see his deliberate mistake his prophecy. He thinks very little of himself or his body as he is deformed. His deformity makes him unable to caper nimbly in a ladys chamber. He has no dignity thanks to his deformity as even dogs bark at me as I halt by them. He is unable to participate in sport, have relationships with women, or have dignity. This understandably has warped his mind and he decides that since I cannot prove a lover then he is determined to prove a villain. He does however have a high opinion of his intelligence. This apparent from his deliberate mistake and the fact that when his prophecy is made known to Edward, Clarence (whose first name is George and therefore the G in the prophecy) is almost immediately arrested.  His effect on the audience is initially one where they feel sorry for him being bitter as his deformity is causing him much grief. Later on the audience learn that he is arrogant and scheming but can back up his intelligence as it would take great organisational skill to have Clarence arrested so quickly.

Dr. Faustus Essay - Pride, Insolence and the Fall of Doctor Faustus

Pride, Insolence and the Fall of Doctor Faustus  Ã‚   As a highly revered individual - a doctor of theology who is also involved in liberal arts, medicine and law - Doctor Faustus possesses limitless knowledge. Nonetheless, unfortunately the more people know the more curious, thirsty and greedy for knowledge they become. Thus, wanting to know more and therefore, gain supernatural power, Faustus creates his own fall through pride, insolence and child-like behavior - the by-products of the dominating id that overpowers the superego in this particular case. The above excerpt was provided to make the student aware of the focus of the essay, the complete paper begins below: "...Man builds towels of the spirit from which he may survey larger horizons that those of his class, race and nation. This is a necessary human enterprise. Without it man could not come to his full estate. But it is also inevitable that these towers should be Towers of Babel, that they should pretend to reach higher than their real height; and should claim a finality which they cannot posses," quotes Sylvan Barnet in his introduction to Christopher Marlowe's "Doctor Faustus" (xiv). Doctor Faustus lives in such pretension. Due to Faustus' extraordinary, celebrated, restless and insatiable mind that differs from the ordinary minds, the quote above stands as the basic premise for Marlowe's play. As a highly revered individual - a doctor of theology who is also involved in liberal arts, medicine and law - Doctor Faustus possesses limitless knowledge. Nonetheless, unfortunately the more people know the more curious, thirsty and greedy for knowledge they become. Thus, wanting to know more and therefore, gain supernatural power, Faustus creates his own fall th... ...ioned by his immediate circumstances...He wants to be man. He is not content with his truth. He seeks the truth...His restless mind seeks to comprehend the meaning of all cultures so that he may not be caught within the limitations of his own" (xiv). Works Cited and Consulted Beddow, Michael. Thomas Mann: Doctor Faustus. Cambridge: Cambridge, 1994. Carnegy, Patrick. Faust as Musician: A Study of Thomas Mann's Novel Doctor Faustus. London: Chatto & Windus, 1973. Guerin, Wilfred L., Earle Labor, Lee Morgan, Jeanne C. Reesman, John R. Willingham. A Handbook of Critical Approaches to Literature. 4th ed. Oxford: Oxford UP, 1999. Marlowe, Christopher. Doctor Faustus. Ed. Sylvan Barnet. New York: Signet Classic, 1969. Russell, Jeffrey Burton. The Prince of Darkness: Radical Evil and the Power of Good in History. Ithaca: Cornell University Press, 1988.

The Discovery of DNA

It is amazing how important things are being discovered by persons who spend most of their lives dedicated to research. It is perhaps more amazing how a scientist discovers one thing while trying to discover other things. Imagine if no one was patient enough to conduct experiments to prove their assumptions. If that was the case, we would not know today that DNA is the genetic material. This paper will discuss how DNA was discovered, its structure and the scientists who contributed to the discovery.Deoxyribonucleic acid (DNA) is considered as the molecular blueprint of life that can be passed to the next generation. It was discovered in 1953 (University of Georgia, 2007) from experiments seeking to understand bacterial pneumonia which claimed many lives during the twentieth century. During these experiments, researchers stumbled into discoveries which later on became the reagents for further experiments leading to the discovery of DNA as the genetic material (O’Connor, 2008).D NA looks like a twisted ladder wherein rungs are secured by two out of four molecules that are interlocking. These molecules are nucleic acid bases. The four molecules include thymine, adenine, cytosine, and guanine (University of Georgia, 2007). Certain scientists have been notable for conducting experiments leading to the discovery of DNA. One of these was Oswald Avery whose team was trying to find out how to treat lobular pneumonia. From his experiments, he proved that DNA indeed carries genetic information.During that time, many people believed that the gene would be made up of protein and not nucleic acid (WGBH, 1998). Another scientist which contributed to DNA discovery was Frederick Griffith who, in 1928, conducted an experiment utilizing pneumonia bacteria and mice. Recent studies pointed that Griffith’s experiment was one of many others hinting that DNA was the hereditary material. Griffith assumed from his experiment, wherein he used a smooth (S) and rough (R) strai ns of Streptococcus pneumoniae on a mice, that polysaccharide coating was the cause of the illness to the mice.Further into his experiment, he found out that something in the living cell, and not the polysaccharides, caused the disease. Later on he speculated that the R strain bacteria he injected into the mice has absorbed the dead S strain bacteria’s genetic material. Furthermore, he speculated that the protein contained in the chromosomes was not the genetic bacteria due to the finding that heat denatures protein (Biology at Clermont College, n. d. ). At first, Avery was skeptical of the results of Griffith’s experiment. However, other researchers further studied Griffith’s findings.In 1931, Sia and Dawson found out that transformation, a process wherein one strain absorbs the genetic material of another strain and becomes that bacterium, could also take place in liquid cultures of pneumococci and mice. In 1948, Linus Pauling found out that proteins are shape d in alpha helix, which looks like a spring coil. Another significant discovery took place two years later, when Erwin Chargaff discovered an important foundation of the description of DNA: nitrogen bases in DNA varied, but some bases occur in one-to-one ratio.Pauling’s findings have further aroused interest into two researchers, namely: Francis Crick and James Watson. They were not the only ones interested in studying DNA. Maurice Wilkins and Rosalind Franklin from London were also studying DNA. Franklin discovered the possibility that DNA can occur in two forms. It depends on the humidity of the air. Franklin figured out that the molecule’s phosphate was located on the outside. Watson and Crick, determined to redeem their studies after a failed model, conceptualized that there are two chains of nucleotides in the molecule.These two chains were in a helix, as what Franklin has discovered, but one chain was moving to the opposite direction of another. Furthermore, they believed that the strands of DNA molecule served as the template for the other. The strands separate during cell division. In addition, a new half is built on each strand. The team found out that this was the way DNA reproduces without change in its structure (WGBH, 1998). The discovery of DNA was considered as the most important biological work and it has paved the way for further experiments and studies. Crick and Watson won the Nobel Prize for their findings. References Biology at Clermont College. (n.d). DNA structure and function. Retrieved January 30, 2009, from http://biology.clc.uc.edu/courses/bio104/dna.htm O’Connor, C. (2008). Discovery of DNA as the hereditary material using Streptococcus pneumoniae. Nature Education, 1(1). University of Georgia. (2007). Study suggests how DNA building block might have formed. Retrieved January 30, 2009, from http://www.world-science.net/othernews/071102_adenine.htm WGBH. (1998). Watson and Crick describe structure of DNA. Retrieved January 30, 2009, from http://www.pbs.org/wgbh/aso/databank/entries/do53dn.html

Principal’s Role in Teachers Motivation

INTRODUCTION The principal or leader of any learning institution is the key component in creating an effective school. In creating an effective school, the principal must be effective in his role as a leader. The principal is the centre of attention and will be observed by teachers, students and parents. In addition, the principal is the one who should lead by example. Then it is of utmost importance that the principal exhibits qualities of an effective leader that are conducive to creating an effective school. School culture and the relationship that the parents, teachers and students have with the school have been linked closely to school effectiveness. According to Sergiovanni (2000), most successful leaders will tell you that getting the culture right and paying attention to how parents, teachers and students define and experience meaning are two widely accepted rules for creating effective schools. O’Hanlon and Clifton (2004) posit that the principal is on stage all the time and must be effective in maintaining order and establishing a sense of integrity for the school. Having an effective school can be seen as the ‘life blood’ of every principal and highlights the type of leadership style used by the principal to bring about such a school. In addition, school effectiveness results in teachers’ satisfaction and a high level of academic achievement by the students. An effective school is seen as one that promotes the progress of its students in a broad range of intellectual, social and emotional outcomes, where students progress further than might be expected from knowledge of their backgrounds (Sammons et al. , 1995). STATEMENT OF PROBLEM The purpose of this study is to identify the role of principal in creating an effective school. PURPOSE OF THE STUDY We can all remember childhood moments when at school, the principal would announce at full assembly the outstanding performance of some athletes or the spelling team for achieving first place in the spelling competition. The expression on the faces of the principal, teachers and students is evidence that the school has achieved something great. It is moments like these that we vividly remember and recall the events with much joy and anticipation. However school effectiveness and the principal’s role are of major concern to principals, teachers, students and parents. For some concern parents, the principal is the deciding factor when it comes to the school that their child will attend. If the principal is one that they believe to have good leadership qualities, they will be comfortable that their child or children will do well at that particular school. It would be extremely difficult for schools to be effective if they are characterised by ineffective leaders or low achieving students. Literature clearly states that a strong leader and high student achievement are clear indicators of an effective school. An effective principal supports high student achievement and ensures that staff makes worthy contributions towards the school being effective (O’Hanlon & Clifton, 2004). This research paper will be guided by the following questions: What are the factors influencing school effectiveness? What are the qualities of an effective principal? How does school effectiveness impact on student achievement? SIGNIFICANCE OF THE STUDY This paper seeks to show the importance of the role of the principal in creating an effective school. It will also examine the qualities needed by the principal in order to create an effective school and points out that the student is first priority in an effective school. Research of this topic will also provide educators, researchers and policy holders with a better understanding of effective schools and principal leadership and how they can improve on these areas. This study will also examine the views of the teachers, students and parents in relation to the relationship between school effectiveness and principal leadership. DEFINITION OF TERMS It is important that the following terms be defined in the context in which they are used in this paper: Effective school- achieves exceptional academic performances and engenders students who are disciplined and well-rounded. Role- a socially expected behavioural pattern usually determined by an individual’s status in a particular society Principal- a person who has controlling authority or is in a leading position School culture- a set of common understandings for organizing actions and language and other symbolic vehicles for expressing common understandings Student achievement- refers to academic success by a student LITERATURE REVIEW Significant efforts have been made in recent times to establish a relationship between effective schools and principal leadership. This is supported by Rice (2010) as she cites Horng et al. , (2009) who states that for decades, the principal has been recognized as an important contributor to the effectiveness of the school and furthermore the principal constitutes the core of the leadership team in school and influences a variety of school outcomes which include student achievement, through their recruitment and motivation of quality teachers and the ability to identify and articulate school vision and goals. Ubben et al. , (2011) define an effective school as one that is achieving high and equitable levels of student learning. They further state that there are seven correlates of an effective school which are as follows: 1. Clear School Mission 2. High Expectations for Success 3. Instructional Leadership 4. Frequent Mentoring of Student Progress 5. Opportunity to Learn and Time on Task 6. Safe and Orderly Environment 7. Home/School Relations Edmonds and Lezotte (2008) offer another perspective of an effective school. They state that 95 percent or more of the students at each grade level must demonstrate minimum academic mastery and are prepared to succeed in the next grade anywhere in the United States, there shall be no significant difference in the proportion of students demonstrating minimum academic mastery as a function of socioeconomic class and the above two conditions must be obtained for a minimum of three consecutive years. Sergiovanni (2009) posits that an effective school is understood to be a school whose students achieve well in basic skills as measured by achievement tests. He also opines that an effective school is one with a shared covenant clearly articulating the school's core values and providing a standard by which actions will be judged (Sergiovanni, 1992).

What Creates the Tides and Determines Their Timing

What Creates the Tides and Determines Their Timing The gravitational pull of the moon and the sun creates tides on the earth. While tides are most commonly associated with oceans and large bodies of water, gravity creates tides in the atmosphere and even the lithosphere (the surface of the earth). The atmospheric tidal bulge extends far into space but the tidal bulge of the lithosphere is limited to approximately 12 inches (30 cm) twice a day. The moon, which is approximately 240,000 miles (386,240 km) from the earth, exerts a greater influence on the tides than does the sun, which sits 93 million miles (150 million km) from the earth. The strength of the suns gravity is 179 times that of the moons but the moon is responsible for 56% of the earths tidal energy while the sun claims responsibility for a mere 44% (due to the moons proximity but the suns much larger size). Due to the cyclic rotation of the earth and moon, the tidal cycle is 24 hours and 52 minutes long. During this time, any point on the earths surface experiences two high tides and two low tides. The tidal bulge that occurs during high tide in the world ocean follows the revolution of the moon, and the earth rotates eastward through the bulge once every 24 hours and 50 minutes. The water of the entire world ocean is pulled by the moons gravity. On the opposite side of the earth simultaneously there is a high tide due to the inertia of the ocean water and because the earth is being pulled toward the moon by its gravitational field yet the ocean water remains left behind. This creates a high tide on the side of the earth opposite the high tide caused by the direct pull of the moon. Points on the sides of the earth between the two tidal bulges experience low tide. The tidal cycle can begin with high tide. For 6 hours and 13 minutes after high tide, the tide recedes in what is known as ebb tide. 6 hours and 13 minutes following high tide is low tide. After low tide, the flood tide begins as the tide rises for the next 6 hours and 13 minutes until high tide occurs and the cycle begins again. Tides are most pronounced along the coastline of the oceans and in bays where tidal range (the difference in height between low tide and high tide) is increased due to the topography and other factors. The Bay of Fundy between Nova Scotia and New Brunswick in Canada experiences the worlds greatest tidal range of 50 feet (15.25 meters). This incredible range occurs two times ever 24 hours 52 minutes so every 12 hours and 26 minutes theres a single high tide and a low tide. Northwestern Australia is also home to very high tidal ranges of 35 feet (10.7 meters). Typical coastal tide range is 5 to 10 feet (1.5 to 3 meters). Large lakes also experience tides but the tidal range is often less than 2 inches (5 cm)! The Bay of Fundy tides are one of 30 locations worldwide where the power of tides can be harnessed to turn turbines to produce electricity. This requires tides greater than 16 feet (5 meters). In areas of higher than usual tides a tidal bore can often can be found. A tidal bore is a wall or wave of water that moves upstream (especially in a river) at the onset of high tide. When the sun, moon, and the earth are lined up, the sun and moon are exerting their strongest force together and tidal ranges are at their maximum. This is known as spring tide (spring tides are not named from the season but from spring forward) This occurs twice each month when the moon is full and new. In the first quarter and third quarter moon, the sun and moon are at a 45Â ° angle to each other and their gravitational energy is diminished. The lower than the normal tidal range that takes place at these times are called neap tides. Additionally, when the sun and moon are at perigee and are as close to the earth as they get, they exert a greater gravitational influence and produce greater tidal ranges. Alternatively, when the sun and moon as far as they get from the earth, known as apogee, tidal ranges are smaller. The knowledge of the height of tides, both low and high, is vital for many functions, including navigation, fishing, and the construction of coastal facilities.

Pathetic Fallacy

Pathetic Fallacy Pathetic Fallacy Pathetic Fallacy By Mark Nichol Is a pathetic fallacy really all that pathetic? Although some literary critics condemn the technique, the person who coined the phrase was attacking not its use but its overuse. Pathetic fallacy is the association of feelings, sensations, or thoughts to inanimate objects, such as when a writer describes a cruel sea or a brooding cliff or an unyielding boulder. Nineteenth-century critic John Ruskin wasn’t being pejorative when he first described the concept; pathetic, in his usage indeed, in its original sense refers not to something pitiful, as the dominant modern connotation implies, but to something associated with feeling. (Pathos, the Greek word from which pathetic is derived, means â€Å"emotion, experience, or suffering.†) Pathetic fallacy also applies to scientific and technical contexts. For example, the widely misquoted and misunderstood statement â€Å"Information wants to be free† imputes a motive to information. (The entire comment by technology writer Stewart Brand has been manifested variously, including this version: â€Å"Information wants to be free. Information also wants to be expensive. . . . That tension will not go away.†) However, as the noted philosopher-warrior Yoda sagely observed, â€Å"Try not. Do, or do not. There is no try.† Strictly speaking, no inanimate object or phenomenon can attempt something; it can only accomplish or fail to accomplish it. But even scientific and technical writers often indulge in poetic license, describing how, for example, electricity tries to complete a circuit, as if the force were engaged in an endeavor prompted by a cognitive cue. That’s not too far removed from, for example, a novelist’s or a poet’s reference to icy fingers of gusting wind trying to penetrate a ramshackle cabin during a blizzard. So, don’t hesitate to employ pathetic fallacy ascribing emotion to phenomena (â€Å"Nature abhors a vacuum†) is a sensible analogy, and sensible and subtle literary use is likely to be effective and unobtrusive but put your critical faculties on full alert to recognize when overreaching produces purple prose or poesy. 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 Fiction Writing category, check our popular posts, or choose a related post below:50 Idioms About Talking30 Baseball IdiomsWhat is an Anagram?

Eyewitness error Assignment Example | Topics and Well Written Essays - 1000 words

Eyewitness error - Assignment Example Since, the attained information is either inadequate or poorly collected whereby those who facilitate the entire process before litigation commences present questions to the interviewee towards a certain direction when interrogating eyewitnesses (Wise, Dauphinais & Safer, 2007). This prompts eyewitnesses to err while delivering the essential information meant to help judges and those arbitrating the case impose unnecessary charges on the defendant (Tillman v. State, 2011). Therefore, information collection as well as representation during ligation process ought to consider proper legislative process, which this study seeks to present based on certain given cases (Kenneth Adams v. State, 1993). Mainly, this legislative action entails eliminating eyewitness errors coupled with considering essential issues that characterize criminal cases, for instance, crime control and due process (Wise, Dauphinais & Safer, 2007). To eliminate eyewitness errors, legal system ought to adopt the most ef fective method meant to extract the required information. This will ensure the convicted serve just sentences. In addition, it will ensure the entire process observes the involved parties’ rights, which the law dictates despite their role pertaining to the case. Therefore, this entails utilizing proficient officers to interrogate eyewitness and not excluding the service of eyewitness experts, for instance, psychologists (Tillman v. State, 2011). However, psychologists ought to be proficient in their field to the extent of being able to proffer the required information based on reliable scientific background and pertinent to the case supposed to undergo litigation process (Tillman v. State, 2011). In my opinion, the best solution or approach in eliminating numerous eyewitness errors that characterize litigation process is by employing Tripartite solution (Wise, Dauphinais & Safer, 2007). In this solution, the initial step entails considering eyewitness’ testimony during the litigation process, which is also supported in the Tillman v. State case (Tillman v. State, 2011). Since, this enables the jury and those arbitrating cases to understand essential facts that may be difficult especially in the field judges are not conversant with, for instance, psychology (Martire & Kemp, 2009). Therefore, the eyewitness expert ought to be capable of proffering adequate information coupled with being proficient in the field, which will help him or her deliver reliable and pertinent informatio, hence deliver information or essential facts regarding the eyewitness from psychological perspective which may pose a task especially to the law enforcement officers. This is evident in Tillman v. State’s case though Dr. Malpass failed to present clear and convincing facts intended to prove the testimony he claimed to have a strong scientific base and be pertinent to the case (Tillman v. State, 2011). Therefore, to ensure reliability of any information by eyewitness expert, the proponent ought to prove his or her (1) expertise employed is legitimate, (2) testimony lies within the required scope, and (3) uses the field’s principles (Tillman v. State, 2011). The second step entails adopting effective procedures when extracting the required information to act as eyewitness evidence (Wise, Dauphinais & Safer, 2007). This is via employing scientifically proven procedures that will not only encourage the eyewitness to deliver the

OSI Layer Assignment Example | Topics and Well Written Essays - 1750 words

OSI Layer - Assignment Example However, other similar system programs are not included in the scope of OSI model; however they perceive an end user's typing into a Layer 1 demand (Holmes, 2011; RingofSaturn, 2011). In other words, the application layer works as an interface between users and network. Thus, it allows the users to access network operational services. In addition, this layer holds a multiplicity of required processes: (Microsoft, 2011)   5 PRESENTATION LAYER 6 The presentation layer offers a range of encoding and encryption processes that are applied to the data received from application layer. The purpose of these processes is to make sure that information received from the application layer of one system will be understandable to the application layer of another system. In addition, it works as a translator of the network since it translates the data to be accessible to the system’s application layer. ... In this scenario, the complexity and size of a network transport protocol completely depends upon the kind of service which is presented to it by the network layer. In addition, for a trustworthy network layer with virtual circuit potential, a negligible transport layer is necessary. On the other hand, if the network layer is untrustworthy and/or simply facilitates datagram transitions method, the transport protocol should encompass widespread error discovery and recovery methods.  Moreover, the transport layer is responsible for carrying out following tasks: 8 NETWORK LAYER 9 Network layer offers freedom from data transfer technology and routing concerns, masks peculiarities of data transport medium from higher layers and offers switching and routing processes to create, uphold, and end network layer links and transfer data among various users. In this scenario, the network layer is mainly responsible for controlling the processes of the subnet, and making a decision that which ph ysical path the data should be based upon, main concerns of service, and other aspects. In addition, network layer of OSI model carries out following tasks: (Fairhurst, 2001; Fairhurst, The Internetwork Protocol (IP), 2008; Microsoft, 2011) 9 DATA LINK LAYER 10 The data link layer is the place where logical data and information (for example network IP addresses) are actually interpreted into the electrical pulses that move over the physical layer. In addition, ATM, Frame Relay and DSL follow Data Link layer mechanisms. Additionally, the OSI model data link layer offers error-free communication of data frames from one node to another network node over the physical layer, permitting layers above it to suppose virtually error-free data and network