Growth of the Internet essays

Growth of the Internet essays Growth of the Internet in the Past Ten Years The Internet is a network of networks that allows different computers of all types to communicate with each other. It is becoming more commonly used throughout the world. Since the Internet has become more valuable over the years for people and companies to communicate, it has shown significant development in the past ten years. Starting in the early 90s there were many advances made and the number of the hosts broke 1,000,000. The NSF later lifted the restrictions on commercial use paving the way for Internet commerce. This advancement lead to the first order of a mushroom, pepperoni with extra cheese pizza over the net. Six years later, for 40 million people become connected to the Internet and spend over one billion dollars on Internet shopping malls. By this time, there were over 150 countries connected to the Internet, with the number of computer hosts coming close to ten million. The expansion to almost ten times its size in only six years is tremendous. The Internet is now almost as common as a microwave in the household. By then end of 2002, the number of hosts had grown to over 162 million. This was a growth of over 112,000,000 in the short time of six years. During those six years, many laws were added to help prevent kids from looking at inappropriate sites and to help make shopping (releasing credit card numbers, security, etc.) safer over the Internet. With the Internet growing as fast as it is and more people using it as a way of life, there are going to be many more security issues that need to be addressed. People are learning how to use the Internet to accomplish their every day tasks and eventually business related social interactions, such as department store shopping or grocery shopping, will become fewer and far between. ...

The offence of bad language - Emphasis

The offence of bad language The offence of bad language Finally, a House of Commons report that is a cause for celebration. This is Bad Language: the Use and Abuse of Official Language the result of an investigation into the many ways in which politicians and civil servants may baffle and intimidate readers with their use of jargon-heavy, euphemism-filled waffle. By making such official documents virtually unreadable, the report points out, the public is effectively denied access to political policies that affect them. The committee behind the report are planning to crack down on perpetrators by issuing penalties for instances where poor use of language has damaging results, like a person failing to receive benefits or services they are entitled to. And while their plan is to refer to the offence of bad political language by the rather jargon-y term maladministration, we really cant do anything but applaud these announcements.

Interpretation of the picture Assignment Example | Topics and Well Written Essays - 1250 words

Interpretation of the picture - Assignment Example If viewed from another perspective, the green background can represent the humanity during the era of least civilization. However, as the picture extends further, there is a bright light in form of an ocean that opens up into a bright background. Therefore, this bright background can be compared to how civilization has changed the world into a better place. In this regard, the picture teaches humanity the importance of civilization because the character holding the arrow and the bow are wearing a dark-brown outfit that can be linked to the clothing of humanity before civilization. As such, the picture teaches a man to appreciate civilization because it has made life bright like the bright watery background. On the other hand, the picture shows the tremendous developments that man has gone through since the onset of civilization because the two backgrounds compare the bleak and dull lived in the olden days to the modern bright and exciting life that is also enjoyable and fun. The assu mption on the differences in life existing in the dark-green and the bright backgrounds is also indicated by the facial expression of the character. Although he may give an impression of a relaxed hunter, his overall expression is that of a dull person with no other things cheer him up except for the hunting. Therefore, from the picture, mankind can learn to appreciate civilization that has brought liveliness, brightness as opposed to the dark days when a man only co-existed with the wild animals and only found fun hunting in the bush.

Critical Analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Critical Analysis - Essay Example Healthcare expenditure of the United States constituted almost 17% of the GDP. Healthcare costs rise at a rate faster than the income of the nation. Healthcare costs are expected to rise in future. A control in the rise is the need of the hour as healthcare costs are negatively affecting the growth and economic stability of the nation. Even though health care systems of America are benefited from the investments in healthcare, the heavy increase in healthcare costs, increasing federal deficit and the general economic slowdown are negatively affecting them. Medicare, Medicaid and other health-insurance coverage sponsored by employers are extremely burdened with increasing healthcare costs. Family premiums available for healthcare coverage sponsored by employees also increased, putting trouble on workers as well as employers. Income of workers is growing at a fast rate when healthcare costs are increasing at a fast rate. Medicare and Medicaid and other government systems contribute a b ig chunk of healthcare expenses. However, compared to private insurance government programs are increasing at a slow rate. Enrolment in government programs have increased significantly because of economic recession. Expenditures of government programs have increased considerably these days. The high spending figures is putting government programs under great pressure. Affordable Care Act or The Patient Protection Affordable Care Act signed by US president in 2010 is considered as a highly beneficial healthcare reform (Mantel 221). It is a far-reaching and useful healthcare reform. It is expected to bring good result like what Medicare did. This Act makes the Health and Human Services (HHS) department to offer essential health benefits to people. These benefits should be dispensed through health plans, covering the plans that include in the health insurance markets. However, this process that extends

Racial Diversity of Native Americans Essay Example for Free

Racial Diversity of Native Americans Essay Native Americans were settled in the country before anyone else. But they ended up being the most â€Å"abused† out of any race that ever settled in the country. Native Americans had to fight for land that was originally theirs and sometimes fight just to stay alive. The fight was usually the same too. If it wasn’t against settlers, it was against the government. In some areas, it’s still happening today. Now it’s just with land developers. What has been forgotten is the rich culture that Native Americans possess. There are states that have many towns whose names are originated from Native American names. But they only serve as a small reminder of who used to reside on that land, centuries ago. These people are now residing on reservations that they were forced to move to and some still reside there today. There are small tribes scattered all over the United States, but the larger ones are as such. The Apache Nation still resides in the Southern Plains, Southwest and Southeast of the United States. Cherokee are located in East Tennessee and North Carolina. Cheyenne are in the Plains, along with the Sioux. Chinook reside along the Northwest Pacific Coast. The Iroquois are located in the Northeast of the United States, while Mohawk are primarily in New York. The Navajo Nation is located in New Mexico, Arizona and Utah. Except for a few Native Americans that made it into the history books like Pocahontas (1595-1617); Geronimo (1829-1909); Squanto (1581-1622) and Cochise (1815-1874), the history of the Native American is not one to be proud of. Some of the incidents that they had to endure are: Iroquois, the â€Å"Northeast† Native Americans welcomed some of the first European immigrants in the early 1600’s. They taught the immigrants how to survive in the new world. In return their land was taken or purchased for next to nothing and in the end they were pushed out. Currently, Native Americans living in Virginia are not recognized as Native American because of Walter Ashby Plecker. He was a White Supremacist and the first registrar of the state Bureau of Vital Statistics. He believed the Native Americans had been crossbred with the African American population. So a law was passed in 1912 by the state’s. General Assembly, which stated only two races would be recognized, ‘white’ and ‘colored’. Plecker had so much power that he was able to pressure the local government into reclassifying the Virginia Native Americans as ‘colored’. All of the records of the race were then destroyed. Ironically enough, as a â€Å"Thank you† to the Native Americans, the Indian Citizen Act of 1924 was put in place. The law gave official citizenship to Native Americans across the country. It was done because of the heroic service of many Native Americans during World War I. Native Americans are one the most culture filled races in the world. From totem poles, to peace pipes to even currently dream catchers, all of these things had special meanings and purposes to the Native American people. The Europeans probably appreciated these things initially, but over time they tried to make them all disappear. The more time the Europeans spent with the Native Americans, the more they didn’t like their customs. So eventually the Europeans tried to force their culture on the Native Americans via ‘deculturalization’. Over time, the Native Americans were forbidden to speak their language, practice their religion and cultures. The Europeans even forced the English language on the Native Americans. They were punished or even jailed when they attempted to ignore these new rules that were placed upon them. Native American children were removed from their families and sent to boarding schools, so they were ‘Americanized’. These children were forced to change their hair and wear clothing that felt wrong to them. The process demoralized the Native Americans and broke their spirit. As if the practice of ‘deculturalization’ wasn’t enough, as if these people slowly losing their property to the settlers was not enough, the government took another step in constraining the Natives. President Andrew Jackson decided that the Natives weren’t being pushed out fast or far enough so on May 28, 1830, the Indian Removal Act became a law. The purpose was to make the Natives leave their land all together and move to the area of the country commissioned as ‘Indian Territory’. Initially, it was to be a peaceful, legal trade of property. Trade the property in the Southeast United States for the property in the ‘Indian Territory’. The Natives that did not comply were eventually forced out all together. The Cherokee Nation specifically moved west crossing the Mississippi River from the Southeast. This trek became known as Trail of Tears because approximately 4,000 Cherokee died from starvation, exposure, and illnesses. One of the last battles between the government and the Natives happened in 1890. Disdain towards the ‘white man’ started the sparks flying in South Dakota and it turned into a power struggle over firearms. When the bullets stopped flying, it ended up being one of the worst massacres on record. On December 29, 1890, warriors, women, and children were ferociously slaughtered by the U. S. Cavalry at Wounded Knee, South Dakota. Because the American government’s forces were so much stronger than the Natives, there was really nothing they could do to stop anything the government did. Many tried to appeal to the courts, but the cases were always lost. So the Native Americans did what they could to start over again on the reservations and made it a point to never trust the ‘white man’ again for anything. The United States government decided to resolve issues with Native Americans. One of the first things done was the Indian Reorganization Act, put into law on June 18, 1934. The purpose was to decrease the federal control of Indian affairs and increase Indian self-government and responsibilities. The act encouraged written charters and constitutions giving the Natives the power to handle their own affairs. Also funds were made available for revolving credit programs for the Native Americans for all that were interested in purchasing tribal land, for education and to assist in organizing the tribes. Many tribes and villages accepted the act and moved forward with plans to make improvements for themselves, as well as the tribe. Many improved their economic position, while others did purchase land to expand the acre size of the reservations. Improvements were also made within the health and educational services on the reservations and children were able to go to public schools. Currently there are over 500 recognized tribal governments in the United States. There are currently more than 5 million Native Americans alive today, according to the 2010 census bureau. They are self-governed and considered to be independent people. They are also one of the most resilient people in this country’s history. Even though life on the reservations is still difficult to this day, due to unemployment and high rates of alcoholism, Native Americans have a true spirit of survival. Despite how they were treated when the Europeans got settled, Native Americans always believed that the spirits would always watch over them and bring them over the mountain of despair. And it did. REFERENCES All About History (2002-2013) Native American History. Retrieved by http://www. allabouthistory. org/native-american-history. htm American Indian Heritage Foundation. (2012) Native American Culture. Retrieved by http://www. indians. org/articles/native-american-culture. html Census Bureau. (2012). The American Indian and Alaska Native Population: 2010. Retrieved by http://www.census. gov/prod/cen2010/briefs/c2010br-10. pdf Creations, N. (2013) Native History, Native Experiences- Native Voices of First Nations People. Retrieved by http://firstpeoplesvoices. com/beginning. htm Encyclopedia Britannica. (2013). Indian Reorganization Act. Retrieved by http://www. britannica. com/EBchecked/topic/285946/Indian-Reorganization-Act PBS. (1995). Trail of Tears. Retrieved from http://www. pbs. org/wgbh/aia/part4/4h1567. html The Wild West (2012). War Between the Settlers and The Native American Indians. Retrieved by http://www. the-wild-west. co. uk/war-settlers. htm.

An Economic Analysis of Oregon’s 2007 Road User Fee Pilot Program Essay

I. Introduction and Background The gasoline tax has provided revenue for the Federal and State Highway Trust Fund (HTF) for decades; however, the tax rates have remained stagnate leading to the funds depletion. The HTF is responsible for funding highway and mass transit projects and also maintenance of those projects at the Federal and State level. In 2005 around 80 percent of funding for all projects came from the gasoline tax (Kim, Porter, Whitty, Svadlenak Lareson, Capps, Imholt & Person 2008, pg. 37). Thus, it is vital for the HTF to be a revenue collecting system that can replace the gasoline tax. Oregon has recently begun testing an alternative revenue collection program to fund their HTF. Currently, State gasoline tax is set at 24 cents per-gallon and that is on top of the Federal gasoline tax of 18.4 cents, which only, 18.3 cents is used for roads, the total tax equals to 42.4 cents per-gallon (McMullen, Zhang, & Nakahara, 2010, pg. 360) (Austin & Dinan, 2012 pg.2). The gasoline tax has not been raised in years and is unable to keep up with fuel-efficient technologies. Consequently, the Federal government has had to allocate funds to States HTF for projects along with States having to borrow money form their other accounts. Therefore Oregon proposed the 2007 Road User Fee Pilot Program to test if a vehicle mileage traveled (VMT) tax is a feasible solution to the gasoline tax. Oregon’s propose program is in response to new fuel-efficient vehicles and corporate average fuel economy (CAFE) standards that have forced the automotive industry to rise miles-per-gallon in new vehicles to help combat climate change. It is estimated that CAFE standards have lower the gasoline tax revenue around twenty percent (Austi... ... Evaluation of Oregon's Vehicle-Miles-Traveled Revenue Collection System." Transportation Research Board 2079: 37-44. Print. McMullen, Starr, Lei Zhang, and Kyle Nakahara. "Distributional impacts of changing from a gasoline tax to a vehicle-mile tax for light vehicles: A case study of Oregon." Transport Policy 17: 359-366. Print. Rufolo, Anthony, and Thomas Kimpel. "Responses to Oregon's Experiment in Road Pricing ." Transportation Research Board 2079: 1-7. Print. Thomas, Michael , and Kevin Heaslip. "Technological Change and the Lowest Common Denominator Problem: an Analysis of Oregon's Vehicle Miles Travelled Fee Experiment ." Journal of City and Town Management 2: 1-23. Web. 6 May 2014. Whitty, James. "Oregon's Mileage Fee Concept and Road User Fee Pilot Program: Final Report ." Oregon Department of Transportation 1 Nov. 2007: iv-92. Print.

Manage Personal Work Priorities and Professional Development Essay

Health’s purpose is to provide safe, sustainable, efficient, quality and responsive health services for all Queenslanders, and we have five core values that guide our behaviour: Caring for People: We will show due regard for the contribution and diversity of all staff and treat all patients and consumers, carers and their families with professionalism and respect. Leadership: We will exercise leadership in the delivery of health services and in the broader health system by communicating vision, aligning strategy with delivering outcomes, taking responsibility, supporting appropriate governance and demonstrating commitment and consideration for people. Partnership: Working collaboratively and respectfully with other service providers and partners is fundamental to our success. Accountability, efficiency and effectiveness: We will measure and communicate our performance to the community and governments. We will use this information to inform ways to improve our services and manage public resources effectively, efficiently and economically. Innovation: We value creativity. We are open to new ideas and different approaches and seek to continually improve our services through our contributions to, and support of, evidence, innovation and research. Purpose The Nurse Unit Manager is a registered nurse who is an expert practitioner accountable for the coordination of clinical practice and the provision of human and material resources for the BreastScreen Queensland Mackay Service. Staffing and budget responsibilities Line Management for nursing staff of BreastScreen Queensland Mackay Service Regular analysis and reporting of financial and quality performance activity. Your key responsibilities †¢ Fulfil the responsibilities of this role in accordance with Queensland Health’s core values, as outlined above. †¢ Provide high-level clinical leadership and expertise to the nursing workforce in the delivery of evidence based, contemporary nursing practice, in accordance with the BreastScreen Queensland Program Policy and Standards and the BreastScreen Australia National Accreditation Standards. †¢ Facilitate the coordination and management of client care during the screening and assessment pathway to ensure service delivery is ethical, efficient, effective, client focused and culturally appropriate. Maintain clinical data, undertake analysis of trends in client outcomes, and aid in the establishment of service benchmarks specific to the BreastScreen Queensland Program. Facilitate operational strategies for a work based culture that promotes and supports education, learning, research and workforce development by providing training and development opportunities for staff and participating in performance appraisal and development. †¢ Active involvement in the implementation of National Accreditation Standards at Service Level to ensure Service meets performance indicators. †¢ Participates in the development of a vision/strategy for the BreastScreen Service which is in line with the BreastScreen Queensland Program, District and Queensland Health direction and supports a supportive learning culture. Facilitates in collaboration with staff the implementation, monitoring and review of workplace instructions, guidelines and competencies as applicable. †¢ Maintains current knowledge of professional practice standards and changes, and contributes actively to nursing development.

Manuel Barkan and his contribution to art education

Contemporary generation of young art educators are being introduced to significant figures in the history of art education in their programs of study. In today’s fast-paced environment, it is natural that some of these figures are accepted without question and some are left languishing in history only to be revisited by those interested in revising that history. Manuel Barkan could be considered such a figure. An individual who emerges as a pivotal force in the development of ideas now infused in contemporary art education is Manuel Barkan who in 1965 advocated a then new approach to the curricular content of art education: the use of the roles of the art historian, the art critic, and the aesthetician as well as that of the studio artist. Today these ideas seem so commonplace that it’s difficult to imagine just how radical they were when they were first introduced. The purpose of this paper is to examine Barkan’s work and its effect on contemporary art education in order to understand current practice and philosophy of art education. About half a century ago, Barkan (1962) addressed the importance of historical reflection in an article published in Art Education titled â€Å"Transition in Art Education: Perceptions of Curriculum Content and Teaching† and asserted that he believed the next decade would â€Å"bring some truly fundamental changes in the theory and practice of art education† (Barkan, 1962, p. 12). He went on to say that â€Å"when basic ideas are in the process of transformation, there is and must be an inevitable grinding of opinions one upon the other. There must be inevitable controversy and debate, because old ideas by their very nature, cannot and do not change unless and until they are challenged by new ones† (p. 12). The transformation of which he spoke was the shift from the child-centered approach of the progressive movement to the disciplined-centered approach advocated for general education. Another essential Barkan’s point concerned the kind of behavior a person must learn in order to achieve understanding from the subject being studied. He stated that to learn through art, â€Å"one must act like an artist† (p. 14). Barkan (1962) also spoke of the need to treat children as artists and explained the characteristics of the artist as â€Å"immersion in a medium,† and â€Å"determination †¦ to achieve the discipline and the skills involved† (p. 18). He cautioned against organizing curriculum simply to give students experiences in a wide range of media, an approach he considered â€Å"detrimental to the purposes which art education ought to be trying to achieve† (p. 17). Instead, he thought students should engage is some exploration of media so that they could discover a medium they liked and be able to â€Å"use it to express their ideas† (p. 18). The art room should, in Barkan’s words in the 1962 article, re-create the â€Å"atmosphere of an artist’s studio† (p. 18). In 1965 Barkan proposed a research and development center for aesthetic education to the U.S. Office of Education; the plan called for a consortium of five universities each with research and curriculum development labs (Hubbard, 1971). According to Chapman (1993), the plan was not funded due to the federal government’s position that all of the arts must be included, making the initial plan too complex. Barkan continued to refine the idea. Barkan turned to television as a tool for disseminating resources and curriculum concepts for the teaching of art. By that time, he had begun to work with Laura Chapman, and together they developed Guidelines for Art Instruction through Television for the Elementary Schools for what became National Instructional Television. In 1970, he and Chapman published Guidelines for Curriculum Development in Aesthetic Education as a guide for educators working to develop curriculum materials in music, dance, theater, literature, and the visual arts. Elliot Eisner, writing in a 1971 issue of Studies in Art Education that focused on Barkan’s work, stated that â€Å"throughout his career in art education, Manuel Barkan concerned himself with both the development of more adequate theory and the improvement of the art of teaching art† (p. 4). In fact, Barkan believed that art education could promote a more sensitive understanding of social problems. His first book, A Foundation for Art Education, published in 1955, presented a synthesis of then â€Å"current concepts from psychology, sociology, anthropology, cultural history, philosophy and the arts† (Barkan, 1955, p. vi). According to Chapman (1971), Barkan was concerned with the growing number of sometimes questionable classroom activities that were being justified as forms of creative self-expression. He sought to better define the term in relation to â€Å"concepts about human behavior growing out of research in other fields† (Barkan, 1955, p. vii) and to develop â€Å"a foundation for art education that would rest on a synthesis of this information in the context of operational problems in teaching† (Chapman, p. 40). Barkan’s book was an effort to develop a strong philosophical foundation for art education built upon research in other disciplines. Today, the idea that the curricular content of art education should encompass artmaking, art history, art criticism, and aesthetics is generally widely accepted. Art teachers address these components of art education in a manner that takes into account the nature of the child and the importance of both making and responding to art. Art has become a subject for study, but it retains its ability to teach us about ourselves and the others with whom we share this world. That art education is still engaged in transition is without doubt, and, is in fact, desirable. Postmodern thought, feminist perspectives, and multicultural concerns are but a few of the contemporary issues that influence today’s emerging art educators. However, an understanding of the history of our field and the work of key individuals such as Manuel Barkan can provide insight and guidance as we continue the ongoing â€Å"transition in art education† that he addressed in 1962. Works Cited List Barkan, M. â€Å"A transition in art education.† Art Education, 15.7 (1962): 12-27 Barkan, M. A Foundation for Art Education. New York: The Roland Press, 1955. Chapman, L. H. â€Å"A second look at A Foundation for Art Education.† Studies in Art Education, 13.1 (1971): 40-49. Chapman, L. H. Reflections on the theory and practice of curriculum development in art. Paper presented at the National Art Education Association Convention Super-Session III, Chicago, IL, 1993. Eisner, E. â€Å"Media, expression, and the arts.† Studies in Art Education, 13.1 (1971): 4-12. Hubbard, G. â€Å"The professional leadership of Manuel Barkan.† Studies in Art Education, 13.1 (1971): 70-72.   

The Only Place

The Only Place The Only Place The Only Place By Mark Nichol In spoken English, even the most careful speaker may casually misplace the modifier only in a sentence, as in â€Å"The meeting will only be held if the ordinance passes.† The intended meaning here is that whether the ordinance passes determines whether the meeting is to be held. Literally, however, the sentence indicates that the holding is the only action that will pertain to the meeting if the ordinance passes. (The meeting will not be recorded or reported on, for example, but if the ordinance fails, perhaps these and other things will occur in relation to the meeting.) As the parenthesized sentence before this one demonstrates, the meaning is changed depending the positioning of only: In the original sentence, the meeting is not conditional on the passage of the ordinance, though that is exactly what the speaker or writer means. Therefore, to accurately convey the meaning of the sentence, the word only should appear immediately after the word, phrase, or clause it modifies. Because a speaker can provide stress to the sentence, a listener is unlikely to misunderstand it, but a writer has no such advantage. Ambiguity is not inevitable when misplacing the modifier in written expression, but the careful writer makes the effort to produce a sentence that is syntactically sound. Here is another sentence best expressed with only positioned correctly: â€Å"Are we certain that participants only reside in those neighborhoods?† The significant point appears to be that the participants reside in those places but do not have any other connection to them. The intended meaning, however, is that the â€Å"we† are uncertain whether the participants live only in the specified locations and not in other places. This meaning is best conveyed by writing, â€Å"Are we certain participants reside only in those neighborhoods?† Note the difference in meaning when inserting the modifier only in various positions in the sentence â€Å"Smith said he could only confirm that nine demonstrators were taken into custody.† 1. Only Smith said he could confirm that nine demonstrators were taken into custody. (No one else made the claim that Smith could confirm the information.) 2. Smith only said he could confirm that nine demonstrators were taken into custody. (Smith didn’t say anything else.) 3. Smith said only he could confirm that nine demonstrators were taken into custody. (According to Smith, he is the only one who could confirm the information.) 4. Smith said he only could confirm that nine demonstrators were taken into custody. (Smith could not do anything else but potentially confirm the information.) 5. Smith said he could only confirm that nine demonstrators were taken into custody. (Smith could confirm the information but do nothing else about or to it.) 6. Smith said he could confirm only that nine demonstrators were taken into custody. (Smith could confirm nothing else but the information he provided.) 7. Smith said he could confirm that only nine demonstrators were taken into custody. (Smith was able to specify that nine demonstrators, not another quantity, were arrested, with the implication that other demonstrators were not arrested.) 8. Smith said he could confirm that nine only demonstrators were taken into custody. (This sentence seems to indicate, albeit ungrammatically, that the people arrested were only demonstrators and had no other occupation or pastime.) 9. Smith said he could confirm that nine demonstrators only were taken into custody. (The number of demonstrators arrested was only nine; unlike version number 7, this sentence does not necessarily imply additional demonstrators.) 10. Smith said he could confirm that nine demonstrators were only taken into custody. (The demonstrators were taken into custody, but nothing else pertaining to custody occurred to them.) 11. Smith said he could confirm that nine demonstrators were taken only into custody. (The demonstrators were not taken anywhere except into custody.) 12. Smith said he could confirm that nine demonstrators were taken into only custody. (The demonstrators were taken into a type of custody known as â€Å"only custody†; like version number 8, this sentence is not grammatically correct.) 13. Smith said he could confirm that nine demonstrators were taken into custody only. (Nothing else was done to the demonstrators besides taking them into custody.) The usual placement error for this type of sentence is â€Å"Smith said he could only confirm that nine demonstrators were taken into custody,† where only erroneously precedes the pertinent verb, suggesting that confirmation is all that could be done. However, the point that the stated item of information, and only that item, could be confirmed is correctly stated thus: â€Å"Smith said he could confirm only that nine demonstrators were taken into custody.† (Therefore, version 6 above is the only version suitable to express the intended meaning.) 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 Style category, check our popular posts, or choose a related post below:How Many Tenses in English?20 Words Meaning "Being or Existing in the Past"Adverbs and Hyphens

Acclimate vs. Acclimatise

Acclimate vs. Acclimatise Acclimate vs. Acclimatise Acclimate vs. Acclimatise By Maeve Maddox In my line of work, I’m used to comments that blame American speakers for usage that British speakers find annoying. For example: How is it possible for Americans to create acclimate from acclimatise? The effect on me is far worse than hearing math or off of. I share the commenter’s feelings regarding the redundant and ugly â€Å"off of,† as in â€Å"He fell off of the wagon† but fail to understand why math should bother him. In the case of maths vs math, both are clippings of the â€Å"real† word mathematics. Unlike the ridiculous â€Å"open-mic,† which is presumably intended to be pronounced â€Å"open-mike,† both math and maths conform to English spelling conventions. As for acclimate, the form is not an American creation. The earliest citation of acclimate in the Oxford English Dictionary- from a British printed source- is dated 1792. The earliest OED citation for acclimatize (not acclimatise) is dated 1802. Although acclimate is now labeled â€Å"chiefly US usage,† both forms have a long history in British English. The Ngram Viewer set to â€Å"American English† indicates that acclimatize and acclimate were in about equal use until the 1970s, when acclimate began its rise. Set to â€Å"British English,† the Ngram Viewer shows the two forms in equal use until the period of the American Civil War (1860s), when acclimatize gains ascendancy in British printed books. Set to â€Å"English,† the Viewer shows acclimatize as the dominant form until the 1950s, when it begins to decline. The form acclimate overtakes acclimatize and surpasses it in frequency in the 1980s. Of the spellings acclimatize and acclimatise, the former is more frequent, no matter which Ngram setting- â€Å"English,† â€Å"British English† or â€Å"American English†- is used. The OED entry for the word is not treated like analyze, for example, with British analyse placed first and American analyze second. The only word in red for the entry in the OED is acclimatize. Oxford Dictionaries online acknowledges the s spelling with the note, â€Å"also acclimatise.† The Cambridge online dictionary headword is acclimatize, with a note in parentheses: (UK  usually  acclimatise). A Google search brings up the following results: â€Å"acclimate† 857,000 â€Å"acclimatize† 500,000 â€Å"acclimatise† 424,000 I am not advocating the use of acclimate over acclimatize. Although I am an American speaker, I rather think that acclimatize is the form I would use to talk about something or someone having to become accustomed to new conditions. My intention is simply to point out that this so-called â€Å"Americanism† isn’t one. 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 Misused Words category, check our popular posts, or choose a related post below:How to Format a US Business LetterWriting the CenturyOne "L" or Two?

Metacritical Thinking Essay Example | Topics and Well Written Essays - 2500 words

Metacritical Thinking - Essay Example Researchers incorporating systems thinking embark on investigating the link between the smaller social issues, that is, the contributions each problem segment was making on the overall social problem. According to Checkland and Poulter (2006, p. 27) little isolation between issues are made during the research process. However, connection between the various issues is done towards the end of research. Individual researchers with experience in various sub-sections lead investigation therein. This provides opportunity for the contributing issues to be combed conclusively before being incorporated in solution finding processes. However, it is the connection between the various issues that help understand the real social problems, and therefore lead to development and implementation of best solutions. This form of thought process also includes the parameters of spirituality and the arguments related to existence of god. However, there are exceptions too. In this context it would be relevant to say that in the context of meta-criticism Jean Kilbourne presents excellent example of the term. Jean Kilbourne makes an excellent point in her portrayal of advertisement and its appearance of violence and sexually predatory nature. Blatantly sexist, implied violence and the essence of fear or dominance would be inherent in advertisement of all descriptions from lingerie, to jeans all the way to peanut butter. Jean Kilbourne's essay shows us how much we ignore in the world of advertisement, which simply exemplifies that which we ignore in life as a whole. Either her portrayal of the difference between perceptions of men and women in the various ads, including such concepts as intimacy, violence and innocence would be such as to cause alarm or to cause us to seriously examine the route advertisement is taking in the role of human behaviors. Human behavior is altered by stimuli outside the mind, but absorbed by that same mind. It is this absorpt ion that must be considered when understanding the human psyche. Sexual advertisement has a tendency to increase violence done by men continuously exposed to the ads and the industry continues to use these sexual images for attention magnets. The biggest problem with this now would be the fact that now teenagers and children have become a target audience, resulting in addiction toward images and brands. Her meta-criticism is persuasive and highly motivating backed by relevant informative text. (Kilbourne, 116-7) However, it should be noted that there various schools of Meta-critical thought process and they are generally associated wit cosmological criticism and arguments. The first one, derived from the argument of motion, stipulates that for bodies to be in motion, they have to be moved by other bodies. Since it is contended that the two states of being 'potential' and 'actual' are mutually exclusive, it is not possible for a "mover" and the "moved" to be the same, i.e. automated movement is axiomatically ruled out. Now, based on this contention, if we regress to infinity, then we arrive at the concept of the 'first mover'. Since the 'first' mover, cannot, logically be moved by any 'preceding' body, the former has to 'God'. The second postulate is in terms of the nature of 'efficient causes'. This