Three of the Best Truck Driver Jobs

Three of the Best Truck Driver Jobs The call of the open road beckons to millions of people every year. How do many of them answer? By accepting jobs as truck drivers. While the hours may be long, there are many benefits in truck driving - including job security. After all, the vast majority of the world’s goods are transported over roadways, and drivers are the ones responsible for making that happen every single day. But all truck driver jobs are not created equally. Wondering which are the best gigs? First, it’s important to understand that the term â€Å"best† is relative. Is your priority to gain access to the fabled trucker lifestyle or shorter hours? Big money or additional career enrichment opportunities? Let’s take a look at a few of the main truck driver jobs, along with how to get a leg up when it comes to landing a position.1. Heavy and Tractor-trailer Truck DriversAccording to the United State Department of Labor’s Bureau of Labor Statistics (BLS), there are currently mo re than 1.7 million heavy and tractor-trailer truck drivers on the roads. And with a job outlook of 11 percent during the 10 year period between 2012 and 2022, workers in this industry can expect to remain in demand for years to come.If you’re looking for a decent salary with minimal educational requirements and training, look no further. These drivers - responsible for transporting goods between locations - make an average of just under $40,000 a year with no college degree required. Top drivers, however, can earn up to $60,000!Most trucking companies require that drivers attend professional truck driving school. Once hired, they may also undergo a short term of on-the-job training. Every long-haul trucker is also required to have a commercial driver’s license.If you’re thinking of going this route, keep in mind that it’s generally considered to be a lifestyle choice as much as it is a job. Why? Because drivers are on the roads and away from home for e xtended periods of time. Despite these personal costs, a long-haul trucking job answers a lifetime of dreams for many drivers.2. Delivery Truck Drivers and Driver/Sales WorkersNot interested in a life of traveling the country’s highways and byways? There are trucking jobs for you, too, although opportunities may become less plentiful in the years ahead. There are currently more than 1.2 million delivery truck drivers, but the job outlook is not as strong with just five percent growth - less than the national average - projected over between 2012 and 2022.According to the BLS, delivery truck drivers make an average of just over $27,500 a year and require only a high school diploma or its equivalent.Like long-haul trucking jobs, delivery jobs also include transporting goods, but in a more local context. In addition to simply driving the truck, some delivery workers also have additional sales responsibilities.Also, keep in mind that this delivery truck driving involves far mor e than just the behind-the-wheel part of the job description. Delivery truck drivers also have significant physical responsibilities, such as loading and unloading trucks, as well as handling paperwork.3. Unionized DriversWhile this category doesn’t pertain to a specific type of truck driver, it’s worth mentioning because of the many perks that go along with getting a union job.These drivers typically make the most money while also reaping the best benefits, such as overtime pay, sick leave, and insurance. While union dues may seem costly, the advantages are also strong.If you love to drive, don’t mind long hours on the road, and are looking for a stable job with a decent paycheck and relatively secure outlook for the future, the trucking industry may be for you.

Assessment by Portfolio and Standardized Testing - Smart Custom Writing Samples

Assessment by Portfolio and Standardized Testing - Smart Custom Writing Law in BookLaw refers to the universal guiding principles that give the description of the fundamental nature of a thing, to universal belongings and relationship between things. The â€Å"rule of law† solely depends on uniform usage of laws and the common procedure. This implies that the legal procedure should be separated off from the political processes that the judges and the courts should be independent. It also important to note that law or the legal process is really difficult to sustain. This is due to the fact that powerful forces are always trying to bias law in their direction and it is clear that it has been an easy principle to maintain but very fragile (Jacob, 1998). My understanding concerning black letter law is that it is the established standards for a particular law or orthodoxy. These are the things we always find in text books and comprises of the prepositions that judges are capable of citing argument. Laws or rather the black letter law is vital since it is highly authoritative and can be expected to be applied with high degree of certainty. All the same, â€Å"Law in Action† reminds us that no matter how interesting or elegant a theory might appear to be we must always ask ourselves, â€Å"Why should it matter to the individuals across the world?† Generally, the black letter law can also be referred to as that basic standards or elements of a particular law that can not be disputed. This term is common in the American legal framework but in English law, it is used in referring to areas of law that are characterized by technical rules rather than having conceptual basis. Law in action is our signature approach to understanding the legal education and framework that captures the unique and special role played by most institutions within legal education (Willard, 1968). The law is also based on the conceptual framework that affects all our undertakings. The concept of law in action presents itself any moment that we happen to discuss who we are and who we desire to be. When you join most of the faculties you will always here this phrase and later came to realize that it symbolizes that in order to truly understand the law, you have to understand the law on the books first. It also goes beyond statutes and cases and focuses on how law is applied out there in the community level. "Law in Action" is an orientation that has led to our public status for ground-breaking approaches to both teaching and scholarship. It also embraces our superiority over the years in fields such as legal history, criminal justice, industrial relations, law and society, and proportional institutional money matters. This law offers a challenge to us by combining our expertise and scholarly traditions with the strengths of the great academia of which we are a part, in order to presume national leadership in emerging areas such as bioethics, globalization, and other dimensions of law and technology (Jacob, 1998). Law in Action's Relevance for the Future Our famous law in action still flourishes and develops year by year, and it generally occupies the central position in all our undertakings in connection to our Strategic Plan. "Law in Action" gives us the focus to understand the confrontations of remaining one of the nations unsurpassed law schools. With the help of law in action, it is clear that we will continue to build our national status for distinction and our dedication to the "Law in Action" philosophy. It is a philosophy that has served most Law School graduates well over the past century, and it is one that may prove even more relevant for tomorrow's graduates as we are increasingly being faced with a more multifarious, aggressive, and demanding world. When we look at the famous factious legal case created by Lon Fuller in his article, â€Å"The Case of the Speluncean Explorers,† we find that the case gives us the picture of a group of spelunkers or cave explorers trapped by landslide. It is evident that upon realizing that they are approaching a point when they are going to be faced with starvation, they make radio call to the rescue team and engineers’ estimates that rescue team are likely to take another ten days. The spelunkers are astonished whether they are going to survive for all those ten years. But all in all, after being rescued they are prosecuted for murder and in that case or some moment later Newgarth carries a mandatory death penalty (Paul, King, 1997). As in the case of the policeman and the driver who was driving under the influence of alcohol and begins to argue with the cop when questioned, it is clear that the driver is against the law but pretends not to understand. He is then told by the police that â€Å"That is the law† meaning that where there is no law there is tyranny and oppression. The driver feels that since he is driving his own car it is not necessary to have driving license since it is meant for those driving public vehicle services. This also supports the similar concept of the rule of law† where written law in control of individual behaviors not the whims of a strong man ruler (Jacob, 1998). To conclude, it is evident that the law is meant to safeguard the interest of the general public, their lives, as well as property. And it is also important to note that when the law ends, begins tyranny. Without law in place people are likely to be treated in the manner that is not appropriate since there are those taking law into their hands (Jacob, 1998). References Jacob H. (1998) Law in action: legal frontiers for natural resources planning. Oxford: Oxford University Press Paul, D. and King, E. (1997) Law and the Wisconsin Idea, 47 Journal of Legal Education 297 Willard, H. (1968) Changing Responsibilities of the Law School 1868-1968, Wisconsin L. Rev. 336.

Book of Hosea Essay Example | Topics and Well Written Essays - 1000 words

Book of Hosea - Essay Example God's love is so great that it surpasses the transgressions of the Israelites. With this experience, Hosea has become an authentic and effective prophet of God. The following ideas and interpretation of the Book of Hosea are taken from various sources. The Book of Hosea is divided into two parts. The first part is about the Prophet's Marriage and Its Lesson (Hosea 1:1-3:5). The second part is Israel's Guilt and Punishment (Hosea 4:1-14:9 (New American Bible)). According to John Shelby Spong (2005), Hosea lived at the Northern Kingdom and started being a prophet in the last years of Jeroboam II (786-746 B.C.). There are several speculations about this person. Some say he is a priest while others call him a cult prophet. Spong says Hosea is "very sensitive, emotional man who could pass quickly from violent anger to the deepest tenderness." He is married to Gomer, who caused him so much trouble and pain. She is described as very beautiful and the favourite sex partner of the upper class men. When she became older, she is reduced to a slave. Spong describes it dramatically in the following passage: And one day he went to a slave market sale, and this haggard old woman with matted hair and bloodshot eyes was brought out on the slave auction block, and the crowd around there began to laugh. Who in the world would pay anything for that hag But Hosea recognized that as his wife. And in a strange and bold act he stood up when the bidding was open and he offered the highest price that anyone would pay for the strongest young male servant That's the only way Hosea knew how to begin to restore Gomer's dignity and he brought her to his home, and he installed her as his wife, the head of his household. Such sacrifice could surely not be done by an ordinary sinful and selfish person. This is indeed an impressive way of showing the credibility and sincerity of the message of Hosea to the adulterous Israelites. Got Questions Ministries gives a detailed outline of the Book of Hosea. The main points and subdivisions of the Book are outlined as follows: 1. Author: Hosea "is the only prophet of Israel who left any written prophecies which were recorded during the later years of his life." 2. Date of Writing: "Hosea, the son of Beeri, prophesied for quite some time, from 785 to 725 B.C. The Book of Hosea was likely written between 755 and 725 B.C." 3. Purpose of Writing: The Book is written to show "a loving God whose loyalty to His covenant people is unwavering." Moreover, Richard D. Patterson, in his "Introduction to Hosea: Historical Context," details the milieu when the Book of Hosea and the events therein. The setting is said to be during the eighth century B.C. at the Northern Kingdom. Also mentioned in the Book, four eighth century kings of Judah, thus making the setting to be in Judah. The kings mentioned are: Uzziah (c. 792-740 B.C.), Jeroboam II (c. 792-752 B.C.), Jotham (732 B.C.) and Hezekiah in Judah in (729 B.C.). This shows that Hosea lived a long life and cautioned and encouraged the people of Israel. This also implies that the Israelites are a difficult people to lead and it is only God's great unconditional love that makes them survive the tests of time and pressures from the neighbouring tribes. The era is described as "a period marked by great economic and political success but growing spiritual apostasy." Patterson continues

The Role & Effectiveness of Practical Work & Outdoor Learning in the Dissertation

The Role & Effectiveness of Practical Work & Outdoor Learning in the Teaching & Understanding of Geography for Primary School Students - Dissertation Example ...................... 3.3 Phase 3............................................................................................................................. 3.4 Results............................................................................................................................. 3.5. Discussions..................................................................................................................... 3.6 Ethical Issues................................................................................................................... 3.7 Limitations of Research †¦.............................................................................................. Chapter 4 Results............................................................................................................................... 4.1 Phase 1............................................................................................................................... 4.2 Phase 2........ ....................................................................................................................... 4.3 Phase 3............................................................................................................................... Chapter 5 Discussions......................................................................................................................... 5.1 Phase 1............................................................................................................................... 5.2 Phases 2 & 3...................................................................................................................... 5.3... The paper tells that teaching geography to young school children comes with a number of advantages. It helps young children to build certain core competencies that supports them in their future study and also assists them to become more responsible citizens in the future. â€Å"Geography is about the locations of things. Students (present and future business people, voters and elected officials) should learn how to choose locations and designs for buildings, roads, parks, election districts and other things in ways that are fair, safe and efficient and even beautiful†. On a local level, the students we teach in primary schools deserve to have the ability to discern and take decisions that will help them in future. Although geography's worth is often underestimated in most parts of Britain, it plays a subtle role in the development of national structures in the future. Our school children need to have a good connection with the concepts and ideas of geography in order to fundam ental understanding in the course and make the best use of them after they are out of the educational system and enter their adult lives. Geography also prepares our children for international opportunities. It grants them the provision of knowledge on locations, conditions of places, insight into foreign cultures and interconnections with different parts of the world. â€Å"Throughout the world, geography is a highly regarded field of enquiry†. This assertion supports the position that geography involves learning and is known through pragmatic methods that utilize the senses to analyse and feel things and conclude on them.

The Person Who Inspired My Life Essay Example for Free

The Person Who Inspired My Life Essay â€Å"The strongest influences in my life and my work are always whomever I love. Whomever I love and am with most of the time, or whomever I remember most vividly. I think that’s true, don’t you?† (Tennessee Williams). I pondered this question for some time until I realised that the answer to this is in front of me. Every family has people who influence the lives of the other family members. Often the father’s or mother’s influence is the most important. However, in my family my brother has influenced me the most because I enjoy his company, I respect him, and I can rely on him for good advice. He has all qualities of a good friend and by good friend I mean one that is understanding, but not too sympathetic. My brother will take up for me, but is not afraid to tell me when I am wrong. He is good person to know because he enjoys having fun. He is always up for hiking, fishing, swimming or even road tripping. He also enjoys going to the theatre and when I double date with him he is the one who keeps us laughing at what he says. I respect my brother because he is true to his principles and I have high esteem for his set of values. He had to work his way through university when he could have chosen the easiest way by staying at home. This inspired me to do the same and gave me the strength to pull it off. I hope that I can remain true to my values as my brother has. No matter what happens I know I can rely on his judgement. For instance, when I was getting a lot of pressure from someone and I couldn’t talk to my parents about it, he was the one who listened to my side of the story without an instant condemnation. He never over-reacted to the problem without understanding it. Instead, he listened to my problem, asked me questions and helped me see the way to the solution. I feel like I can always rely on his advices. Although I love and respect my family, I am especially close to my brother. He is enjoyable company and has earned my respect. I know I can rely on him no matter the situation is.

A Prose Analysis of Miltons Sonnet XIX :: essays research papers

A Prose Analysis on Milton's "Sonnet XIX" John Milton, a poet who was completely blind in 1651 wrote "Sonnet XIX" in 1652; this sonnet is his response to his loss of sight. The theme of the sonnet is the loss and regain of primacy of experience. Milton offers his philosophical view on animism and God. Furthermore, "Sonnet XIX" explores Milton's faith and relationship with God. "Sonnet XIX" suggests that man was created to work and not rest. The supportive details, structure, form, and richness of context embodies the theme. The sonnet goes through two phases: the first phase is Milton's question addressed to God, "Why me?" he asked. Then, the second phase offers a resolution to Milton's dilemma. Moreover, the sonnet acts as a self-poem to Milton, himself. In the beginning of the sonnet, Milton suggests that his primacy of experience have been deferred when he became blind. The words, "dark", "death", and "useless" (lines 2-4) describe the emotional state of Milton. His blindness created a shrouded clarity within his mind. Line three, "And that one talent which is death to hide" is an allusion to the biblical context of the bible. Line three refers to the story of Matthew XXV, 14-30 where a servant of the lord buried his single talent instead of investing it. At the lord's return, he cast the servant into the "outer darkness" and deprived all he had. Hence, Milton devoted his life in writing; however, his blindness raped his God's gift away. A tremendous cloud casted over him and darkened his reality of life and the world. Like the servant, Milton was flung into the darkness. Line seven, "Doth God exact day-labor, light denied?" describes the limitations and burdens of a person who has lost his sense of place in life. Obviously, Milton is making a reference to his blindness in relation to line seven. Line seven implies that once the usefulness of a man has diminished, then is man doomed to wasting the rest of his remaining days. In other words, has Milton's handicap made him into an obsolete machine? The quote "To be or not to be,†¦", (Hamlet, Act 3, Scene1) runs through Milton's mind. Shall he struggle and fight in the webs of darkness, or shall he accept defeat. A sense of "dark clarity" - a sinister paradox occupies Milton's mind. His brain was once clear, set, and on task; but now, it is clouded, unorganized, and fragmented. However, in the darkness, a new form of clarity arises. "That murmur. Soon replies, God doth not need Either man's work or his own gifts;" (lines 9-

Jonathan Glover Essay

Jonathan Glover (born 1941) is a British philosopher known for his studies on ethics. He was educated at Tonbridge School, later going on to Corpus Christi College, Oxford. He was a fellow and tutor in philosophy at New College, Oxford. He currently teaches ethics at King’s College London. Glover is a fellow of the Hastings Center, an independent bioethics research institution in the United States. Glover’s book Causing Death and Saving Lives, first published in 1977, addresses practical moral questions about life and death decisions in the areas of abortion, infanticide, suicide, euthanasia, choices between people, capital punishment, and war. His approach is broadly consequentialist, though he gives significant weight to questions of individual autonomy, the Kantian notion that we ought to treat other people as ends in themselves rather than merely as means. He criticises the idea that mere consciousness or life itself are intrinsically valuable: these states matter, he argues, because they are pre-requisites for other things that are valuable and make for a life worth living. There is, then, no absolute sanctity of human life. [1] He criticises the principle of double effect[2] and the acts and omissions doctrine,[3] the notion that there is a huge moral difference between killing someone and intentionally letting them die. In his discussion of real cases of moral decisions about killing he draws on insights from history and literature as well as philosophy. Throughout, the emphasis is on the consequences of moral choices for those affected, rather than on abstract principles applied impersonally. In Humanity: A Moral History of the Twentieth Century, published in 1999, Glover considers the psychological factors that predispose us to commit barbaric acts, and suggests how man-made moral traditions and the cultivation of moral imagination can work to restrain us from a ruthlessly selfish treatment of others. Gaining greater understanding of the monsters within us, he argues, is part of the process of caging and containing them. [4] He examines the various types of atrocity that were perpetrated in the 20th century, including Nazi genocide, communist mass killings under Stalin, Mao, and Pol Pot, and more recent slaughter in Bosnia and Rwanda, and examines what sort of bulwarks there could be against them. He allows that religion has provided bulwarks, which are getting eroded. He identifies three types of bulwark. The two more dependable are sympathy and respect for human dignity. The less dependable third is Moral Identity: â€Å"I belong to a kind of person who would not do that sort of thing†. This third is less dependable because notions of moral identity can themselves be warped, as was done by the Nazis. [5] In The End of Faith, Sam Harris quotes Glover as saying: â€Å"Our entanglements with people close to us erode simple self-interest. Husbands, wives, lovers, parents, children and friends all blur the boundaries of selfish concern. Francis Bacon rightly said that people with children have given hostages to fortune. Inescapably, other forms of friendship and love hold us hostage too†¦ Narrow self-interest is destabilized. â€Å"[citation needed] In 1989 the European Commission hired Glover to head a panel on embryo research in Europe. [6] He is married to Vivette Glover, a prominent neuroscientist. Jonathan is father to three and grandfather to one (father to Ruth, Daniel and David Glover and grandfather to Samuel Glover).

Native American Literature

Indians, we picture them as half naked people causing raucous throughout the land, messing with the settlers, and being completely uncivilized and uneducated. There Is no way that these people could have created stones to be passed down throughout the generations but they did and they still are around to this very day. These oral traditions, or stories that are told by word of mouth, include â€Å"The World on the Turtle's Back†, which explains to us how our world came to be.The story â€Å"Coyote and Buffalo† gives us lessons that easily correlate with the building of a person's hearted, and finally, â€Å"Fox and Coyote and the Whale† persuades us to fight for who and what we love. These tall tales can be Influential to our lives as Americans because the stories tell of lessons that could be essential to all of the human race when it comes to developing one's self to become a better soul. The story called â€Å"World on Turtle's Back† gives us an idea on how the Indians believed the world began.Before there was an Earth there was a skyward. There, a pregnant lady went to dig up the roots from a sacred tree and was then either pushed Into or accidental fallen through a hole that exposed an entire new world underneath. (Page 42, Paragraph 1) As she fell and grasped to the edges of skyward, remnants of soil and roots were attached to her hands. Luckily, as she fell a group of birds caught her on their wingspan and finally laded her down upon a sea turtle's shell.Then, a heroic muskrat brought up soil from deep within the ocean underneath so the fallen lady could set to work creating land. ( Page 42, Paragraph 9) Soon the pregnant woman gave birth to her child, a daughter, and together the two travel around the turtle's back until land was formed. As her child aged she became magically pregnant by the West Wind. Page 42) She then gives birth to twins who constantly quarrel, for they are opposites, good and evil. Together they balance t he world, inventing opposing animals such as the peaceful deer and violent mountain lion. Page 40, Paragraph 2) As the story progresses, it tells of reasons for most common assurances in nature, such as the moon being the twin, as in today's ideas of evil It Is associated with the darkness that comes from the night. The second story Is entitled â€Å"Coyote and Buffalo†. This story expresses to the dalliance various character traits that should be Instilled within a person or avoided. One of these values is to respect others. When coyote kicks the skull of the dead bull, and the bull comes back alive to kill him, it expresses how important it is to treat others the way you would want to be treated. Page 25, paragraph 1) Another lesson it emphasizes Is to listen to what you're told to do, as it is for a reason. When the bull gives coyote the cow, he tells him not to eat It, but coyote does not listen and defies him. (page 28-29) Coyote at this point Is very dishonest and greed y. He thinks that he can get away with eating the cow and perhaps getting another one from the bull, hush leading up to another life lesson, karma. When coyote kills the cow, an old woman tells him that he should not be cooking the cow for that is woman's work.At this point, coyote is being incredibly vain and this woman is being very sneaky and steals all of his food. (Page 28, paragraph 2) This proves that what comes around goes around and that you should let yourself become slobbered, which all people have The last story is called â€Å"The Fox, Coyote, and Whale† and it teaches a lesson on fighting for those you love. Fox's wife, leaves him to be the evil whale that occupies the river. Page 44, Paragraph 1) Fox is so overwhelmed by his love for her that he stops at no cost and risks his life to retrieve her from the whale's possession.While trying to take his wife back, the evil whale attempts to kill Fox, Coyote, and Fox's wife, but Fox loves these people and protects th em over himself and hides them within his pipe, saving them all. (Page 45, Paragraph 1) As Fox's wife gets away from Whale, she feels as if she had been awaken from a spell, for once she is returned to fox she becomes happy again. (Page 45, Paragraph 4) So in other words, love can cast a spell n you causing you to make rash decisions while under its magical powers.Of course, Fox finally forgives his wife, but this proves that you should not cheat on your significant other. So in conclusion, Native American literature is very important to our society. The themes of all of the stories are easily related to everyday life. From the positive moments to the very lows, lessons can be learned from these tales. To the people of Indian cultures these stories are still very relevant to their lives. It is the only surviving history that they have of the prior lives of their relatives, so they must keep it preserved for generations to come. Native American Literature Indians, we picture them as half naked people causing raucous throughout the land, messing with the settlers, and being completely uncivilized and uneducated. There Is no way that these people could have created stones to be passed down throughout the generations but they did and they still are around to this very day. These oral traditions, or stories that are told by word of mouth, include â€Å"The World on the Turtle's Back†, which explains to us how our world came to be.The story â€Å"Coyote and Buffalo† gives us lessons that easily correlate with the building of a person's hearted, and finally, â€Å"Fox and Coyote and the Whale† persuades us to fight for who and what we love. These tall tales can be Influential to our lives as Americans because the stories tell of lessons that could be essential to all of the human race when it comes to developing one's self to become a better soul. The story called â€Å"World on Turtle's Back† gives us an idea on how the Indians believed the world began.Before there was an Earth there was a skyward. There, a pregnant lady went to dig up the roots from a sacred tree and was then either pushed Into or accidental fallen through a hole that exposed an entire new world underneath. (Page 42, Paragraph 1) As she fell and grasped to the edges of skyward, remnants of soil and roots were attached to her hands. Luckily, as she fell a group of birds caught her on their wingspan and finally laded her down upon a sea turtle's shell.Then, a heroic muskrat brought up soil from deep within the ocean underneath so the fallen lady could set to work creating land. ( Page 42, Paragraph 9) Soon the pregnant woman gave birth to her child, a daughter, and together the two travel around the turtle's back until land was formed. As her child aged she became magically pregnant by the West Wind. Page 42) She then gives birth to twins who constantly quarrel, for they are opposites, good and evil. Together they balance t he world, inventing opposing animals such as the peaceful deer and violent mountain lion. Page 40, Paragraph 2) As the story progresses, it tells of reasons for most common assurances in nature, such as the moon being the twin, as in today's ideas of evil It Is associated with the darkness that comes from the night. The second story Is entitled â€Å"Coyote and Buffalo†. This story expresses to the dalliance various character traits that should be Instilled within a person or avoided. One of these values is to respect others. When coyote kicks the skull of the dead bull, and the bull comes back alive to kill him, it expresses how important it is to treat others the way you would want to be treated. Page 25, paragraph 1) Another lesson it emphasizes Is to listen to what you're told to do, as it is for a reason. When the bull gives coyote the cow, he tells him not to eat It, but coyote does not listen and defies him. (page 28-29) Coyote at this point Is very dishonest and greed y. He thinks that he can get away with eating the cow and perhaps getting another one from the bull, hush leading up to another life lesson, karma. When coyote kills the cow, an old woman tells him that he should not be cooking the cow for that is woman's work.At this point, coyote is being incredibly vain and this woman is being very sneaky and steals all of his food. (Page 28, paragraph 2) This proves that what comes around goes around and that you should let yourself become slobbered, which all people have The last story is called â€Å"The Fox, Coyote, and Whale† and it teaches a lesson on fighting for those you love. Fox's wife, leaves him to be the evil whale that occupies the river. Page 44, Paragraph 1) Fox is so overwhelmed by his love for her that he stops at no cost and risks his life to retrieve her from the whale's possession.While trying to take his wife back, the evil whale attempts to kill Fox, Coyote, and Fox's wife, but Fox loves these people and protects th em over himself and hides them within his pipe, saving them all. (Page 45, Paragraph 1) As Fox's wife gets away from Whale, she feels as if she had been awaken from a spell, for once she is returned to fox she becomes happy again. (Page 45, Paragraph 4) So in other words, love can cast a spell n you causing you to make rash decisions while under its magical powers.Of course, Fox finally forgives his wife, but this proves that you should not cheat on your significant other. So in conclusion, Native American literature is very important to our society. The themes of all of the stories are easily related to everyday life. From the positive moments to the very lows, lessons can be learned from these tales. To the people of Indian cultures these stories are still very relevant to their lives. It is the only surviving history that they have of the prior lives of their relatives, so they must keep it preserved for generations to come.

How to Help Kids Learn Digraphs in Spelling and Sounds

How to Help Kids Learn Digraphs in Spelling and Sounds Digraphs are two letters that make a third letter sound, when combined, such as ch or sh. Many sight vocabulary words use digraphs, which may provide a springboard for exploring these letter pairs when helping students learn to read new and unfamiliar vocabulary.   When considering a spelling program and how to best help children learn the sounds of the English language, you will need to choose words that help them understand all of the 44 sounds. Part of those 44 sounds include the digraphs. It is also important to distinguish letter digraphs from letter blends, which are letters commonly paired whose individual sounds are created in concert, such as sl, pl, pr, sr, etc.  Often, children with disabilities have difficulty hearing and distinguishing letter blends, but consonant digraphs are easier because even the voiced and unvoiced digraphs (th) are made in the same way, with tongue placement in the same place. Often, students who have problems with identifying and/or hearing digraphs are also struggling with hearing (hard of hearing) or articulating (apraxia) the letter sound.  Students with these difficulties should be referred to audiologists or speech-language pathologists for assessment and/or services. The consonant digraphs are: ch, sh, th, ng (final sound) ph, and wh. Strategies for Teaching Common Words With Digraphs Introducing the Sound Use decodable books with consonant digraphs to introduce the sounds.  Use picture cards (chew, chop, chin, etc.)  to introduce the sounds.Use a double ch letter card with other letter cards to build words.  Have students build the same words with an individual pocket chart. Practicing the Sound Word Sorts:  Put lots of words with paired initial sounds in squares.  Have them cut out the words and paste them under the consonant digraph, i.e. chs include chip and ship, shop and chop.   Sounds Sound: ch as in chew Initial ch sound:  chew, chop, chips, choice, chance, chain, champ, chase, cheer, cheek, cheat, chase, chalk, choose Final ch sound: touch, each, reach, coach, ditch, ouch, beach, teach, ditch, lunch Sound: sh like in shy or rush Initial sh:  shadow, shade, shine, shop, shell, shout, shrub, shut, share, shower Final sh:   push, rush, fresh, wish, wash, fish, dish, trash, ash, rash Sound: the unvoiced th as in this the, then, they, there, their, this, them, these, that, though Sound: the voiced th as in thin thin, think, thick, thank, theft, thumb, tooth, truth, with, width Sound: wh as in why why, where, what, when, while, wheel, white, which, wheat, whistle Final Sound ng as in ring sing, sang, wing, bang, clang, bong, dung, sung, mung, clung, cling Sound:  ph as in phone Phillip, phantom, phonics, phase, phlox

History of the US Congressional Gag Rule

History of the US Congressional Gag Rule The gag rule was a legislative tactic employed by southern members of Congress beginning in the 1830s to prevent any discussion of slavery in the House of Representatives. The silencing of slavery opponents was accomplished by a resolution first passed in 1836 and renewed repeatedly for eight years. The suppression of free speech in the House was naturally deemed offensive to northern members of Congress and their constituents. What came to be widely known as the gag rule faced opposition for years, most notably from former president John Quincy Adams. Adams, who had been elected to Congress following one frustrating and unpleasant presidential term in the 1820s, became the champion of anti-slavery sentiment on Capitol Hill. And his stubborn opposition to the gag rule became a rallying point for the growing abolitionist movement in America. The gag rule was finally rescinded in December 1844. The tactic had been successful in its immediate goal, the silencing of any debate about slavery in Congress. But in the long term, the gag rule was counterproductive... The tactic came to be viewed as patently unfair and undemocratic Attacks upon Adams, which ranged from attempts to censure him in Congress to a constant stream of death threats, eventually made his opposition to slavery a more popular cause. The heavy-handed suppression of debate over slavery heightened  the deepening divide in the country in the decades before the Civil War. And the battles against the gag rule worked to bring abolitionist sentiment, which had been considered a fringe belief, closer to the mainstream of American public opinion. Background to the Gag Rule Compromises over slavery had made the ratification of the United States Constitution possible. And in the early years of the country, the issue of slavery was generally absent in Congressional debates. One time it arose was in 1820 when the Missouri Compromise set a precedent about the addition of new states. Slavery was being made illegal in the northern states in the early 1800s. In the South, thanks to the growth of the cotton industry, the institution of slavery were only getting stronger. And there seemed to be no hope of abolishing it through legislative means.   The U.S. Congress, including nearly all members from the North, accepted that slavery was legal under the Constitution, and it was an issue for the individual states. However, in one particular instance, Congress did have a role to play in slavery, and that was in the District of Columbia. The district was ruled by Congress, and slavery was legal in the district. That would become an occasional point of debate, as congressmen from the North would periodically urge that slavery in the District of Columbia be outlawed. Until the 1830s, slavery, as abhorrent as it may have been to many Americans, was simply not discussed much in the government. A provocation by abolitionists in the 1830s, the pamphlet campaign, in which anti-slavery pamphlets were mailed to the South, changed that for a time. The issue of what could be sent through the federal mails suddenly made anti-slavery literature a highly controversial federal issue. But the pamphlet campaign fizzled out, as mailing pamphlets which would be seized and burned in southern streets were seen as simply impractical. And anti-slavery campaigners began to rely more on a new tactic, petitions sent to Congress. The right of petition was enshrined in the First Amendment. Though often overlooked in the modern world, the right to petition the government was held in very high regard in the early 1800s. When citizens began sending anti-slavery petitions to Congress, the House of Representatives would be confronted with the increasingly contentious debate about slavery. And, on Capitol Hill, it meant pro-slavery legislators began to seek a way to avoid dealing with the anti-slavery petitions entirely. John Quincy Adams in Congress The issue of petitions against slavery, and the efforts by southern legislators to suppress them did not begin with John Quincy Adams. But it was the former president who brought great attention to the issue and who persistently kept the matter controversial. Adams occupied a unique place in early America. His father, John Adams, had been a founder of the nation, the first vice president, and the country’s second president. His mother, Abigail Adams, was, like her husband, a dedicated opponent of slavery. In November 1800 John and Abigail Adams became the original inhabitants of the White House, which was still unfinished. They had previously lived in places where slavery was legal, though waning in actual practice. But they found it particularly offensive to look from the windows of the president’s mansion and see groups of slaves working to build the new federal city. Their son, John Quincy Adams, inherited their abhorrence of slavery. But during his public career, as a senator, diplomat, secretary of state, and president, there hadn’t been much he could do about it. The position of the federal government was that slavery was legal under the Constitution. And even an anti-slavery president, in the early 1800s, was essentially forced to accept it. Adams lost his bid for a second presidential term when he lost the very bitter election of 1828 to Andrew Jackson. And he returned to Massachusetts in 1829, finding himself, for the first time in decades, with no public duty to perform. Some local citizens where he lived encouraged him to run for Congress. In the style of the time, he professed to have little interest in the job but said if the voters chose him, he would serve. Adams was overwhelmingly elected to represent his district in the U.S. House of Representatives. For the first and only time, an American president would serve in Congress after leaving the White House. After moving back to Washington, in 1831, Adams spent time becoming familiar with the rules of Congress. And when the Congress went into session, Adams began what would turn into a lengthy battle against southern pro-slavery politicians. A newspaper, the New York Mercury, published, in the issue of December 21, 1831, a dispatch about events in Congress on December 12, 1831: Numerous petitions and memorials were presented in the House of Representatives. Among them were 15 from the citizens of the Society of Friends in Pennsylvania, praying for the consideration of the question of slavery, with a view to its abolition, and for the abolition of the traffic of slaves within the District of Columbia. The petitions were presented by John Quincy Adams, and referred to the Committee on the District. By introducing the anti-slavery petitions from Pennsylvania Quakers, Adams had acted audaciously. However, the petitions, once they were sent to the House committee which administered the District of Columbia, were tabled and forgotten. For the next few years, Adams periodically presented similar petitions. And the anti-slavery petitions were always sent into procedural oblivion. In late 1835 southern members of Congress began to get more aggressive about the issue of anti-slavery petitions. Debates about how to suppress them occurred in Congress and Adams became energized to fight the efforts to stifle free speech. On January 4, 1836, a day on which members could present petitions to the House, John Quincy Adams introduced an innocuous petition related to foreign affairs. He then introduced another petition, sent to him by citizens of Massachusetts, calling for the abolition of slavery. That created a stir in the House chamber. The speaker of the house, future president and Tennessee congressman James K. Polk, invoked complicated parliamentary rules to prevent Adams from presenting the petition. Throughout January 1836 Adams continued to try to introduce anti-slavery petitions, which were met with an endless invocation of various rules to ensure they wouldn’t be considered. The House of Representatives bogged down completely. And a committee was formed to come up with procedures to handle the petition situation. Introduction of the Gag Rule The committee met for several months to come up with a way to suppress the petitions. In May 1836 the committee produced the following resolution, which served to completely silence any discussion of slavery: â€Å"All petitions, memorials, resolutions, propositions, or papers, relating in any way, or to any extent whatsoever, to the subject of slavery or the abolition of slavery, shall, without being either printed or referred, be laid on the table and that no further action whatever shall be had thereon.† On May 25, 1836, during a heated Congressional debate on the proposal to silence any talk of slavery, Congressman John Quincy Adams tried to take the floor. Speaker James K. Polk refused to recognize him and called on other members instead. Adams eventually got a chance to speak but was quickly challenged and told the points he wished to make were not debatable. As Adams tried to speak, he was interrupted by Speaker Polk. A newspaper in Amherst, Massachusetts, The Farmer’s Cabinet, on June 3, 1836 issue, reported on the anger shown by Adams in the May 25, 1836 debate: â€Å"At another stage of the debate, he appealed again from a decision of the Speaker, and cried out, ‘I am aware there is a slave-holding Speaker in the Chair.’ The confusion which ensued was immense.â€Å"Affairs having gone against Mr. Adams, he exclaimed Mr. Speaker, am I gagged or not? â€Å" That question posed by Adams would become famous. And when the resolution to suppress talk of slavery passed the House, Adams received his answer. He was indeed gagged. And no talk of slavery would be allowed on the floor of the House of Representatives. Continuous Battles Under the rules of the House of Representatives, the gag rule had to be renewed at the outset of each new session of Congress. So over the course of four Congresses, a span of eight years, the southern members of Congress, along with willing northerners, were able to pass the rule anew. Opponents of the gag rule, most notably John Quincy Adams, continued to battle against it whenever they could. Adams, who had acquired the nickname â€Å"Old Man Eloquent,† frequently sparred with southern congressmen as he would try to bring the subject of slavery into House debates. As Adams became the face of opposition to the gag rule, and to slavery itself, he began to receive death threats. And at times resolutions were introduced in Congress to censure him. In early 1842, a debate over whether to censure Adams essentially amounted to a trial. Accusations against Adams and his fiery defenses appeared in newspapers for weeks. The controversy served to make Adams, at least in the North, a heroic figure battling for the principle of free speech and open debate. Adams was never formally censured, as his reputation probably prevented his opponents from ever gathering the necessary votes. And in his old age, he continued to engage in blistering rhetoric. At times he baited southern congressmen, taunting them over their ownership of slaves. The End of the Gag Rule The gag rule persisted  for eight years. But over time the measure was seen by more and more Americans as essentially anti-democratic. Northern members of Congress who had gone along with it in the late 1830s, in the interest of compromise, or simply as a surrender to the power of the slave states, began to turn against it. In the nation at large, the abolitionist movement had been seen, in the early decades of the 19th century, as a small band on the outer fringe of society. Abolitionist editor  William Lloyd Garrison had even been attacked on the streets of Boston. And the Tappan Brothers, New York merchants who often financed abolitionist activities, were routinely threatened. Yet, if the abolitionists were widely viewed as a fanatical fringe, tactics like the gag rule made the pro-slavery factions appear just as extreme. The suppression of free speech in the halls of Congress became untenable to northern members of Congress. On December 3, 1844, John Quincy Adams put forth a motion to rescind the gag rule. The motion passed,  by a vote in the House of Representatives of 108 to 80. And the rule which had prevented debate over slavery was no longer in force. Slavery, of course, was not ended in America until the Civil War. So being able to debate the issue in Congress did not bring an end to slavery. Yet, by opening up a debate, changes in thinking were made possible. And the national attitude toward slavery was no doubt affected. John Quincy Adams served in Congress for four years after the gag rule was rescinded. His opposition to slavery inspired younger politicians who could carry on his fight. Adams collapsed at his desk in the House chamber on February 21, 1848. He was carried to the speakers office and died there the following day. A young Whig congressman who had been present when Adams collapsed, Abraham Lincoln, was a member of the delegation which traveled to Massachusetts for the funeral of Adams.

Ernest Rutherford Assignment Example | Topics and Well Written Essays - 250 words

Ernest Rutherford - Assignment Example Eventually, he came up with the term half-life as the time it takes for the radioactive materials to disintegrate. Earnest‘s contribution in nuclear physics has contributed to a great deal in the area of modern physics and chemistry (Weisstein 1). The concept of radioactivity, especially the alpha, beta, and gamma rays is the basis of understanding how solar radiation reaches the earth and the overall effect on atmospheric temperature. Earnest found that gamma rays were of high frequencies and if they reached the earths surface, the temperatures could be high and unbearable for the inhabitants. On the other hand, the discovery of the nucleus of individual elements is the basis for the modern nuclear energy (Mahanti 1). The concept is useful in providing alternatively cleaner sources of energy. According to CENTER FOR HISTORY OF PHYSICS AT AIP, Ernests experiments have a significant effect on my understanding of how X-rays work. X-rays, as one of the elements of the electromagnetic spectrum, is useful for me to an individual for diagnosis of bone fractures and checking on my internal organs. On the other hand, sun’s irradiation on the earth is an issue affecting every person. The intensity of global warming and climate change requires good knowledge of how the sun irradiates the earths surface. Discovery of nuclear physics is also the basis of modern energy thus useful in my understanding of providing alternatives to non-renewable sources of energy (Henley, Ernest, and Stephen 23). CENTER FOR HISTORY OF PHYSICS AT AIP. Alpha Particles and the Atom Rutherford at Manchester, 1907–1919. 2015. Web. Accessed from

Reflection Assignment Example | Topics and Well Written Essays - 2000 words

Reflection - Assignment Example As such, the three aspects which will be focused upon within this brief analysis will be that of motivation, the relevance and importance of understanding and leveraging conflict to create positive movement, and perhaps most importantly the role in which a manager/leader must play in fostering and developing a more appreciable understanding of ethics and the means by which it applies to the workplace. Perhaps the most salient and important aspect of ethics that has changed was presented within the text is with regards to how the manager is ultimately responsible for ensuring the an ethical appreciation is fostered within the culture of the firm/entity in question. As such, ethics have become differentiated upon the terms of both personal and systemic. If one briefly considers the way that a large company handled business back before the turn of the century they would come to note that the company placed a high degree of emphasis on honesty of the employees and/or shareholders as a fu ndamental requirement that might be espoused. However, namely missing from such an ethical interpretation of company needs would be the reciprocal understanding that it was the sworn duty of the form to exhibit such a level of ethical responsibility with regards to both the employees as well as the end consumer. In this way, ethical considerations of the previous era were more focused on profitability and how the company may wish to safeguard its assets, inclusive of employees, while completely disregarding the ethical responsibilities that management/leadership espoused with relation to the rest of the system. This should of course not be understood to mean that all firms during this time were disrespectful to the ethical considerations that they must necessarily espouse to the customer or to the shareholder/employee. Rather, the level of emphasis, as it exists today was not to such a highly evolved, regulated, and legislated mandate that it has subsequently reached within the past several decades. Applying this understanding of managerial ethics to a particular case study, this level of ethical understanding as a function of profitability is perhaps the single most important reality that must be considered with regards to the global economic collapse 2007/2008. Rather than the shareholders and managers of the situation paying particular attention to the ethical ramifications of their actions, profitability was ultimately championed as the greater good in each and every situation. Due to the fact that management was fully aware of the situation that was taking place and did absolutely nothing to bring these concerns to light, these individuals are ethically and morally culpable to a very high degree. Although it is not the determination of this particular analysis to shed blame with regards to global financial collapse of 2007/2008, it must be understood that an ethical interpretation of the event demands that all parties be analyzed in an unbiased manner. Wi thin such an understanding, the manager must engage in a level of ethical oversight at each and every turn as a means of ensuring that the individuals and