Who Do We Think We Are Essay Example For Students

Who Do We Think We Are? Essay 1Who Do We Think We Are?Capital Punishment is the penalty of death for a crime. The most common criminals who are executed are convicted murderers. What message is that sending? The use of capital punishment sends the message that murder is okay, as long as it is applied to the right person. The application of capital punishment in our society is hypocritical. It has no place in the judicial system. The way we handle the punishment of capital crimes is pathetic! There are other ways to punish criminals outside of taking their lives, but we, for some reason, feel the need to play the exterminator. The people who commit capital crimes are not animals to be exterminated. They are human. They deserve the same breath that everyone else takes. If a person commits a heinous crime then that person is obviously not normal. That person is obviously in need of mental help and, we should help these criminals instead of hurting them (religioustolerance.org). Criminals have families and friends wh o care about them. Why should the innocent bystanders be punished because of anothers actions? Killing anyone, for any reason, only brings on more pain and suffering than is necessary. We should recognize the problems in 2our society and heal those problems instead of placing a temporary fix on a permanent problem. Capital punishment is excessive and unnecessary. Killing a criminal only solves one problem and causes many more. The one problem it solves is the criminal is no longer walking the streets. Encarceration would serve the same purpose. If the criminal is encarcerated then he/she no longer poses a direct threat to society, so killing him/her would be overkill (pardon the pun). It causes other problems because the criminal was executed merely out of retribution. Sort of an eye for an eye. Actions like this only keep hatred and condemnation flowing in society (progress.org). We will write a custom essay on Who Do We Think We Are? specifically for you for only $16.38 $13.9/page Order now A punishment can only be called a deterrent if it is performed consistantly and promptly. There are three reasons why capital punishment cannot be performed with any consistancy or promptness. 1) The number of convicted murderers sentenced to death are small, and of that number, an even smaller number are actually executed2)Manditory death sentences are unconstitutional (Woodson v. North Carolina, 1976). 3)A considerable time between the imposition of the death sentence and the actual execution is unavoidable. If a person is going to premeditate a capital crime, he/she is not going to be concerned with the punishment he/she will recieve. Instead, they are actually concentrating on how they will commit the crime. Even after that they are not thinking of the 3consequences, they now are thinking of how they will evade detection and capture by the police. The severest of punishments will not deter these criminals. If a capital crime is commited in the heat of the moment, when most capital crimes actually are, the criminal is not thinking correctly, he/she can not actually contemplate what will happen as a result of commiting the crime. Every human being on this planet has a breaking point, and everyone is capable of murder. When someone reaches that point there is no punishment capable of deterring them. Some capital crimes are commited as a result of being under the influence of drugs or alcohol. The criminals who commit these capital crimes are obviously not in a right frame of mind and should not be executed. This is not to say they shouldnt be held accountable for their actions, this is merely saying they do not deserve to lose their own life. They may not even be conscious of the action they are committing, so how could they possibly consider the consequences?There are also other, underlying, situations when capital crimes are commited. Here are a few:Mentally ill individuals who have little or no regard for the consequence of their actions. .ue8f4898e688624cae61de891d769a8b3 , .ue8f4898e688624cae61de891d769a8b3 .postImageUrl , .ue8f4898e688624cae61de891d769a8b3 .centered-text-area { min-height: 80px; position: relative; } .ue8f4898e688624cae61de891d769a8b3 , .ue8f4898e688624cae61de891d769a8b3:hover , .ue8f4898e688624cae61de891d769a8b3:visited , .ue8f4898e688624cae61de891d769a8b3:active { border:0!important; } .ue8f4898e688624cae61de891d769a8b3 .clearfix:after { content: ""; display: table; clear: both; } .ue8f4898e688624cae61de891d769a8b3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue8f4898e688624cae61de891d769a8b3:active , .ue8f4898e688624cae61de891d769a8b3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue8f4898e688624cae61de891d769a8b3 .centered-text-area { width: 100%; position: relative ; } .ue8f4898e688624cae61de891d769a8b3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue8f4898e688624cae61de891d769a8b3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue8f4898e688624cae61de891d769a8b3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue8f4898e688624cae61de891d769a8b3:hover .ctaButton { background-color: #34495E!important; } .ue8f4898e688624cae61de891d769a8b3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue8f4898e688624cae61de891d769a8b3 .ue8f4898e688624cae61de891d769a8b3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue8f4898e688624cae61de891d769a8b3:after { content: ""; display: block; clear: both; } READ: Has Political Islam Failed in Algeria? EssayBrain-damaged individuals who experience periods of uncontrollable rage and sometimes killPolitical terrorists who are acting for either a religion or a leader of a group that 4honors its martyrs. Professional hit-men who are ONLY focused on evading captureOther than professional hit-men, few of the people mentioned are actually in a rational state of mind when they commit their crimes. Death as a deterrent is an unrealistic idea for these individuals because either they cannot conceive what they are doing is wrong, or they are not thinking of the consequences of thier actions (www.religioustolerance.org). Capital punishment in California, as in every other state, is more expensive than a life imprisonment sentence without the opportunity of parole. These costs are not the result of frivolous appeals but rather the result of Constitutionally mandated safeguards that can be summarized as follows: Juries must be given clear guidelines on sentencing, which result in explicit provisions for what constitutes aggravating and mitigating circumstances. Defendants must have a dual trialone to establish guilt or innocence and if guiltya second trial to determine whether or not they would get the death penalty. Defendants sentenced to death are granted oversight protection in an automaticappeal to the state supreme court. These constitutional safeguards translate into: a more extensive jury selection procedure 5a four fold increase in the number of motions fileda longer, dual trial process more investigators and expert testimony more lawyers specializing in deathpenalty litigation and automatic, mandatory appeals Since there are few defendants who will plead guilty to a capital charge, virtually every death penalty trial becomes a jury trial with all of the above necessary requirements and expenses. David Ericksons study of Los Angeles County breaks down the cost of a capital trial and compares it with the costs of a murder trial where the death penalty is not sought. The following schedule is a summary of Ericksons cost study of a death penalty trial inLos Angeles County only. (deathpenalty.org)If the cost of incarceration on death row and the cost for the mandated appeal to the State Supreme Court were added to the above capital trial expenses, the cost would increase to an estimated 2.5 to 3 million dollars per execution. If the cost of incarceration of an inmate sentenced to life imprisonment without parole were added to the above non-6capital trial expenses, which is less expensive than confinement of an individual on death row, the cost of life in prison without parole would increase to an estimated 1 to 1.5 million dollars. Prisoners are executed in the United States by any one of five methods; in a few jurisdictions the prisoner is allowed to choose which one he or she prefers. These are the methods of capital punishment in use in mid-1997. The traditional mode of execution, hanging, is an option still available in Delaware, New Hampshire and Washington. Death on the gallows is easily bungled: If the drop is too short, there will be a slow and agonizing death by strangulation. If the drop is too long, the head will be torn off. Two states, Idaho and Utah, still authorize the firing squad. The prisoner is strapped into a chair and hooded. A target is pinned to the chest. Five marksmen, one with blanks, take aim and fire. Throughout the twentieth century, electrocution, has been the most widely used form of execution in this country, and is still utilized in eleven states. The condemned prisoner is led or dragged into the death chamber, strapped into the chair, and electrodes are fastened to head and legs. When the switch is thrown the body strains,jolting as the voltage is raised and lowered. Often smoke rises from the head. There is the awful odor of burning flesh. No one knows how long electrocuted individuals retain consciousness. .ue3f99297aeaf7c66099f65752cead539 , .ue3f99297aeaf7c66099f65752cead539 .postImageUrl , .ue3f99297aeaf7c66099f65752cead539 .centered-text-area { min-height: 80px; position: relative; } .ue3f99297aeaf7c66099f65752cead539 , .ue3f99297aeaf7c66099f65752cead539:hover , .ue3f99297aeaf7c66099f65752cead539:visited , .ue3f99297aeaf7c66099f65752cead539:active { border:0!important; } .ue3f99297aeaf7c66099f65752cead539 .clearfix:after { content: ""; display: table; clear: both; } .ue3f99297aeaf7c66099f65752cead539 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue3f99297aeaf7c66099f65752cead539:active , .ue3f99297aeaf7c66099f65752cead539:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue3f99297aeaf7c66099f65752cead539 .centered-text-area { width: 100%; position: relative ; } .ue3f99297aeaf7c66099f65752cead539 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue3f99297aeaf7c66099f65752cead539 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue3f99297aeaf7c66099f65752cead539 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue3f99297aeaf7c66099f65752cead539:hover .ctaButton { background-color: #34495E!important; } .ue3f99297aeaf7c66099f65752cead539 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue3f99297aeaf7c66099f65752cead539 .ue3f99297aeaf7c66099f65752cead539-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue3f99297aeaf7c66099f65752cead539:after { content: ""; display: block; clear: both; } READ: John Steinbeck (811 words) Essay7In 1983, the electrocution of John Evans in Alabama was described by an eyewitness as follows: At 8:30 p.m. the first jolt of 1900 volts of electricity passed through Mr. Evans body. It lasted thirty seconds. Sparks and flames erupted from the electrode tied to Mr. Evans left leg. His body slammed against the straps holding him in the electric chair and his fist clenched permanently. The electrode apparently burst from the strap holding it in place. A large puff of grayish smoke and sparks poured out from under the hood that covered Mr. Evans face. An overpowering stench of burnt flesh and clothing began pervading the witness room. Two doct ors examined Mr. Evans and declared that he was not dead. The electrode on the left leg was re-fastened. Mr. Evans was administered a second thirty second jolt of electricity. The stench of burning flesh was nauseating. More smoke emanated from his leg and head. Again, the doctors examined Mr. Evans. They reported that his heart was still beating, and that he was still alive. At that time, I asked the prison commissioner, who was communicating on an open telephone line to Governor George Wallace, to grant clemency on the grounds that Mr. Evans was being subjected to cruel and unusual punishment. The request was denied. At 8:40 p.m., a third charge of electricity, thirty seconds in duration, was passed through Mr. Evans body. At 8:44, the doctors pronounced him dead. The execution of John Evans took fourteen minutes. Afterwards, officials were embarrassed by what one 8observer called the barbaric ritual. The prison spokesman remarked, This was supposed to be a very clean manner of administering death. (www.aclu.org)Since it has been argued in the previous pages, capital punisment is morally wrong, then to deliberately kill someone, who has already been detained and no longer poses a direct threat to society, is murder. 9Works Citedhttp://www.religioustolerance.org/execute.htmhttp://www.progress.org/archive/fold56.htmhttp://www.aclu.org/library/case_against_death.html#retributionWoodson v. North Carolina, 428 U.S. 280http://www.deathpenalty.org/newsninfo/cost.htmlSocial Issues

ATS-Compatible Resumes Top 20 Tips on Resumes for ATS Systems

ATS-Compatible Resumes Top 20 Tips on Resumes for ATS Systems One of the most popular sessions at The National Resume Writers’ Association Conference last week was Pat Criscito’s presentation on how to write ATS-Compatible Resumes. ATS (or Applicant Tracking Software) systems are used by the majority of companies in this country to determine whom to interview. If your resume does not pass the ATS test, you will not get an interview. Thankfully, how to write an ATS-compatible resume is not a complete mystery. This article will teach you how to sell yourself to an ATS system and get your phone to ring for an interview. KEYWORD TIPS MOST IMPORTANT TIP FIRST: Use keywords that match the keywords in the job description! This means you’ll need to edit your resume for every job you apply for. No joke. I know this task is time-consuming, but it will pay off. Use keywords in context, in your experience section. ATS systems count the number of years of experience you have for the skills the company cares about. If you have â€Å"project management† listed in a bullet under a job where you spent 10 years, you’ll get 10 years of credit for project management. If you list it in a Skills list, you’ll get zero. So even if you have a separate skills list, be sure to include all your skills in your bullets as well! Whenever possible, put your keywords on page one and at the top of subsequent pages if any. They will be ranked higher in these locations. There’s no need to use every possible version of your keywords. ATS systems are so smart that a keyword search automatically finds all relevant words. For example, a search for â€Å"RN† will also recognize â€Å"nurse practitioner† and â€Å"registered nurse†; a search for â€Å"attorney† will capture â€Å"lawyer† and â€Å"general counsel† and â€Å"GC†; and a search for â€Å"finance executive† will find â€Å"CFO† and â€Å"Controller.† The systems are also smart enough not to count â€Å"executive assistant† when searching for an â€Å"executive.† Abbreviations are okay. It doesn’t matter if you insert periods or not, and you don’t need to write things out if they are common. For example, either â€Å"MBA† or â€Å"M.B.A.† is sufficient, without having to write out Masters in Business Administration. If a job description calls for expertise with a specific program, such as MS Word, list the specific program, not just MS Office. And remember to put it in your Experience, not just in a Skills list! FORMATTING TIPS FOR ATS-COMPATIBLE RESUMES You can use any font and style- bold, italics, shading, even white text. All will be read as text. You can submit your resume as a Word or PDF document. In a PDF, any information that is editable in a PDF editor will be read by an ATS system. Don’t use the columns feature. Period. Use tabs instead. And dont use text boxes. They wont be read. Tables are okay ONLY if they have only one row, and if the header and content are in the same column. Never use the format where you have your headers on the left and your content on the right. Here’s an example of an acceptable use of tables: SKILLS Biopharmaceuticals ââ€" ¾ CMOs ââ€" ¾ Market Analysis ââ€" ¾ Contract Negotiation ââ€" ¾ Business Process Creation ââ€" ¾ Manufacturing Operations ââ€" ¾ Logistics ââ€" ¾ Lean Manufacturing ââ€" ¾ ERP ââ€" ¾ Process Automation ââ€" ¾ Quality Control SUMMARY Senior Tech Company Manager with 8 years’ experience in development, manufacture, informatics and licensing of biopharmaceutical equipment technology. Led transformation of small technology firm into mature business, negotiated licensing agreement with multinational ABC, and led due diligence during acquisition by $13B diversified industrial giant XYZ. Put your contact information in the main body of the document on the first page- not in a header! ATS systems do not read headers or footers. It’s advisable to repeat your contact information in a header on the second page, which will not confuse the ATS but will appear nicely if a human prints out and reads the original document. If you have credentials, it’s okay to put them after your name as long as you precede them with a comma. The comma clues the ATS in that your name is complete. So write â€Å"Brenda Bernstein, JD, CMRW,† not â€Å"Brenda Bernstein J.D., CMRW.† Same applies with suffixes like Jr., Sr., or III. Charts and graphs will be ignored. If you have information you want to convey, there’s nothing wrong with using a chart or graph as long as you also convey the same information in your bullets, which will be read. Use more space between major sections that you do between jobs. Be consistent! This will help the ATS figure out what’s what and know when to look for a new job or a new section. It’s okay to list company names, job titles, and dates in any order, as long as they are consistent. Click here to see a sample  of an ATS-compatible resume. TIPS FOR ORGANIZING YOUR INFORMATION Don’t combine several sections together. Use just one word or phrase in each header, and keep them standard: Profile or Summary; Experience or Work History; Education; and Certifications. If you want to insert continuing education courses under the Education section, that’s fine. A â€Å"Skills† section doesn’t have particular value but you can include one. Never omit the dates of your experience. The positions won’t be read or counted for anything. If you’ve held more than one position at a company, list the company name multiple times- once for each position. Otherwise the ATS won’t know how to read the information. One trick you can use is to put the company name in white text so it’s not visible; but if you do this, make sure to insert enough space before the white text that the ATS will know it’s a new position. As a general rule, unless specifically requested to do so, do NOT make the first page of your resume your cover letter. This advice seems not to hold true universally, however. I have a client who applied to a position through LinkedIn Easy Apply using this strategy, and she got a call for an interview the next day. If you have held many short-term jobs, combine them wherever possible. ATS systems are programmed to recognize job hoppers, and you don’t want to be one of them! If you think all these tips will result in an awkward resume that doesn’t look the way you want it to, never fear! You can have two versions of your resume: one â€Å"presentation† version that you can hand out to people or email as an attachment to your network, and another version that you use to submit to online applicant systems. If you apply my top 20 ATS system tips and find you’re getting better results from your online applications, please let me know!

Definition and Examples of Content (Lexical) Words

Definition and Examples of Content (Lexical) Words In English grammar and semantics, a  content word is a  word that conveys information in a text or speech act. Also known as a lexical word, lexical morpheme,  substantive category, or contentive.  Contrast with  function word  or grammatical word. In his book The Secret Life of Pronouns (2011), social psychologist James W. Pennebaker expands this definition: Content words are words that have a culturally shared meaning in labeling an object or action. . . . Content words are absolutely necessary to convey an idea to someone else. Content words- which include nouns, lexical verbs, adjectives, and adverbs- belong to open classes of words: that is, new members are readily added. The denotation of a content word, say  Kortmann and Loebner, is the category, or set, of all its potential referents (Understanding Semantics, 2014). Examples and Observations All morphemes can be divided into the categories lexical [content] and grammatical [function]. A lexical morpheme has a meaning that can be understood fully in and of itself- {boy}, for example, as well as {run}, {green}, {quick}, {paper}, {large}, {throw}, and {now}. Nouns, verbs, adjectives, and adverbs are typical kinds of lexical morphemes. Grammatical morphemes, on the other hand- such as {of}, {and}, {the}, {ness}, {to}, {pre}, {a}, {but}, {in}, and {ly}- can be understood completely only when they occur with other words in a sentence. (Thomas E. Murray, The Structure of English. Allyn and Bacon, 1995)Reverend Howard Thomas  was the presiding elder over a district in  Arkansas, which included  Stamps. (Maya Angelou,  I Know Why the Caged Bird Sings. Random House, 1969)Most people with low self-esteem have earned it. (George Carlin, Napalm Silly Putty. Hyperion, 2001)The  odor  of fish hung thick in the air. (Jack Driscoll,  Wanting Only to Be Heard. University of Massachusetts Press, 1995) Liberal and conservative have lost their meaning in America. I represent the distracted center. (Jon Stewart) Function Words vs. Content Words Grammatical words [function words] tend to be short: they are normally of one syllable and many are represented in spelling by less than three graphemes (I, he, do, on, or). Content words are longer and, with the exception of ox and American Englishs ax, are spelt with a minimum of three graphemes. This criterion of length can also be extended to the production of the two sets of words in connected speech. Here grammatical words are often unstressed or generally de-emphasised in pronunciation. (Paul Simpson, Language Through Literature. Routledge, 1997) All languages make some distinction between content words and function words.  Content words carry descriptive meaning; nouns, verbs, adjectives, and adverbs are types of content word. Function words are typically little words, and they signal relations between parts of sentences, or something about the pragmatic import of a sentence, e.g. whether it is a question. Lewis Carrolls Jabberwocky poem illustrates the distinction well: Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:All mimsy were the borogoves,And the mome raths outgrabe. In this poem all the made-up words are content words; all the others are function words. In English, function words include determiners, such as the, a, my, your, pronouns (e.g. I, me, you, she, them), various auxiliary verbs (e.g. have, is, can, will do), coordinating conjunctions (and, or, but), and subordinating conjunctions (e.g. if, when, as, because). Prepositions are a borderline case. They have some semantic content, but are a small closed class, allowing hardly any historical innovation. Some English prepositions serve a mainly grammatical function, like of (what is the meaning of of?) and others have clear descriptive  (and relational) content, like under.  New content words in a language can  be readily invented; new nouns, in particular, are continually being coined, and new verbs (e.g. Google, gazump) and adjectives (e.g. naff, grungy) also not infrequently come into use. The small set of function words in a language, by contrast, is much more fixed and relatively steady over centuries. (James R. Hurford, The  Origins of Language: A Slim Guide.  Oxford University Press, 2014) Content Words in Speech Typically, the prominent syllable in a tone unit will be a content word (e.g. a noun or verb) rather than a function word (e.g. a preposition or article), since content words carry more meaning than function words. Function words will only be stressed if prominence on them is contextually warranted. (Charles F. Meyer, Introducing English Linguistics. Cambridge University  Press, 2010)

Twinkies, the Undead Snack Essay Example | Topics and Well Written Essays - 500 words

Twinkies, the Undead Snack - Essay Example The article implies that it is this notion, along with an extremely liberal union agreement for workers, which has led to the financial instability of Hostess and the Twinkie. The author concludes with the quote as stated above and I agree that the companies that survive over time are the ones that continue to produce products that people need and find value in. Thinking about companies that have been around for generations and that are currently financially stable such as McDonald’s, Walt Disney and Microsoft, you will notice that they all stay current with the times and produce products that people want. These companies are willing to change their products, designs, logos and marketing techniques in order to keep their products in the forefront to remind consumers that they need to have their products. These companies also market themselves well in terms of using the latest technology and making that known to customers. These companies make people believe that what they are producing is truly needed by people around the world. Hostess, on the other hand, is not known for being modern and up to date. People don’t talk about Twinkies at their get social events. Although their products still sell, they are not seen in the same light as they once were. In my opinion, Hostess needs a new modern twist on its traditional products. Hostess is not viewed as a company that provides products that are in line with what people today want. There has been a modern day focus on health and nutrition, of which Hostess has not been able to keep up with. In addition Hostess has not been able to make the necessary changes in developing appropriate union contracts for its workers. Those contracts need to change with the times as well. While I admire that Hostess’ employees have a generous contract, which is something all companies should strive for, Hostess and its employees have to realize that in order to stay financially viable, there have

Measurement of intellectual capital Annotated Bibliography

Measurement of intellectual capital - Annotated Bibliography Example The article entitled â€Å"Measuring for managing?† An IC Practice Case Study is written in order to highlight the success of the governmental organization which was operating with the name of Lands in terms of implementing practices of managing intellectual capital and it used a case study approach to investigate the issue. The organizational management was laughed at and they were ruthlessly judged as chasers of an elusive practice but at the end of the day, the underdogs had emerged as victorious because they had a vision and they believed in it and their performance showed to the world that they are indeed successful. The organizations learn as humans do and they have to create neural networks and data banks in order to retain their learning. With the help of modern psychology, it can be established that humans work out their way in lives by applying their experiences which are known to get stored in the nuclides of their brains. However, organizations go through various types of experiences on a daily basis and their exposures and logs are recorded in infrastructure of information technology. The employees access the databases in order to learn how to manage certain situations whereas; they regularly update them with their experiences as well so that future learning can be facilitated. This article is useful for me in proving worth of my research topic as an applied concept. The next article which has a working title of â€Å"Intellectual capital measurement: a critical approach† highlighted the fact that the companies are working with less than effective means of measuring IC’s effectiveness because they are focusing on financial gains which are associated with organizational learning and it uses a case development methodology. However, this paper does not go well with the abovementioned article because humans do not believe in what they cannot see. The businesses measure success in monetary terms

Italian or German Essay Example for Free

Italian or German Essay In this paper, I was interested in exploring whether or not bilingual children were more likely to have delayed language development compared to their monolingual peers. I looked at several resources that each focused on a different aspect of language development. All the information came from noted experts in the field of child development, although the types of resources differed. I began with an article that sorted through much of the existing data on bilingualism in order to create a foundation for the subject. Then I looked at additional readings to see whether or not they supported the information from that source. The first article, by Ellen Bialystok, is itself a review of existing literature and studies regarding the acquisition of literacy among children who have been bilingual since birth. She writes that most research focuses on literacy development for learners in their second language, second language literacy in monolinguistics or the cognitive and linguistic aspects of achieving fluency in a second language. Studies that look at how true bilingual learners acquire necessary skills for reading and writing are few, but among those that she reviews, important discoveries may provide insight into how those children can achieve literacy. Children need three language skills before they can learn to read and write. They must have an oral competency with the literary forms of a language, an understanding of the symbolic meanings of print, and the metalinguistic awareness of phonology. This information comes from studies of monolinguistic children, but each of these skills is influenced by bilingualism. The question to be answered is, Does bilingualism have a positive, negative or neutral effect on the acquisition of literacy? All of the above, as it turns out. It depends upon the skill. According to Bialystok, several studies have shown that vocabulary size is smaller in bilingual learners, although these studies are limited and may have been influenced by the verbal abilities of the individual subjects. Regardless, weaker oral language skills contribute to difficulties in literacy acquisition. Another building block for reading and writing is the understanding that the printed symbols encode meaning and represent the spoken language. This skill appears to be transferable across languages, giving bilingual learners an advantage in its mastery. Individual languages have different specifics, but the generalities extend across all languages. Bialystok reviewed studies that examined children’s understanding of the invariance of print, or that a particular arrangement of notations always corresponds to the same spoken word, and their understanding of the rules that govern the correlation of the printed forms to the meaning of the text. Bilingual learners were much more aware of both of these concepts, giving them an advantage over their monolinguistic peers. The last prerequisite for literacy is phonological awareness. Bialystok found that studies of this metalinguistic concept revealed differing levels of competence depending on the language. Some languages, such as Italian or German, are more transparent and have more consistent spelling patterns. English is more difficult because of the many irregularities and exceptions to the rules in the language. Due to the many differences, it appears that bilingual learners develop phonological awareness separately, meaning that the knowledge of two languages has a neutral impact on this skill. A very limited number of studies indicated monolinguistic and bilingual learners each had some advantages in different phonological tasks but that most of these differences equaled out by the first grade. The following three articles look at one or more aspects that Bialystok addressed. Each has a slightly different focus and purpose, but all try to answer the basic question of whether bilingualism is an advantage or disadvantage when it comes to the language development of young children. The article, â€Å"Bilingual Acquisition,† on the Earlychildhood News website, is aimed at parents and educators of young children and focuses on some of the most common concerns about the effects of bilingualism. The author, Fred Genesee, is an expert in his field and therefore is a reliable source. The general tone and the presentation of the article seem to be geared towards parents and educators who fear that children will be delayed in developing language skills if they are exposed to more than one language in their preschool years. Genesee reassures readers that bilingual children do not show a significant difference in their language development other than the differences that occur among all children. His findings are consistent with Bialystok’s regarding vocabulary size. Although bilingual children may have smaller vocabularies in each of their languages compared to monolingual speakers, the total number of words from both languages tends to give bilingual children larger vocabularies. Genesee points out that the differences in vocabulary size are usually not very great once children begin school. This article does not spend much time discussing how to ensure that children achieve literacy in their second language without sacrificing ability in their first. This makes sense because most readers on this website are more likely to be interested in making sure that their non-native English speakers will be able to catch up to their peers. Genesee comments a few times that it is important for children to continue to hear both languages in order to remain bilingual. He encourages parents to use the language that they know best and to provide opportunities for children to hear their first language in the community and their homes. The next article is actually a chapter entitled â€Å"Young Bilingual Children and Early Literacy Development† from the book, Handbook of Early Literacy Research. This reading examines the development of literacy among bilingual children and takes into account how the amount of exposure to each language affects that development. In this study, the authors, Patton O. Tabors and Catherine E. Snow, looked at the effects of bilingualism during three time periods: birth to age 3, ages 3-5, and then ages 5-8. Children at each of these three periods were at different stages of language development and presumably had different language influences. First, the study looked at the various combinations of language exposures for infants and toddlers. The children were grouped into four categories. In the first, both the family at home and the members of the surrounding community used the home language, in this case, Spanish. English input was limited. The second group heard their native language at home, but the outside community spoke English. This is often the case among families who have come from countries that do not have large numbers of immigrants to the U. S. In the third and fourth groups, the children heard both their first language and English at home, but only the third group heard both in the community These different levels of exposure mean differing levels of bilingualism, and that has an impact on later literacy development. Beginning at about age 3, children could be placed into three types of classrooms: a first-language only, a bilingual or an English-language classroom. The children who come from the first or second exposure groups mentioned above did very well in both the first-language and bilingual classrooms. They received support from home in the language of instruction, which strengthened their development. Children who spoke both their first language and English at home also did well in bilingual classrooms, and they did better in English-only classrooms than their peers who spoke no English at home. The danger for the last group, which heard their first language at home only and not in the community was that they began to lose proficiency in their first language. Bilingual classrooms are particularly beneficial for them. What to do during these early school years, first and second grades, is a subject of much debate. Proponents of single language instruction believe that it is best for children to learn in the second language. However, underdeveloped oral command of the language leads to significant problems when trying to learn to read. Some evidence shows that these children fail to grasp the meaning of what they’ve read. In addition, these children rarely, if ever, become literate in their native language, which contributes to a loss of their heritage and culture. The best way for bilingual children to achieve literacy, according to these authors, is for them to become proficient in their first language and then transfer those skills to the second. This idea is supported by Bialystok. Tabors and Snow do mention some concerns with this approach, such as when should children begin the transition to the second language and should they continue to develop literacy skills in their first language after that transition. In the final article, the researchers, Stephanie M. Carlson and Andrew N. Meltzoff, designed a study to determine if bilingual children have any other advantages over their monolingual peers. Particularly, the study examined the effects bilingualism has on young children’s executive functioning. Their conclusions found that bilingual children are much more adept at conceptual inhibition, or in ignoring previously relevant information. Bilingual children do not switch back and forth between languages. Instead, they keep the relevant language in focus and ignore input from the irrelevant language. In doing this, these children have a lot of practice in inhibitory control, and that ability is transferable to other behaviors. For their study, Carlson and Meltzoff looked at three different groups of children: native bilinguals in Spanish and English, English monolinguals, and English monolinguals who were in a language-immersion kindergarten. The researchers controlled for numerous variables, including a family’s socio-economic status and the children’s verbal ability. The children participated in several experiments designed to test executive function when engaged in delay tasks or conflict tasks. In one of the tests of inhibition, children played a sorting game. They were given cards with either a rabbit or a boat that were either red or blue. First, children were asked to sort by shape, and then by color. To make the task more difficult, the examiner then switched to a set of cards that had gold stars on some of them. Children were instructed to sort by color if the card had a gold star, and by shape if it did not. Another test was â€Å"Simon Says,† using the typical rules. In order to test delay, children were given two bowls with treats in them. One bowl had more than the other. Children were given a bell and told that if they waited while the examiner left the room, they could have the larger snack. However, if they didn’t want to wait, they could ring the bell for the examiner to come back, but then they could only have the smaller snack. Several other studies also tested delay ability. As hypothesized, bilingual children outperformed monolingual children in conflict tasks, or tasks in which they had to follow new directions and ignore the previous ones. The children in the language-immersion program did not do any better than their monolingual peers. But what the researchers found most significant was that in looking at raw scores for all groups, the bilingual children did not show a difference in executive function. As the authors note, this means that the bilingual children were doing â€Å"more with less,† since they were at a disadvantage in several important factors, including SES and parents’ education levels and lack of home-based reading. This suggests that bilingual children are compensating for their disadvantages through increased cognitive functioning resulting from their abilities to process two languages. Bilingualism is a complex idea with multiple facets. Debate about English-only instruction will continue, especially in light of the ongoing debate about immigration. Bilingual children may face many difficulties, but in some aspects, they have the advantage. Works Cited Bialystok, E. (2007). Acquisition of Literacy in Bilingual Children: A Framework for Research. Language Learning, 57: Suppl. 1, 45-77 Carlson, S. M. , Meltzoff, A. N. (2008). â€Å"Bilingual Experience and Executive Functioning in Young Children. † Developmental Science. Volume 11, Issue 2, pp. 282-298. Genesee, F. (2008). Bilingual Acquisition. Retrieved on April 23,2010, from http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=38 Tabors, P. Snow C. (2003). Young bilingual children and early literacy development. In S. B. Neuman D. K. Dickinson (Eds. ), Handbook of early literacy research (pp. 159-178). New York: The Guilford Press. Retrieved from: http://books. google. com/books? hl=enlr=id=iDguatyRT_ACoi=fndpg=PA159dq=bilingual+children+have+delayed+language+developmentots=N5ysWJOWTnsig=cnsR9nhU5FVlfgKuFU3B_Bh6bt8#v=onepageq=bilingual%20children%20have%20delayed%20language%20developmentf=false Appendix 1. The Genesee and Tabors Snow articles came from using the Google search engine. The Bialystok and Carlson Meltzoff articles came from using EBSCO. Access to these databases was supplied by the University of California. 2. Search terms used were Bilingual-Children-Language-Development, entered all together for Google and for EBSCO, entered as Bilingual, Children, and Language Development as search terms for subject keyword and using the boolean â€Å"and†. 3. The Genesee article was on a website for early childhood education. It was specific to that website and was just one of the articles presented. It was a primary source. The Bialystok was a literature review of numerous studies, making it a secondary source. Both the Carlson Meltzoff and Tabors Snow articles were primary sources. They were reports of research studies that each set of authors conducted themselves.

Imperial Telecommunications :: essays research papers fc

Imperialism has existed in the world since the beginning of government all together, but this practice took a dramatic turn in the latter half of the nineteenth century. New inventions, modern thinking, and stronger governments all made imperialism easier. Now thousands of miles could be conquered in a matter of months; an empire could have a stronger hold on a colony than ever before. The result was that by the end of the century, at least one European nation had a claim to nearly every piece of land on the Earth.   Ã‚  Ã‚  Ã‚  Ã‚  In the early nineteenth century, it would take a message 5-8 months to travel from England to India. Steamships cut that time to six weeks each way, but furthermore electrical telecommunications made that time, for all practical purposes, instantaneous. This new form of communication gave imperialists the ability to maintain their empire, being able to govern a colony thousands of miles away. The web of cables that was so eagerly constructed around the world gave the European empires an advantage that earlier nations never could have imagined.   Ã‚  Ã‚  Ã‚  Ã‚  The following pages will cover the history and effects of electrical telecommunications from its beginning through the first world war. They will describe the basic technology and inventors behind the telegraph; following this the implication of this technology, mainly by Britain and France, into everyday practice will be discussed along with its effects. And finally, the effects on politics and economics leading up to the First World War will be discussed.   Ã‚  Ã‚  Ã‚  Ã‚  Samuel Finley Breese Morse (Fig. 1), a North American painter and inventor, got the idea for the telegraph while traveling from Italy to America. He began work and patented the first successful telegraph in 1838, along with a system of dashes and dots of electric pulses to represent letters (Stall sec. 1). The first message on a commercial telegraph cable was sent on May 24, 1844, from Washington DC to Baltimore. Morse sent the message â€Å"What hath God wrought† himself to his partner Albert Lewis Vail at the Baltimore & Ohio railway station. Plans to expand the network to Philadelphia, New York, and Boston began immediately (2).   Ã‚  Ã‚  Ã‚  Ã‚  Meanwhile in England, two gentlemen William Cooke and Charles Wheatstone (Fig. 2) had been working on the needle telegraph (Fig. 3). After years of experiments and patents, they finally built a one-needle telegraph that was so efficient and so simple that it was used in England for nearly eighty years to come (8).

Ethical Law Enforcement Officers

The paper deals with the significance of ethics and integrity in law enforcement officers. It explains the base for the structure of professional ethical responsibilities briefly describes the basic requirements of applied ethics and explains the course of ethical reason.Ethical law enforcement Officers: An IntroductionIn the past few decades, law enforcement ethical behavior has been caused to experience much analysis across the country. With the distrust of law enforcement police and community relationship suffer; and the status of good, assiduous and ethical law enforcement officers and their organizations are stigmatized. Even the most enthusiastic advocates of law enforcement question about the credibility of the police and the police department.Despite the fact that prominent cases attract the nation's focus, law enforcement departments across the country employ an increasing amount of time examining, penalizing and prosecuting officers for unprincipled or unlawful conduct that never become famous in the headlines in the media.Regrettably, the events that have made these headlines have damaged the standing and question the performance of the whole law enforcement community. These extremely hyped events do not, on the other hand, deal with the more delicate ethical quandaries that law enforcement agencies and officers have to confront daily. Law enforcement agencies in America deal with the concerns of ethics that have to be studied and modified.Ethical FactorsIn the last couple of years, ethical concerns in law enforcement have been influenced by three critical factors namely the increased level of temptations developing from the illegal drug trade, the problems posed by decentralization, and the potentially conciliatory nature of the police organizational traditions. These factors make management for ethics nowadays far more diverse and difficult than it was long ago.Greater TemptationsPolice officers confront bigger temptations than they had a couple of decade ago. A number of these temptations can be as a result of the volatile and rewarding unlawful drug trade. A great quantity of illegal cash generates this market. Prospective earnings for drug dealers persist to rise as unlawful endorsements develop rigid.Thus, the law enforcement officers may be tempted by great bribes from delinquents and tempted by prospects to embezzle great amount of illegal money. The prospective for dishonesty in drug field may be intensified by the personality of officers who do extremely well in this field. Drug studies are placed amongst the most rapid and practical of any in which officers take part. Covert work makes up an essential part of these cases. Â  

Analysis of Guy de Maupassant’s “Old Mother Savage” Essay

We are all taught that our identity lies in the roles we play throughout life, in other words, in our actions. William Shakespeare wrote, â€Å"All the world’s a stage / And all the men and women merely players. / They have their exits and their entrances†¦Ã¢â‚¬  (As You Like It, II, vii). Whenever people act outside of their parts; whenever we miss our entrance, our identity is challenged. This can be seen everyday in all walks of life and in all arenas. For example, a teen father who takes responsibility for his child is look upon with surprised admiration while a teen mother is look up with distain for becoming pregnant in the first place. Placing standards and expectations upon people can be a vastly good thing, but what happens when those standards and expectations become too rigid–to all consuming? Rigid, all-consuming, roles have been required of women since time remembered. Even in the twenty-first century, the career woman is still expected to maintain a family. Gloria Steinhem puts it succinctly; â€Å"I have yet to hear a man ask for advice on how to combine marriage and a career.† Men are expected to place high priorities on their careers. The implication is that a man will receive less criticism for neglecting his family for his career, while a woman will be criticized sharply for having a career without also being an excellent wife and mother. Many of these identity feminine roles have been so inflexible that many women cannot break free in order to discovery the woman inside. When circumstances force them out of their traditional roles, they find themselves wondering, â€Å"Who am I? What is my purpose?† Guy de Maupassant in his short story â€Å"Old Mother Savage† (1885) depicts a classic example of this. His main character is a mother in German occupied France who is deprived of her identity roles i.e. wife and mother. Since she has nothing else to give her life purpose, she becomes homicidal and a bit suicidal. In this story, Maupassant is arguing that women who have uncompromising and limited identity roles can become violent to themselves and others. Maupassant paints a vivid picture of how nineteenth century countrywomen of France presented themselves to the world at large. The narrator’s friend,  Serval, describes her as â€Å"not at all timid†¦tall and gaunt, neither given to joking nor to being joked with†¦the men folk come in for a little fun at the inn, but the women are always very staid† (p. 161). Victoire Simon, Old Mother Savage, is a kind, yet reclusive woman. She had once offered the Maupassant wine when he passed by her cottage fifteen years earlier tired and thirsty an obvious kindness (p. 160), yet Serval, Maupassant’s friend who tells the story of Old Mother Savage, implies that a â€Å"staid† attitude is normal for the women of the area. Maupassant presents his readers with a woman who has been taught very specific actions for conduct. She dresses so that her â€Å"tightly bound†¦grey hair† is never seen in public. She was taught duty and â€Å"never learned how to stretch [her mouth] in laughter. By the time Maupassant’s readers meet Victoire, her identity is irrevocably tied to performing the duties of wife and mother. Just like all the other wives of the region, she is nothing without the duties of either wife and/or mother. Victoire has her identity challenged thrice. The first challenge occurres many years before when â€Å"[t]he father, an old poacher, had been shot by gendarmes [police]† (p. 160). This provides a serious blow to her wife identity but she buries the lose because after all half her identity is still intact–she is still a mother. The role of mother is more prevalent than that of wife since, she cannot control the actions and their consequences of her husband. He, to some extent, failed in his role of husband and father by getting caught at poaching and subsequently shot for the offense. Victoire, on the other hand, is still around to perform all the motherly duties of keeping a home, cooking meals, and mending clothes, which she does religiously. The second challenge to her identity comes when war is declared and her son, now thirty-three, goes to fight in the Franco- Prussian War. Victoire is alone. She knows her duty but has no one to perform it for save for herself. Her life consists of â€Å"go[ing] to the village once a week, to buy herself bread and a little meat; then get back home at once† (p. 161). She does only what is necessary to keep herself alive until she can resume her duty as mother. In her mind there is nothing else for her–no gossiping with the village ladies; no sewing a new garment for herself; no cups of tea with a  neighbor. Her world ceases to function without her duty to her son. The death stroke to her identity began with the arrival of the Prussians. She is required to billet four of the occupying German soldiers, since she was â€Å"known to be well off† (p. 161). These young men, about the same age as her son â€Å"would clean up the kitchen, scrub the flagstones, chop wood, peel potatoes, wash the house-linen–do, in fact, all the housework, as four good sons might do for their mother† (p. 161). She would cook and mend for them, as a good mother would do. She still had a purpose–to be a mother even if it was to surrogate sons. For a month these soldiers are sons not enemies then she receives word that her son has been killed in the war. Suddenly, her world is shattered without her son she has lost her last shred of purpose. â€Å"The gendarmes had killed the father, the Prussians had killed the son†¦and suffering flooded her heart† (p. 162). With her husband buried for years, her son dead; she has no identity and co nsequently no purpose in life. Within moments, she plans a special form of revenge–not only will others suffer as she has, not only will someone die for to avenge her son, but she will be sure to die in consequence of her actions. Suddenly, the four German sons become four German soldiers–the enemy. â€Å"Simple folk don’t go in for the luxuries of patriotic hatred†¦the poor and lowly†¦pay the heaviest price†¦their masses are killed off wholesale†¦Ã¢â‚¬  (p. 162). Ones like these German soldiers billeting in her home murdered her boy. It is quite possible that she would have assumed a German mother was caring for her son like she was caring for the German men. She is, after all, a â€Å"simple folk†, who would not have much knowledge of the intricacies of war beyond the billeting of the German soldiers. Therefore, not only did German soldiers kill her son, but also a German mother failed in her duty toward her son. Through a carefully executed plan conceived in the brief afternoon of discovering the fate of her son, Victoire kills the soldiers. She burns her cottage to the ground with the soldiers trapped inside. When the German Officer asks her how the fire started, she said, â€Å"‘I lighted it, myself.’ She took†¦two papers from her pocket. ‘That’s about Victor’s [her son] death.’ ‘That’s their names, so that you can write to their homes.’ ‘Tell them [the German mothers] how it happened, and tell them it was I who  did it, Victoire Simon, that they call the Savage. Don’t forget.'† In order to ease her grief, she wanted other mothers to suffer as much as she was suffering. She knew she would be shot for her actions; she was probably counting on it. She could easily have lied. She could have told the German Officer just about any excuse, but she didn’t. What did she have to live for? She had no purpose for living without her husband and son. Her society, by placing limited and ridged identity roles on its women, robbed her of the ability to discover an identity within herself separate from family. Therefore, she did the only thing she could do–take revenge on the closest target and be sure she did not survive the experience. Maupassant, in five short pages, presents a compelling argument for the avoidance of limiting women with restrictive identity roles. Disastrous consequences are all too likely to result from their removal. Consequences that go beyond the death of four soldiers and their murder, the narrator’s friend Serval had his chateau burned down by the Prussians due to Victoire’s actions. If her identity had been broader–if she knew herself outside of societal-imposed roles, she then may have had something to cling to–a purpose in life rather than a kamikaze plan of revenge.

Determining Your Level of Fitness Essay Example

Determining Your Level of Fitness Essay Example Determining Your Level of Fitness Essay Determining Your Level of Fitness Essay First of all, determining your level of fitness will help you determine the best exercise program for you. It is nota good idea to Just Jump on a treadmill and run for 1 hour non-stop. Pushing yourself too hard from the very beginning can cause you to give up (out of exhaustion and pain) and, even worse, can cause you to infure yourself. Second, it helps you see your progress! Just like weighing before you start a diet, keeping track of your level of fitness will help you see progress as you go along. Even f its small, seeing any bit of progress will help keep you positive and on the diet and exercise program instead of giving up. Its all about personal safety. When I started working out in high school there were students who could run for hours on the treadmills and not even break a sweat. Meanwhile after 30 minutes on an elliptical I had successfully wrecked my legs and couldnt walk without pain for weeks. If you are overweight or have not worked out in a while it is a great idea to build up slowly. Make sure you stretch before you work out to avoid hurting yourself, drink a lot of water and do not overdue it. If you have difficulty breathing stop immediately. Checking in with a doctor or professional trainer before you start a fitness program in generally a good idea too. Your muscles will get stronger and stronger and you will be able to do more so you must be patient. There are many websites were you can learn some good stretches and if you Join a gym or YMCA they can help you start! Good luck!

Challenges in the Security and Privacy in the IoT Domain - Samples

The primary purpose of the report is to discuss about a brief of the various challenges related to the security and confidentiality in the Internet of Things (IoT). The IoT has been influencing various organizations as it has the potential to change the lives of the people and the various processes in the business systems. With the rapid growth in the number of devices that are connecting with the help of Internet, they have also presented a number of challenges to the security of the IoT systems. The IoT systems have to recognize the security standards of the devices that are connected with the environment and thus develop standards and policies, which can form a secure and standard platform. The sensors that are present in the network framework of IoT generally lack the basic competencies, which are required in order to encrypt and decrypt the vital data. Since the process of encryption is a bit low, hence the sensors are sometimes unable to transfer the data in a real time environment with the help of the process of direct encryption. As a result of a low standard of data encryption, many of the IoT devices are sometimes susceptible to side-channel attacks. For example, an attack due to a power analysis could be used to reverse the performance of an algorithm. This would directly exploit the loopholes in the algorithm. This report focusses on the limited capabilities of encryption technology within the systems of IoT and thus discuss various networks and firewall systems, which should be used in order to prevent the IoT systems against such attacks.   Bertino, E., 2016, March. Data Security and Privacy in the IoT. In  EDBT  (Vol. 2016, pp. 1-3). Sicari, S., Rizzardi, A., Grieco, L.A. and Coen-Porisini, A., 2015. Security, privacy and trust in Internet of Things: The road ahead.  Computer networks,  76, pp.146-164.

Molecular Speech or Presentation Example | Topics and Well Written Essays - 1250 words

Molecular - Speech or Presentation Example Suppose furthermore that these variants are distributed in the population independently of one another. Since A and B are now dependent, the probability of a randomly selected person to have the two variants, A1 and B1, will increase as these two variants will in most cases be found together (dependent distribution) In the movie Superman, the infant Kal-El’s father Jor-El gives him a crystal about the size of a tube of toothpaste and leaves a recorded message telling him that it contains the combined knowledge of the â€Å"28 known galaxies.† Suppose that this extraterrestrial crystal is a covalently bonded array of atoms spaced about 0.4 nm apart (like diamond on Earth) and that it contains information encoded in defects in the crystal lattice (For example, a defect could be a missing carbon atom. b. If a human encyclopedia of the 21st century fits comfortably on a digital video disk (4.7 GB, or 38 . 109 bits), about how many encyclopedias worth of information per â€Å"known galaxy† could Jor-El have recorded on his crystal a. You are a city inspector. You go undercover to a bakery and buy 30 loaves of bread marked 500g. Back at the lab you weigh them and find their masses to be 493, 503, 486, 489, 501, 498, 507, 504, 493, 487, 495, 498, 494, 490, 494, 497, 503, 498, 495, 503, 496, 492, 492, 495, 498, 490, 490, 497, and 482 g. you go back to the bakery and issue a warning. Why? b. Later you return to the bakery (this time, they know you). They sell you 30 more loaves of bread. You take them home and find their masses to be 504, 503, 503, 503, 501, 500, 500, 501, 505, 501, 501, 500, 508, 503, 503, 500, 503, 501, 500, 502, 502, 501, 503, 501, 501, 502, 503, 501, 502 and 500 g. you’re satisfied, because all the loaves weight at least 500g. But your boss reads your report and tells you to go back and close the shop down. What did she notice that you missed? 4. Molten wax is placed into a cold metal pan; the wax becomes solid and the metal rises