Progressive Era Essays - American Political Philosophy, Free Essays

Progressive Era Essays - American Political Philosophy, Free Essays Progressive Era Philips US History II During the Progressive Era in the United States, there were many changes happening. Some were happening with the people in the United States, some with the people controlling the United States, and some changes were just going on around both of them. This Era of time for the United States helped them out a lot. They were tired of things going bad for them. They wanted the good 'ol times back. They wanted to be happy again and they would do anything to make this happen. We had two new presidents during the Progressive Era in the United States. They both knew that people of their country wanted to be happy. The people believed in the governments ability to cure bad things. So the presidents came in and took over the country, starting to control things more and more. This is what was making the people happy. Women also started speaking out against the laws that were set against them. They started club meetings. They wanted to the same rights as the men did. They also helped with he child labor laws and with the minorities. They got everything under good condition for the minorities. They also wanted prostitution cleared up on the streets. Women wouldn't have a lot of rights that they have now, if it wasn't for the women in the Progressive Era. The working class started looking up on life. People believe in the advancement of the United States as a whole and not just individual. The working class knew they'd have a chance to make it in life. A lot of p eople started believing in the church. They knew that church would make things better. They started going a lot more. Everything in the United States was starting to look up. People were happier and the United States was getting back on track to be the good nation it knew it could be.

Ursinus College Admissions Data for Potential Students

Ursinus College Admissions Data for Potential Students Are you interested in attending Ursinus College? They accept more than three-quarters of all applicants. See more about their admissions requirements. Located about 25 miles from Philadelphia in the small town of Collegeville, Pennsylvania, Ursinus College has been finding itself moving up in the rankings recently. In fact, in the 2009 issue, U.S. News and World Report ranked Ursinus College #2 for up-and-coming liberal arts colleges. The colleges 170-acre campus boasts an excellent art museum, observatory, and new performing arts facility. Ursinuss academic excellence has earned it membership in Phi Beta Kappa. With a 12 to 1 student/faculty ratio and student-centered curriculum, students at Ursinus can expect a lot of quality interaction with the faculty. In athletics, the Ursinus Bears compete in the NCAA Division III Centennial Conference. The college fields eleven mens and thirteen womens intercollegiate sports. Will you get in? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Ursinus College Acceptance Rate: 82Â  percentGPA, SAT and ACT graph for UrsinusUrsinus has test-optional admissionsTop PA colleges ACT score comparison Enrollment (2016) Total Enrollment: 1,556Â  (all undergraduate)Gender Breakdown: 47 percent Male / 53 percent Female99 percent Full-time Costs (2016-17) Tuition and Fees: $49,370Books: $1,000 (why so much?)Room and Board: $12,320Other Expenses: $2,322Total Cost: $65,012 Ursinus College Financial Aid (2015-16) Percentage of New Students Receiving Aid: 100Â  percentPercentage of New Students Receiving Types of AidGrants: 100 percentLoans: 68 percentAverage Amount of AidGrants: $31,156Loans: $8,160 Academic Programs Most Popular Majors: Biology, Business Administration, Economics, English, Health and Physical Education, International Relations, Media Studies, Psychology What major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 84Â  percent4-Year Graduation Rate: 73 percent6-Year Graduation Rate: 78 percent Intercollegiate Athletic Programs Mens Sports: Football, Lacrosse, Soccer, Baseball, Swimming, Tennis, Wrestling, Basketball, Track and FieldWomens Sports: Gymnastics, Soccer, Lacrosse, Volleyball, Swimming, Tennis, Basketball, Field Hockey If You Like Ursinus College, You May Also Like These Schools Swarthmore College: Profile | GPA-SAT-ACT GraphVillanova University: Profile | GPA-SAT-ACT GraphLehigh University: Profile | GPA-SAT-ACT GraphJuniata College: Profile | GPA-SAT-ACT GraphUniversity of Pennsylvania: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT GraphAmerican University: Profile | GPA-SAT-ACT GraphAlbright College: ProfilePennsylvania State University: Profile | GPA-SAT-ACT GraphLafayette College: Profile | GPA-SAT-ACT GraphTemple University: Profile | GPA-SAT-ACT GraphDrexel University: Profile | GPA-SAT-ACT Graph Ursinus College Mission Statement mission statement from https://www.ursinus.edu/about/basic-facts/mission-statement/ The mission of the College is to enable students to become independent, responsible, and thoughtful individuals through a program of liberal education. That education prepares them to live creatively and usefully, and to provide leadership for their society in an interdependent world. Liberal education is provided through an academic program that empowers the intellect, awakens moral sensitivity, and challenges students to improve society. Students gain intellectual curiosity, the capacity to think analytically, critically, and creatively, and the skill to express thoughts with logic, clarity, and grace. Further, they develop a deepened sense of human history and an understanding of who they are as persons, what they ought to do as citizens, and how they best can appreciate the diversity and ambiguity of contemporary experience. Data Source: National Center for Educational Statistics

Behaving ethically can lead to higher profits for a company Essay

Behaving ethically can lead to higher profits for a company - Essay Example Companies have different programs to expand their brand popularity. Joyner highlights an example of Toms, a renowned shoe company, as among the businesses that embrace ethics in their operations (1). According to Joyner, business that embrace social responsibility have started to favor the â€Å"buy one, give one† strategy. For every pair sold by Toms, it gives a pair. The company donates the pair to children in developing regions such as Malawi, Haiti, or Peru. By 2014, Toms had donated nearly ten million pairs of shoes and currently experiences massive sale volumes for its shoe brands. Remarkably, donations have served to expand Toms’ shoe brand dominance in the market because customers buy with the urge to help the needy. Besides having high quality shoe brands, Toms’ selling strategy has contributed to its market expansion. Particularly, it enjoys high sales among the youths. It sells brands that are highly appealing to teenagers. That justifies its strong br and and high sales. Among the vital responsibilities of every business that embraces ethical operations is to ensure employees receive decent salaries and work in safe conditions. Employees are critical to business’ success and should be subject to safe working conditions. An example of unethical business is the case of Rana plaza that collapsed in Bangladesh, resulting in the death of 1137 people. By 2014, April 24 nearly 250 people were mission since the incidence that occurred on April 24, 2013, a year on (Institute for Global Labor and Human Rights, 2014). The Rana Plaza factory collapse accident has been termed a fatal and deadliest disaster. The case represents poor working conditions in which employees are exposed to eminent danger. Furthermore, the employees lack proper insurance cover. That represents unethical business operations. According to the report by the Institute for Global Labor and Human Rights (1),

Health and environmental effects of diesel pollution Essay

Health and environmental effects of diesel pollution - Essay Example Some of these particles are often directly released into the atmosphere while others are formed when they are mixed and react with other pollutants in the atmosphere. These particles often come in various sizes. Fine Particles (PM2.5). These are also known as fine particles and usually measure up to 2.5 microns in diameter. These are seen in almost all sources of fuel combustion, from automobiles, wood burning, industrial plants, and power plants. With their diminutive configurations, they are likely to deeply penetrate the lungs and respiratory system. Where large concentrations of this fine particulate matter are formed, a haze is usually apparent. Coarse Particles (PM10). These are particles which measure about 2.5 to 10 microns and are derived from various sources like natural wind, erosion of soil, or airborne residue from industrial plants. These particles are often visible to the naked eye, and can appear collectively as haze, dust, or soot. Particle pollution always presents a significant risk, however, the risk is usually greater: During calm weather when pollution usually accumulates or builds up In and around factories, especially during busy hours and along near busy roads. When smoke is emitted from wood stoves, fireplaces, forest fires, and other burning vegetation. Health Effects of Particle Pollution & Who is Most at Risk The lungs and the heart are usually affected during particulate pollution. Studies suggest that the initial response to short-term exposure to particle pollution is coughing, along with minor throat irritation. Where larger particles are involved, the lung function is often reduced, along with the rate of respiration and cardiovascular function. Various studies have already been carried out associating fine particles with various health issues, including: Asthma and chronic bronchitis Acute respiratory symptoms, with coughing and chest tightness Decreased lung function, usually felt as shortness of breath Heart attacks Prematur e death among individuals with an existing heart or lung disease These conditions often cause issues with work and school activities. Moreover, the possibility of emergency room visits and admissions is often increased with these conditions. As for longer-term exposures, more health issues often become apparent, life expectancy is often reduced, and other health issues often become exacerbated. The following "sensitive groups" are often vulnerable to health issues with exposure to high levels of particulates: Children, since their lungs are still in the development stage Elderly, especially those already suffering from cardiovascular diseases Those who are asthmatic or who are already suffering from any respiratory problems. In addition, healthy adults who experience respiratory difficulties when exposed to fine particulates may also be affected by the pollution since they are likely to breathe deeply and exert more during exercise or work. Environmental Effects of Particle Pollutio n As was mentioned previously, significant amounts of coarse and fine particles usually create a haze which can affect visibility and compromise visual range to a significant extent. Airborne particles and droplets also usually remain in the air for long periods of time and sometimes even travel great distances. As they settle in a particular place, they may cause damage to surfaces; they can acidify lakes and other bodies of water, and cause significant damage to plants and animals. Nitrogen Dioxide

The nutritional status Essay Example for Free

The nutritional status Essay The individual (a male patient) was about 5’9† in height and weight 105 kilograms, was obese (classified as fat by the Food Standard Agency, UK). He was overweight by about 30 kilograms for his height. His waist circumference was about excess by about 6 to 7 centimetres, meaning that he had accumulated excessive subcutaneous fat in the abdominal and the hip region. His body mass index (BMI) was also suggesting that he was obese and needed to lose weight (according to the Food Standard Agency, UK). His BMI was about 36. 3 and that of normal ranges from 18. 5 to 24. 9, and overweight ranges from 25. 0 to 29. 9. Any value about 30 is considered to be as obese (NHLBI). The individual’s blood pressure is about 165/92 mm Hg which suggests that the individual is suffering from stage 2 or severe hypertension. Any value above 160 mm Hg systolic or 100 mm Hg diastolic can be considered as severe hypertension (according to Mayo Clinic, 2007). The exact cause for the hypertension is really not known, but several risk factors such as increased body weight, physical inactivity, high sodium intake, elevated blood glucose levels, high cholesterol and triglyceride levels, etc may play a major role in the development of the disease. The blood pressure is a product of the cardiac output and the peripheral vascular resistance. Since these are both raised, the blood pressure is elevated (Mayo Clinic, 2007). The individual is at a risk of developing stroke, heart attacks, heart failure and kidney failures due to the severe hypertension (Medline Plus, 2007). The normal blood pressure ranges from 115 to 120 mm Hg for systole and 75 to 80 mm Hg for diastole (Mayo Clinic, 2007). The individual’s cholesterol levels are about 7. 5 mmol/L which puts him at a very high risk of developing heart disease (anything above 6. 2 mmol/L are considered as high-risk) (according to the NHBLI, 2001). The individual’s plasma triglyceride level is slightly high which puts him at a higher risk of developing atherosclerosis, heart disease and stroke. Individuals with diabetes mellitus not undergoing treatment are also at a higher risk of developing elevated plasma triglyceride levels. The individuals fasting blood glucose level is about 8. 4 which is very high compared to the normal limits. This suggests that he could be suffering from type II diabetes mellitus (Mayo, 2006). Individuals who are suffering from diabetes mellitus are more likely to develop several complications including a fatal outcome when they are affected with a cardiovascular episode such as a heart attack or angina. The plasma sodium levels are slightly higher suggesting an increased risk of hypertension and developing heart diseases such as heart failure and left ventricular hypertrophy (LVH) (Better Health Channel, 2007). The plasma potassium levels are within normal ranges. The mean corpuscular value of the red blood cells is reduced (the individual could be suffering from microcytic anaemia) which usually develops in iron deficiency anaemia (Lab Tests Online, 2005). The haemoglobin levels are also below normal suggesting that the individual is suffering from anaemia (Lab Tests Online, 2005). The Blood urea nitrogen levels are within normal limits, but are towards the higher side, suggesting that the individual could be having a risk of developing a heart attack or kidney failure in the future (Richards, T, 2005). The creatine kinase levels are within the normal limits in the body, but are towards the higher side suggesting that there is a risk of damage occurring to the muscles of the heart (MDA, 2000). The AST levels (a liver enzyme) are within normal limits. The individual is following a sedentary lifestyle and is consuming about 3500 cal per day which is far too much. His actual calorie consumption per day should be about 2500 calories per day (Nutri-Facts, 2000). The individual is consuming a diet of 45% carbohydrate, 40% fat and 15% protein. The intake of fats is very high. An idea ratio would be 60-70 % carbohydrates, 15 % proteins and 20 % fats. A high-fat diet is further contributing to the cholesterol levels, the arthrosclerosis process and increasing the risk of hypertension and cardiovascular disease (Diabetes India). What dietary recommendations and life style changes would you recommend? Discuss the issues you would need to consider when constructing a suitable dietary regimen for this patient. The individual should ensure that he consumes a balanced diet not only containing adequate amounts of macronutrients (that is carbohydrates, fats and proteins), but also sufficient amounts of micronutrients (that is vitamins and minerals). The individual is suffering from iron deficiency anaemia, and hence a diet containing vitamin B12, folic acid and iron should be administered. Iron and Vitamin B supplements may also be required. Blood tests should be frequently conducted to ensure that the haemoglobin levels and the MCV are monitored (NHS, 2007). As the individual is suffering from diabetes mellitus, the intake of calories and fats should be reduced or modified. Simple sugars should be avoided and instead complex polysaccharides should be consumed (in the form of starch). The fibre quantity in the diet should also be increased. The individual should be treated for diabetes through insulin and/or oral-anti-diabetic drugs, as the sugar level is very high. The blood glucose levels should be constantly monitored to ensure that modifications are initiated as early as possible (Mayo, 2006). The individual should consume a low fat diet, which is about 20 % of the macro-nutrient ratio. More of High density lipoproteins (HDL) should be consumed instead of the low density lipoproteins (LDL). The LDL contributes to the bad cholesterol present in the body and could worsen the risk of developing heart disease (Diabetes India). The salt intake should be reduced as it could worsen the hypertension and could also cause heart failure and fluid retention (Diabetes India). The individual requires treatment of hypertension so that the blood pressure is brought within limits and the risk of developing cardiovascular disease is lowered. Antihypertensive medications are required to control the blood pressure. Some of the different groups of drugs that may be required include diuretics, beta blockers, ACE inhibitors, calcium channel blockers, vasodilators, etc (Mayo, 2007). These should be consumed as recommended by the physician. The individual’s blood pressure should constantly be monitored to ensure that modifications are made as early as possible. Besides, lifestyle changes are also required, which are also required to control the diabetes and hypertension (Mayo, 2007). Medications should be taken regularly and on time. Meals should not be skipped and should be consumed on time as directed by the nutrients. Smoking should be stopped and alcohol consumption should be minimised. Feasting or fasting should be avoided. Regular exercises are necessary to ensure that the weight is brought to a level which is less damaging for the body. The individual should take adequate rest and consume plenty of water in a day (Mayo, 2006). References: American Heart Association 2007. Triglycerides, [Online], Available: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Salt?open

Christian :: essays research papers

The Beginning of Christian Art   Ã‚  Ã‚  Ã‚  Ã‚  In the first two centuries of Christianity there weren’t any form of art recorded. Christians meet in small groups in a private phone and conducted simple services. In these services they would eat wine and bread that reminded them of Christ sacrifice on the cross. (Lamm 175)   Ã‚  Ã‚  Ã‚  Ã‚  Christian symbols were a major form of art in the earlier years of Christian art. The Egyptian, Greek, and Romans artist had different symbols that represented different things. The Greeks created gods of their own image. For example, Zeus with the thunderbolt. This symbolized that this was the god of power. (176) Some artist cam e up with a variety of solutions using biblical stories, parables, and symbols to design Christian art.(177)   Ã‚  Ã‚  Ã‚  Ã‚  In the age of Constantine, Constantine proclaimed freedom of religion in the Edict and Milan in 313. For centuries basilicas were constructed by the Romans. The basilicas served as meeting halls, mercantile centers, and halls of justice. There were two basilicas that were built in the early centuries. They were Old St. Peters and St. Paul’s. The outside walls of St. Paul were destroyed by fire in 1823 and rebuilt in 1854. (180)   Ã‚  Ã‚  Ã‚  Ã‚  In 404 Ravenna became the capital of the Western Empire under Honorius. Ravenna fell under Odoacer in 476, but emerged as the capital of Theodoric Ostrogothic kingdom between the years of 489-526. Ravenna concluded its royal careen as the western capital of Justinian’s Byzantine Empire during 527-565. (181)   Ã‚  Ã‚  Ã‚  Ã‚  Justinian marked the beginning of the Byzantine style from 527-565. It was notable for artistic production and for Justinian legal code. Operating from his capitals of Constantinople in the East and Ravenna in the West, Justinian was the emperor of the Roman and Oriental potentate, in witch later became Byzantine Empire. (183)   Ã‚  Ã‚  Ã‚  Ã‚  In 330 Constantine was known as â€Å"New Rome.† The city was very popular. It was the sumptuous of Byzantine civilization for over 1,000 years. The faith of Orthodox was totally dominate in that city. In 532 the Blues and Greens rival chariot-racing joined forces and revolted against the autocratic rule of Justinian and Theodora. The imperial troops put down the revolution by slaying about 30,000 people and most of the public buildings were destroyed, including Basilica of Hagia Sophia (The Church of Holy Wisdom).(185)   Ã‚  Ã‚  Ã‚  Ã‚  Because the first Hagia Sophia was destroyed, Justinian hired a mathematician to design another one. The new Hagia Sophia was beautiful.

Reflection on Judaism

Judaism is considered by religious Jews to be the expire soon of the covenant relationship that God established with the Children of Israel. Judaism includes a wide corpus of texts, practices, theological positions, and forms of organization. Within Judaism there are a variety of movements, most of which emerge d from Rabbinic Judaism, which holds that God revealed his laws and commandments to Mo season Mount Sinai In the form of both the Written and Oral Torah. 6] Historically, this assertion was challenged by various groups such as the Caduceus and Hellenic Judaism during t he Second Temple period; the Karate and Sebastian during the early and later media al period; [7] and among segments of the modern reform movements. Liberal movements in modern times such as Humanistic Judaism may be monotheistic. 8] Today, the largest Jewish religious movements are Orthodox Judaism (Harder Judaism and Modern Orthodox Juju Dadaism), Conservative Judaism and Reform Judaism. Major sources of diffe rence between these e groups are their approaches dishtowels law, the authority of the Rabbinic tradition, and the SSL influence of the State of Israel. [9] Orthodox Judaism maintains that the Torah and Jewish law are divine in origin, eternal and unalterable, and that they should be strictly followed.Conservative e and Reform Judaism are more liberal, with Conservative Judaism generally promoting a m ore â€Å"traditional† interpretation of Judaism requirements than Reform Judaism. A typical Reform position Is that Jewish law should be viewed as a set of general guidelines rather that n as a setoffs restrictions and obligations whose observance Is required of all Jews. [10][11] Historically, special courts enforced Jewish law; today, these courts still exist but the practice of Judaism I s mostly voluntary.

School activities which facilitate the learning of the students

School activities which facilitate the learning of the students can either be inside or outside of the classroom. Nonetheless, all these activities implicate behavioral expectations which the students must meet. In-class activities include the use of learning centers and computer stations. This activity facilitates learning through the use of different sources which provide the students a better understanding of the lesson. In addition, learning centers and computer stations give the students some hands-on training, which is very effective because it adds up to the learning experience of the students.Finally, these faculties of learning allow the students to enrich their knowledge and imagination, not only limiting the things to be learned to what the teacher has said. For this kind of activity, the students are expected to use the particular source efficiently so that it may help facilitate and enhance learning. This means that all available sources, such as computers, must be used with relevance to the academics. Moreover, the students are expected to practice courtesy. They should be responsible and not be abusive to the things which the school offers.One should also be courteous to his or her fellow classmates, and most especially to the teacher and other personnel present in the particular learning center. Another in-class activity is the teacher-led activities. This kind of activity makes the teacher the sole facilitator of learning. The teacher is the one who gives the basic rules or general instructions of the activity, and lays-out its objectives. The students, on the other hand, are the participants in the learning process and they are the ones who generate the ideas, key points and values of the activity.Basically, at the end of the activity, the teacher summarizes everything the students have said into few general ideas, and sometimes asks the class to repeat them. For a better focus on the students’ attention and participation, the teacher m ay also ask a volunteer from the class to summarize the general ideas of the activity instead of simply saying the main ideas. Finally, the teacher evaluates if all the objectives have been met, then proceeds to the lesson or next activity. For this kind of activity the students are expected to listen attentively to the teacher.They should be attentive in order for them to understand the instructions, objectives and ideas of the activity. Secondly, the students should practice a sense of responsibility. They should be able to know their priorities, what they need and need not to do whenever there is a teacher-led activity which requires their full attention and active participation. Learning does not only take place inside the classroom. Therefore, schools also conduct out-of-class activities in order to let the students experience and explore. Most common type of out-of-class activities include playground time or recess.This is a few-minute break after two to four subjects to give some time for students. This particular activity is a good embodiment of learning outside the classroom. With regard to behavioral expectations, all students are expected to practice camaraderie. This is the time when they are able to socialize with one another. Therefore, they are expected to behave properly, talk to fellow classmates and create friendship. In addition, they are also expected to learn the value of sharing and unselfishness. Friendship grows in the light of sharing. Students must know how to think of other people.Another interesting out-of-class activity is the field trip. This well-planned activity is an educational trip to different places of great significance, usually held once a year. The trip intends to familiarize the students with the historical and cultural significance and influences of the places to be visited. In this kind of activity, the students are also expected to practice camaraderie. This time, the context of camaraderie is deeper because the stud ents are going out of the school into different places and are spending more time with each other.Moreover, the students must be obedient in the sense that they need to follow all instructions given by the teacher in order to avoid problems. The basic method of determining whether the students did or did not understand the proper behavior expected from them is by way of asking. After the teacher has given the activity and the proper behavior expected from them, he or she must first ask the students what they did not understand to what he or she has said. If there is a question raised by one of the students, he or she must restate what is expected of the students and expound it.He or she must make sure that every behavioral expectation she mentioned was clear to the mind of the students before proceeding to the activity. Another effective way of evaluating the students’ understanding of behavioral expectations is by definition. This is to be done after the activity has been fi nished. The teacher will ask the students to define the behavioral expectations he or she has given the class before the start of the activity. By this method, the teacher will fully know how well the students understood the values expected from them.

A Guide to French Reflexive Pronouns

A Guide to French Reflexive Pronouns Reflexive pronouns are a special kind of French pronoun which can only be used with pronominal verbs. These verbs need a reflexive pronoun in addition to a subject pronoun because the subject(s) performing the action of the verb are the same as the object(s) being acted upon. These are the French reflexive pronouns:  Ã‚  Ã‚  me / m  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  me, myself  Ã‚  Ã‚  te / t / toi  Ã‚  Ã‚  you, yourself  Ã‚  Ã‚  se / s  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  him(self), her(self), it(self), them(selves)  Ã‚  Ã‚  nous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  us, ourselves  Ã‚  Ã‚  vous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, yourself, yourselvesMe, te, and se change to m, t, and s, respectively, in front of a vowel or mute H. Te changes to toi in the imperative.Like object pronouns, reflexive pronouns are placed directly in front of the verb in nearly all tenses and moods:* Nous nous parlons. Were talking to each other.Ils ne shabillent pas. They arent getting dressed. *In the imperative, the reflexive pronoun is attached to the end of the verb with a hyphen. Là ¨ve-toi  !  Get up!Aidons-nous. Lets help each other Reflexive pronouns always have to agree with their subjects, in all tenses and moods - including the infinitive and the present participle. Je me là ¨verai.   I will get up.Nous nous sommes couchà ©s. We went to bed.Vas-tu te raser  ?  Are you going to shave?En me levant, jai vu... While getting up, I saw... Be careful not to mix up the third person singular reflexive pronoun se with the direct object le. Se - French Reflexive Pronoun Se, the third person singular and plural reflexive pronoun, is one of the most often misused  French pronouns.  It can only be used in two kinds of constructions:1.  With a  pronominal verb: Elle  se  lave. Shes washing up (shes washing  herself).Ils  se  sont  habillà ©s. They got dressed (they dressed  themselves).Elles  se  parlent. Theyre talking to each other. 2.  In a  passive impersonal construction: Cela  ne  se  dit pas.  That isnt said.Lalcool  ne  se  vend pas  ici. Alcohol isnt sold here. French learners sometimes get confused about whether to use  se  or the direct object  le. They are not interchangeable - compare the following: Elle  se  rase.  - Shes shaving (herself).   Se  is the reflexive pronounElle le  rase.  - Shes shaving it (e.g., the cat).  Le  is the direct objectIl  se  lave.  - Hes washing (himself).  Se  is the  reflexive pronounIl le  lave.  - Hes washing it (e.g., the dog or the knife).  Le  is the direct objectSe  lave-t-il le  visage  ?  - Oui, il  se  le  lave.  - Is he washing his face? Yes, hes washing it.  Se  and  le  work together Note that  se  may be the direct or  indirect object  of a French sentence. Ils  se  voient.  - They see each other.  Se  means each other and is a direct object.Il  se  lave  le visage.  - Hes washing his face. (Literally, Hes washing the face of himself)  Se  means of himself and is an indirect object. (  Visage  is the direct object)

Latin Numbers - The Ordinal or Ordered Numbers

Latin Numbers - The Ordinal or Ordered Numbers Latin ordinal numbers are ordered numbers: as in other Indo-European languages, they are adjectives which refer to the order of a set of objects in a list. English ordinals are words like first, second, third, expressed in Latin primus, secundus, tertius. In contrast, cardinal numbers are nouns which tell you how many objects there are. Cardinal numbers in Latin are unus, duo, tres; English versions of those are one, two, three. Variations The ordinal numbers in Latin are declined like first and second declension adjectives. There are some oddities to note: Some versions of the numbers have a variable presence of n before s and both spellings are acceptablefor 21st in the feminine, you might see una et vicesima twenty-first or the contracted form unetvicesima. For other compounds, as in English, different texts use different versions. You may see the larger number before the smaller with no conjoining ​et or you might see the smaller before with larger separated by the conjunction et. Thus, you may see either vicesimus quartus (twenty-fourth, with the et) or quartus et vicesimus (four and twenty, with the et). For 28th, the Latin ordinal number is based on the idea of taking 2 from 30 or duodetricensimus, just as the duo de 2 from precedes 20th in the ordinal number for 18th: duodevicesimus. Primus Through Decimus Below are listed the basic ordinal numbers in Latin with the Roman numeral corresponding to their  value and their English equivalent. Roman Numeral | Ordinal | English TranslationI. | primus (-a, -um) | firstII. | secundus, alter | secondIII. | tertius | thirdIV. | quartus | fourthV. | quintus | fifthVI. | sextus | sixthVII. | septimus | seventhVIII. | octavus | eighthIX. | nonus | ninthX. | decimus | tenth Undescimus Through Nonus Decimus Variations are present in the Latin ordinals for tenth through nineteenth. If that seems strange, recall that English ordinals for 11th (eleventh) and 12th (twelfth) are formed differently than higher ones (thirteenth through nineteenth). Roman Numeral | Ordinal | English TranslationXI. | undecimus | eleventhXII. | duodecimus | twelfthXIII. | tertius decimus or decimus et tertius | thirteenthXIV. | quartus decimus or decimus et quartus | fourteenthXV. | quintus decimus or decimus et quintus | fifteenthXVI. | sextus decimus or decimus et sextus |  sixteenthXVII. | septimus decimus or decimus et septimus | seventeenthXVIII. | duodevice(n)simus, also octavus decimus | eighteenthXIX. | undevice(n)simus, also nonus decimus | nineteenth Ac Deinceps Exortis et Superiora Loca Ordinals higher than 20th follow the same patterns and variations as those seen in first through nineteenth. Roman Numeral | Ordinal | English TranslationXX. | vice(n)simus | twentiethXXI. | unus et vice(n)simus, also vicesimus primus | twenty-firstXXII. | alter et vice(n)simus or vicesimus secundus |  twenty-secondXXX. | trice(n)simus or trigesimus | thirtiethXL. | quadrage(n)simus | fortiethL. | quinquage(n)simus | fiftiethLX. | sexage(n)simus | sixtiethLXX. | septuage(n)simus | seventiethLXXX. | octoge(n)simus | eightiethXC. | nonage(n)simus | ninetiethC. | cente(n)simus | hundredthCC. | ducente(n)simus |  two-hundredthCCC. | trecentensimus | three-hundredthCCCC. | quadringentensimus |  four-hundredthD. | quingentensimus | five-hundredthDC. | sescentensimus | six-hundredthDCC. | septingentensimus | seven-hundredthDCCC. | octingentensimus | eight-hundredthDCCCC. | nongentensimus | nine-hundredthM. | millensimus | thousandthMM. | bis millensimus | two-thousandth

How has UK joining the European Union impacted the doctrine of Essay - 1

How has UK joining the European Union impacted the doctrine of parliamentary sovereignty - Essay Example essure because of some statutory reforms passed by former regimes affiliated to the Labour party in early 1970s and consequently at the end of the 20th century. Tracking back to the 70s era, the British government enacted laws that saw it join the European Communities (Gifford 2009). Their entry into the European Union brought about some fundamental effects in the UKs parliamentary sovereignty. The principle of UKs Parliamentary sovereignty is derived from historical events that took place in late 1600s. Scholar’s trackback parliamentary sovereignty to the Glorious Revolution that took place in the year 1688. It is regarded by certain individuals as being a significant occasion in the lengthy growth of the separate powers and privileges of the UK Parliament, creating the dominance of laws over prerequisite powers. The UKs Parliament statutory power comprises not only the ability to amend the laws, but also the fact that no other institution within the constitution should have the power of doing so, other than the parliament. By Parliaments sovereignty, it is predestined that there are no statutory restrictions on jurisdictive powers and influences of the UK parliament (McGarry 2012). The Queen gives the bills that are approved by both houses namely: - the House of Commons and the House of Lords the Royal Assent to transform them to become Acts of "the UK" Parliament . Parliamentary Sovereignty additionally includes the notion that the UK courts are compelled to empower laws that are ratified by the UK parliament and to not question the decisions of the parliament exemplified in the statute. According to Albert Venn Dicey, the parliament has a right to unmake or make any rule and there is no other individual or institution recognized under the UK law, who has the mandate to supersede or set aside parliaments legislation. This declaration by Dicey demonstrates the typical explanation of the principle of Parliamentary dominance. It is, however, said that this