Isaac Rodriguez Essays (208 words) - , Term Papers

Isaac Rodriguez ENC0017 May 15, 2017 The President warns the former FBI Director On Friday May 12, 2017 the President of the united states sent a tweet warning the former FBI director not to talk to the media. Former FBI director James Comey was fired abruptly on May 10, 2017. Many people believe James Comey was fired to impede an ongoing investigation into whether President Trump's campaign acted together with the Russians to turn the election in Trumps favor. President Trump denies that his campaign and the Russians acted together to turn the election in his favor. James Comey has so far been silent on the issue. The Senate Intelligence committee invited James Comey to testify but he refused to due to a prior engagement. He, however did agree to testify at another time. What is really going is still not clear, since news agencies are reporting different versions of the same story. Hopefully, an unbiased, independent investigator will be appointed at some point and we will know the true story of what is really happe ning. Until then we will never know the truth. https://www.aol.com/article/news/2017/05/12/with-a-threat-of-tapes-trump-tells-ousted-fbi-chief-not-to-ta/22084153/

Diet And Primate Evolution Essays - Diets, Primate, Dietary Fiber

Diet And Primate Evolution Essays - Diets, Primate, Dietary Fiber Diet And Primate Evolution Diet and Primate Evolution Variation in the choices of food on a daily, seasonal, and yearly basis is one of the greatest differences between primate species. Primate diets have generally been divided into three main food categories-fruit, leaves and fauna (including insects, spiders, and bird's eggs for the most part). The different diets also are referred to as Frugivores, Folivores, and Insectivores (fruits, leaves and insects respectively). These gross dietary categories are correlated with aspects of primate activity patterns such as home range and group size. There are different problems that have to be overcome in order to obtain a balanced diet on a day-to-day basis. New leaves and mature leaves, for example, may have different nutritional bases or availabilities. Some fruits appear in large clumps while others are spread thinly over a larger area. Aside from diet, primates have tended to either adapt through specialized dentition and digestive systems or rely on a variety of different foods. Those tha t chose this second route have tended to have larger brain sizes relative to their overall body size. This may be due to the need to know where different types of food can be found at different times throughout the year. Have you ever looked at a picture of a gorilla or money that has what appears to be a beer belly look? Those primates that specialize on eating large amounts of vegetation have difficulty digesting their meals. Different solutions have been found including double stomachs or multichewes, but the problem usually requires an individual to sit back and let the digestive system work-and on the die expel gas. It hasn't been until recently that it was realized that primates, who evolved in the canopy, actually had a quite difficult time finding adequate nutrition. Due to natural selection, which strongly favors those traits enhancing foraging efficiency, and this difficulty finding sustenance, the characteristics regarded as belonging to primates were evolved. Most primates species either maximize the efficiency of their digestive track or maximize the quality and the volume of food processed in a day. Also. Those species, which increase the volume of food, consumed also tended to have larger brains because of a need to remember, not only what, but also where good food sources are and when they are in season. Knowing the trends of evolution, the next thing to do is to look at how it relates to humans. It can be seen that out closest living relative, the chimpanzee makes up 94% of his diet with plants. Most of this is fruit with high sugar and fiber content, meaning that chimps take in hundreds of grams of fiber per day; contrary to the 10 grams or less the advantage American consumes. This suggests that our diet should be higher in vitamin C, pectin, and fiber like our relatives in the wild. Ironically, the same natural selection, which favors the most energy-dense and low fiber diets, may now be causing us to suffer from too little fiber. Plants have been a major food eaten by primates. The primates were almost exclusively herbivorous. A strong focus on plant foods is characteristic of all primates and there is strong consensus that the primates were very strongly herbivorous (Milton 1987, 1993). Many plants are lacking vital nutrients, such as vitamins and the protein building blocks known as amino acids, that the monkeys and other animals require. Some plants lack enough carbohydrates to make them worthwhile as energy producers. Yet in all of these cases the primates would still search for specific plants that exhibited one or more of these traits, rather than just rely on the plant life that was within easy reach. The fact that the primates would make an active search from a variety of plants. One particular type of plant may have lacked was often complemented by the positive aspects of another plant. For example, fruits are low in fiber and protein and yet they are rich in valuable carbohydrates. If the primates had relied solely on eating fruit then they would have lacked sufficient protein and vital amino acids. To make up for that particular type of shortage, the monkeys eat certain leaves that are high in protein and

The Conflict Of A Cut Above And Angel Case Study - 6

The Conflict Of A Cut Above And Angel - Case Study Example This is the â€Å"story† of the case’s progress in the courts, from the time the plaintiff filed its complaint in court, to the appeal to the court that made the final decision in the case. The procedural history of this case is the following. On July 8, 2008, Angel and Cut Above entered into a contract for the sale and purchase of a specialized crane. Pursuant to the contract Cut Above is to pay Angel $100,000.00 for the manufacture of a crane with special hydraulics that will assist Cut Above in constructing its client’s addition over the water, as the hospital is located on a Pensacola inlet, and the rehabilitation center is to be housed in the new addition. †¨Ã¢â‚¬ ¨Cut Above paid Angel a deposit of $50,000.00 with the remainder to be paid to Angel upon delivery of the crane, per specifications, on January 15, 2010. January 15, 2010, came and went and the crane did not arrive. The failure of the crane to arrive set the project back initially by one week. Following a conversation with Angel’s executive Cut Above’s understanding from the executive was that the crane would not be completed until January 31, 2010, at which time it was to be shipped via truck FOB the construction site. †¨Ã¢â‚¬ ¨There is a provision in Cut Above’s contract with its client, Pensacola Memorial Hospital, that the project was to be completed by March 30, 2010, and that every day the project was delayed past that time, Cut Above would be assessed $500.00 per day, said assessment is deducted from the hospital’s final payment. Cut Above was charged $3,500.00 for a 7-day delay. †¨Ã¢â‚¬ ¨Based on the foregoing Cut Above rented a crane to complete as much of the project as possible until the specialized crane arrived from Angel. The crane arrived on February 4, 2010, and Cut Above accepted delivery of the crane but withheld from its final payment to Angel its cost of renting another crane, as well as anticipated delay costs on the project.

Network Design Essay Example | Topics and Well Written Essays - 750 words

Network Design - Essay Example In the following section a description of both physical and logical design is given to clearly define the distinction between these two approaches. logical network design refers to the logical addressing used to describe the network or the networks it connects to. A logical network design displays the IP Addresses linked with each component of the network as shown in fig. 2. In most cases, the logical network is a simple Class C network such as 192.168.0.0 with the default subnet mask of 255.255.255.0. This network allows up to 254 hosts to be connected directly to it without the need of any routing. The following are important factors involved in logical network design. Information about client Kinds of Services or Applications Will the Network Offer Choice of LAN Protocol The information and assessment about the work patterns for various clients is an important factor in logical network design. It helps to appropriately place servers, high- bandwidth links, and other such things in the appropriate physical location of the network. For example if any client (either a single work station or a group) contributes a major portion of the network traffic, then it is necessary to provide that client with a large data pipe. The second important point to be considered in network’s logic design is the kinds of services or applications that a can offer. Typical network applications today include FTP, telnet, and, of course, browsing the Web. Since each application has potential security problems, hence logical network design also addresses the potential security risks. The choice of LAN Protocol is also decided in logical network design. Today the de facto protocol of choice has to be TCP/IP.

Enron collapse A look back Essay Example for Free

Enron collapse A look back Essay Enron was formed as a result of merging with another company and it became a successful corporate. The joy of the business owners is to see how it grows fast and to attract more investors. There are rules and regulation that governs the corporate financial report that is open for inspection by potential investors (Folger, 2011). The audit of these financial reports should disclose the accurate financial state of the company and this should be made known to the stakeholders of the company. The stakeholders of a company play an important role in progress of the business and the going concern of the company (Sterling, 2002). The company of Enron did not manage its debts and therefore looked for means of hiding the truth from its stakeholders so as to continue making profit. Â   Â   Â   Â   Â   The aim of a business is to make profit and be able to pay the debts of the creditors and also attract investors who are interested in the business. Most investor relay on the financial statement to determine whether to invest or not to invest (Folger, 2011). The Enron Company was a big company that was famous and successful before its fall. The corporate attracted many investors since they financial report showed how the business was growing at high rate (Bauer, 2009). However the corporate management did not disclose the true and fair view of the financial reports. The financial report of a company should not mislead the shareholders or its members. Â   Â   Â   Â   Â   Moreover, in the Enron scandal there were some cases in which it showed misconduct of its financial reporting since the corporate did not display true and fair financial accountings to its stakeholders. The corporate used financial fabrication and mark- market accounting to hide its actual debts and real financial situation (Folger, 2011). These reports made the investor believe that the corporate was making profit while it was making losses in real sense. It is also a form of fraud to stakeholders since it cannot meet all its debts and in case of winding up majority of the investors and shareholder would suffer greatly. The Enron scandal was deemed to be great since it had huge debts to settle and its assets could not settle these debts. Â   Â   Â   Â   Â   Indeed, financial misconduct affects a large group of stakeholder and leaves a great mark that cannot be erased (Sterling, 2002). For example the shareholders of Enron corporate were highly affected and suffered a loss of billions that were not recovered since the corporate went bankrupt and the assets of the business were also false in existence. The investors also suffered greatly from these financial misconduct, they lost their resources. In addition, the employees suffered greatly by losing billions of pension benefits due to the misconduct of financial reports which led to the bankruptcy of the Enron therefore could no longer pay them (Folger, 2011). Â   Â   Â   Â   Â   The financial statement of a company is very important to the investors, it gives an over view of the stability of the business and its ability to pay debts. The Enron corporate failed to disclose true and fair view financial statements by hiding its real financial reports and the investors were misled and also due to many investments made by the company lead to its bankruptcy (Sterling, 2002). The purpose of accurate financial reports is to help the investors and also the company to know to what extent they should contract or invest in other businesses. It also helps in managing of the company’s debt thus making profit but the Enron was only interested in making a lot of profits that led to their down fall. Â   Â   Â   Â   Â   Â  Ethics are rules that govern every business and its members on how to conduct their daily roles in the company (Brady, Dunn, 1995). In other words, the managers of this corporate owe their loyalty to its stakeholders and their interest ought to be the interest of the business (Bauer, 2009). In deontology of the Enron corporate, the management had a duty and obligations to display the true statement of finance and also to operate the business in the interest of the stakeholders and not their interest. As the leaders they ought to make sure that the going concern of the business is kept and the assets of the company are secured. In addition, the duty of the Enron managers was to disclose the true and fair view of financial reports (Bauer, 2009). Â   Â   Â   Â   Â   Â  On other hand, utilitarian is a form ethic that is used to show the positive side of the organization, for example by disclosing the false statement to stakeholders thus blinding them of the real situation (Folger, 2011). The Enron leaders used different methods to conceal the truth about its debts and faked the profits. They made the business look attractive and therefore more investors invested in the business. At the end, the ethics rules were violated and the leaders had a role to play .Enron had a role to disclose the truth which could have rescued the company (Bauer, 2009). If at the beginning, the company revealed the truth it would not have ended bankrupt and the employees would have secured their jobs. Finally, the company had a duty to disclose the true financial statements and also save the company from falling and the scandals would have been avoided. The companies should put into practice the ethics governing the corporates. Therefore, to pre vent any future happenings such as the past frauds in the company, there has been an enhanced regulation as well as oversight in the company (Folger, 2011). References Bauer, A. (2009). The Enron scandal and the Sarbanes-Oxley-Act. München: GRIN Verlag. Brady, F. N., Dunn, C. P. (1995). Business meta-ethics: An analysis of two theories. Business Ethics Quarterly, 385-398. Folger, J. (2011). The Enron collapse: A look back. Investopedia, December 1. Retrieved October 25, 2014, at http://www.investopedia.com/financial-edge/1211/the-enron-collapse-a-look-back.aspx Sterling, T. F. (2002). The Enron scandal. New York: Nova Science Publishers. Source document

The Appalling Leadership of King Henry V :: European Literature

In Henry V, the actions of King Henry portray him as an appalling leader. Among Henry's many negative traits, he allows himself to be influenced by people who have anterior motives. This is problematic because the decisions might not be the best decisions for the country, or neighboring countries. The bishops convinced Henry to take over France because they would be able to save land for the Church. Henry doesn't have the ability to accept responsibility for his actions, placing the blame on others. Before Henry begins to take over a French village, he tells the governor to surrender or risk having English troops terrorize civilians. This way, if the governor declines, it would be the governor's fault for the atrocities that would occur. Henry has gotten his troops to go along with the take over by manipulating them. He tells the soldiers that what they're doing is noble, and that they should be proud. In fact, they're attacking another country in order to conquer it. Henry's charac ter comes off as coldhearted and careless. Henry shows ruthlessness towards civilians, threatening them with atrocities. He's careless with his soldiers, thoughtlessly allowing their executions, or playing hurtful games with them. France' takeover is mostly due to Henry's accepting advice from the bishops who had a motive for their judgment. In Act 1, Scene 1, Henry is promised a large sum of money by the Church to help fund his takeover of France. In order for Henry to receive the money he would have to vote against a certain bill that the bishops, Ely and Canterbury find obstructive to the Church. Soon, Henry goes to Ely and Canterbury to help him decide whether it's alright for him to take over France under Salic law. Clearly, Ely, and Canterbury would have a good reason to suggest Henry take France since he would have to accept the Church's money, and thus vote against the bill. Canterbury tells Henry he should pursue the take over arguing that it is illegal for France to use the Salic law since it originated in Germany. As well, he argues that the manner in which previous French kings have claimed the throne would have been in violation of the law. So with this argument Henry decides to go ahead with taki ng over France. The problem is that Henry's decision was motivated by a goal of the Church. A decision that holds thousands of lives at stake is decided on so one group of people could benefit.

How Play Benefits Autistic Children Essay

Autism results in several deficiencies in children that affect their educational and social lives. Autistic children feel difficulty to interact with their peers and they even cannot play individually (Sherratt and Peter p. 34). Relevant behavioral deficiencies are also found in autistic children if they have deficiency to play either individually or in group (Wolfberg, p. 23) and they feel difficult to socialize (Williams, Reddy and Costell p. 67-77). Types of Play There are different types of play in which children are engaged such as soico-dramatic play, symbolic play and functional play. In symbolic play, children use their imaginations to use any object as any other object that is not present. The object used in this type of play does not possess the properties of the object that is imagined to be present in place of the actual object (Libby, Powell, Messer, & Jordan, p. 487-497). Children use common things in their symbolic play to represent specific things such as they use sticks and imagine that they are using swords. Where as, in functional play, children do not use imaginary things, rather they use things that are really useful for their play (Libby et al. , p. 487-497). In such a play, children may cook pretend food by using toy kitchen objects such as cooking utensils that are made from plastic for playing purpose. Children play specific roles in socio-dramatic play. They use particular themes to represent specific roles. Most common socio-dramatic themes are playing school, playing hospital and playing house in which each child is given a specific role to perform. Autistic children find it hard to engage in such type of play because they do not feel comfortable in playing roles that require specific social cues, nature of pretending and language. There are different levels of playing. The child does not require any other child to play with in an isolated play. In this type of play a child plays gets involved in a particular activity and plays with an object with out the need of other children (Sherratt and Peter p. 58-74). Children involve in this type of play only when they are engaged with their favorite toy or object. Autistic children play with an object or a toy in a way that is not common to that object or toy (Wolfberg, p. 78). An autistic child with lacking playing skills does not play with a car in a way that normal children do rather that child would prefer to spin the wheels of the car and would not move the car as normal children do. There is another type of play known as common focus or dyadic play. This type of play requires a child to play with another child. This type of play cannot be played in isolation (Sherratt and Peter, p. 76-95). Usually two children get involved in this type of play. When an autistic child gets involved in this type of play, he or she is more likely to be closer to another child while play but he or she will not interact with another child. Three or more children get involved in group play (Mittledorf, Hendricks and Landreth, p. 63-86). Children involved in group playing usually play board games, non-team games that can be played in a playground. An autistic child does not get involved in this type of play as it requires social cues and peer interaction Another example of play is team play in which a common goal is set to achieved and two or more groups compete with each other to achieve their goal (Mittledorf, Hendricks and Landreth, , p. 63-86). This type of play is organized either on a playgroud or in-house such as team tag, baseball, kickball and basketball. This type of play requires social interaction, rules of play to be followed and high level of activity and thus autistic children usually find it difficult to get involved in this type of play. Some Play Strategies to Help Autistic Children Learn More Efficiently Educational decisions should be based on the individual qualities, skills and needs of every child. Autistic children should be considered in the same way. There are several factors that determine which intervention should be implemented by a teacher to teach playing skills to a child. These factors are the determination of the developmental level of the child, the language level of the child and the determination of the type of the play to be taught. Developmental Readiness It is very important to determine the developmental level of the child before considering which intervention will be implemented for the child. This type of determination is very important for the children that are passing through their early childhood phase. Lifter et al. (1993) found out that it is very important to know the developmental level of the autistic child in order to select a play to teach preschool autistic children. When children are involved in play activities that are appropriate according to their developmental level, they get involved in those activities very quickly and they do not spend much time to learn those activities. Children learn developmentally appropriate activities more quickly as compared to activities that are appropriate according to their age because at the same age, different children have different developmental levels that are necessary to know (Lifter et al. , p. 139-159). Different developmental objects are used to identify which activity is developmentally appropriate for a child to learn (e. g. , Broomfield p. 732-745). The present level of functioning of a child determines which developmentally appropriate activity should be chosen regarding of the age appropriateness because the developmental level of every child is different. Some children’s level is more advanced so the activities and skills selected for them are different from those whose developmental level is lower than their age. Same thing goes to the autistic children whose developmental levels differ from child to child. Language Development Stahmer (p. 123-141) observed the autistic children with the typical children when both types of children were involved in symbolic play. It was observed that both the groups were involved to an equal extent when their language abilities were the same. So it is advised to initially find out the language abilities and developmental level of autistic children when plan to teach play skills to such children. Mundy, Sigman, Ungerer, and Sherman (p. 349-364) found that language development is based on play skills. The language abilities of autistic children can be developed during their play with other children. The autistic children learn different aspects of language such as they learn how to take turn, their behavior is related when they request for their turn, and they are involved in joint attention and other social interactions (Baranek et al p. 20-30). Peer Involvement Peer involvement matters a lot. Typically developing children can play a great role in engaging their autistic peers in appropriate play and positive activities (Blanc, et al p. 229-245). There are different ways in which the typically developing children can be encouraged to engage their autistic peers in social activities such as programs for peer tutoring, Circle of Friends etc. Teachers can discuss with typical peers about autism through an informal method. In this method, teachers discuss with typical peers about the ways in which they should initiate their social interactions with their autistic peers and they are also taught that they should accept social initiations if made by their autistic peers. If typical peers do not encourage social interactions in a natural setting then training programs are initiated for them. It is also found that group games with same age-group play an important role in increasing positive social interactions and appropriate play (Baker et al. , p. 300-308). The researchers also pointed out that natural setting plays a great role. So, it is advised in order to get successful generalization, the setting of group games should be kept as natural as possible. There are a number of games that can be played in groups on the playground such as tag, baseball etc (Baker et al. , p. 300-308). Setting and Intervention Method Setting and intervention method are as important to consider as the type of play. Teachers should consider different types of setting when they are to select the settings to teach play skills to autistic children. There is a variety of appropriate setting for such a task including the classroom of autistic children or of typical children to give them general education, a day care setting, the home of a child, playground of the school or a local park or other areas where students can be engaged in playing. Using Peer Trainers and Peer Models Blanc et al found that children usually make other children involve with them while they are playing. Children should be encouraged to play because when they play with each other, they learn social and behavioral skills through interaction. Children who do not feel comfortable in such interactions do not go through experiences that are essential for their development. Autistic children do not prefer to play with their peers and they hesitate to socialize but they also get involved in activities when integrated settings are provided to them. This means that autistic children do not prefer non-integrated settings (Blanc, et al p. 229-245). Integrated classroom is essential when typical children are encouraged to interact with their autistic peers. Integrated classroom is useful only if an intervention is implemented, otherwise typical children would prefer to play with other typical children and they would not preferably interact with their autistic peers (Blanc et al p. 229-245). Goldstein et al. also believed that social interactions among typical and autistic peers should be increased and for that purpose they developed a number of intervention strategies that were purely peer-mediated. The main purpose of those strategies was typically to bring typical and autistic peers closer by increasing social interactions between them. In this intervention strategy, typical children were taught how to initiate social interactions with their autistic peers and how to respond when their autistic peer initiate an interaction. This intervention resulted in an improvement in the social behaviors of autistic peers. Autistic children are encouraged through this strategy to respond to any initiation made by typical peers. The social behavior of autistic children are also strengthened when they get a response from the typical peers (Goldstein et al. , p. 265-280). Group Games. The facilitation of play skills and social interactions can be increased by incorporating typical peers into games and activities with their autistic peers (Baker et al. , p. 300-308). Teachers can use the preferred topics of autistic children in which they can get involved easily to increase their social behaviors. Baker et al. (p. 300-308) suggested that group games should be developed by asking the autistic children about their favorite topics. These groups are usually very common such as tag. Children are usually inspired by movie characters so teaches should ask autistic children about their favorite movie character and they should incorporate that character into the game. In this way, autistic children are motivated and they become interested in engaging with their typical peers through social interactions. In tag game, the target autistic child and typical children are given instructions about the game and then they are encouraged to play the game. Baker et al. , found that social interactions among autistic child and typical children increase because the target autistic child is given more importance as he or she is the who has chosen the topic of the tag game, typical children become involved because they find a lot of fun in the tag game, and the target autistic child, as a result, gets motivated to increase his or her social interactions with his or her peers. Integrated Play Groups Model. Integrated play groups model can be used as another effective method to increase the play interactions among the typical and autistic children. In this type of play, the children are provided with proper guidance, support, environmental arrangements (Wolfberg, p. 52). the setting of the play area is very important to consider. Children should be engaged in activities in places where children normally play. In such a setting majority of the children should be socially competent so that they are able to integrate their autistic peer easily and comfortably. The environment of the play area should encourage play activity. The play area should be of a normal size, the materials should be arranged properly and the children should be able to access and organize the material easily (Wolfberg, p. 52). The play groups should be balanced. Wolfberg (p. 52) explained that all the members of the play groups must be familiar to each other, means that they are children who meet with each other regularly. The play groups may have children of different age groups but they should be socially competent. It is very important to determine the competencies of the target child. This element is very important to consider when developing an integrated play groups model. With the help of this feature it will be easy for the teacher to find out how much and what type of support has to be given to the target child. In order to facilitate the group play, the target child should be given the opportunity to select what type of activity he or she wants to play and this thing will help the teacher to find out the developmental level of the target child. Guided participation is also encouraged in this model. Children are guided by an adult how to involve in a play that will enhance their social behaviors. The adult should provide supportive guidance instead of directive one (Blanc et al pp. 229-245). The principle of immersion should be followed in this model, means that children should be fully immersed in the play. Through immersion, more experienced children help the less experienced children in learning their roles under the supported guidance of an adult facilitator (Blanc et al pp. 229-245). Conclusion As autistic children have to struggle for the development of play and social skills in them, the teachers should be aware of all the necessary methods that are useful to teach the autistic children the required skills. A teacher must be able to determine the developmental level, language level and peer involvement level of the target autistic child and then the teacher should design, select and implement strategies that will enhance the required skills in him or her. The learning ability of autistic children also depends on the type of play and setting in which the activity will be initiated. The researcher can conclude at this point that play is very important in childhood as children learn from each others experiences. Autistic children need to be taught how to socialize in order to make them useful citizens and for this purpose it is very important to implement strategies that are necessary to fulfill this task. Works Cited Baker, M. J. , Koegel, R. L., & Koegel, L. K. Increasing the social behavior of young children with autism using their obsessive behaviors. The Journal of the Association for Persons with Severe Handicaps, 23 (1998), 300-308. Baranek, G. T. et al Object play in infants with autism: methodological issues in retrospective video analysis. American Journal of Occupational Therapy, 59(1) (2005), pp. 20-30. Blanc, R, et al Dysregulation of pretend play and communication development in children with autism. Autism, 9(3) (2005), pp. 229-245.