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no text reply MineroNo Text ReplyInductive Essay: Topic (cell phones)By Samuel MineroEnglish 1DInstructor: BuettnerSeptember 12, 2014No Text ReplyToday, the use of cell phone involves an essential part of the regular life of modern people. In fact, present society is practically unimaginable without the use of cell phones. The development of new technologies and telecommunication systems contribute to the wide use of cell phones. Cell phones have opened huge opportunities for communication. Today, cell phones eliminate physical barriers and allow people to communicate with each other in spite of huge distance. Benefits of using cell phones are obvious but people often underestimate potential danger the use of cell phones can expose people to. In this respect, the potential negative impact of waves from cell phones may expose people to the risk of development some serious health problems. However, such risks and threats are rather hypothetical than real, whereas, today, people using cell phones or texting, while driving, expose themselves and other people to the great and real danger of accidents.Person using cell phone while driving.On analyzing the problem of using cell phones and texting while driving, it is important to lay emphasis on the fact that people are adapted to use their cell phones anytime and anywhere they like. People are so much adapted to cell phones that they cannot stop using them even when they drive their cars. However, they underestimate the risk and potential danger of talking or texting using their cell phones while driving. What is the most dangerous about the cell phone use and texting while driving is the lack of sense of danger. The latter means that people do not expect getting in trouble because of the cell phone use or texting while driving. Such unawareness makes people careless and, thus, extremely dangerous in regard...

Commodore Matthew Perry and the Opening of Japan

Commodore Matthew Perry and the Opening of Japan Commodore Matthew C. Perry was a noted American naval officer in the first half of the 19th century who earned fame for opening Japan to American trade. A veteran of the War of 1812, Perry endeavored to promote and develop steam technology in the U.S. Navy and earned the nickname Father of the Steam Navy. During the Mexican-American War, he directed operations in the Gulf of Mexico and captured several towns along the coast. In 1853, Perry received orders from President Millard Fillmore to force the opening of Japanese ports to American trade. Arriving in the islands the following year, he successfully concluded the Convention of Kanagawa which opened two ports to trade as well as ensured the protection of American sailors and property. Early Life and Career Born at Newport, RI, on April 10, 1794, Matthew Calbraith Perry was the son of Captain Christopher Perry and Sarah Perry. In addition, he was the younger brother of Oliver Hazard Perry who would go on to earn fame at the Battle of Lake Erie. The son of a naval officer, Perry prepared for a similar career and received a warrant as a midshipman on January 16, 1809. A young man, he was assigned to the schooner USS Revenge, then commanded by his older brother. In October 1810, Perry was transferred to the frigate USS President where he served under Commodore John Rodgers. A strict disciplinarian, Rodgers imparted many of his leadership skills to the young Perry. While aboard, Perry took part in an exchange of gunfire with the British sloop-of-war HMS Little Belt on May 16, 1811. The event, known as the Little Belt Affair, further strained relations between the United States and Britain. With the beginning of the War of 1812, Perry was aboard President when it fought an eight-hour running battle with the frigate HMS Belvidere on June 23, 1812. In the fighting, Perry was slightly wounded. War of 1812 Promoted to lieutenant on July 24, 1813, Perry remained aboard President for cruises in the North Atlantic and Europe. That November, he was transferred to the frigate USS United States, then at New London, CT. Part of the squadron commanded by Commodore Stephen Decatur, Perry saw little action as the ships were blockaded in port by the British. Due to these circumstances, Decatur transferred his crew, including Perry, to President which was anchored in New York. When Decatur unsuccessfully attempted to escape the blockade of New York in January 1815, Perry was not with him as he had been reassigned to the brig USS Chippawa for service in the Mediterranean. With the wars end, Perry and Chippawa cruised Mediterranean as part of Commodore William Bainbridges squadron. After a brief furlough in which he worked in the merchant service, Perry returned to active duty in September 1817, and was assigned to the New York Navy Yard. Posted to the frigate USS Cyane in April 1819, as executive officer, he aided in the initial settlement of Liberia. Captain Matthew C. Perry. U.S. Navy History and Heritage Command Fast Facts: Commodore Matthew C. Perry Rank: CommodoreService: U.S. NavyBorn: April 10, 1794 in Newport, RIDied: March 4, 1858 in New York, NYParents: Captain Christopher Perry and Sarah PerrySpouse: Jane SlidellConflicts: Mexican-American WarKnown For: First and Second Battles of Tabasco, Capture of Tampico, Opening Japan Rising Through the Ranks Completing his duty, Perry was rewarded with his first command, the twelve-gun schooner USS Shark. Serving as the vessels captain for four years, Perry was assigned to suppress piracy and the slave trade in the West Indies. In September 1824, Perry was reunited with Commodore Rodgers when he was posted as executive officer of USS North Carolina, the flagship of the Mediterranean Squadron. During the cruise, Perry was able to meet with Greek revolutionaries and the Captain Pasha of Turkish fleet. Before returning home, he was promoted to master commandant on March 21, 1826. Naval Pioneer After moving through a series of shore assignments, Perry went back to sea in April 1830, as the captain of the sloop USS Concord. Transporting the U.S. envoy to Russia, Perry declined an invitation from the czar to join the Russian Navy. Arriving back in the United States, Perry was made second-in-command of the New York Navy Yard in January 1833. Deeply interested in naval education, Perry developed a naval apprentice system and helped establish the U.S. Naval Lyceum for the education of officers. After four years of lobbying, his apprentice system was passed by Congress. During this time he served on the committee that advised the Secretary of the Navy in regard to the U.S. Exploring Expedition, though he declined command of the mission when offered. As he moved through various posts, he remained devoted to education and in 1845, assisted in developing the initial curriculum for the new U.S. Naval Academy. Promoted to captain on February 9, 1837, he was given command of the new steam frigate USS Fulton. A significant advocate for the development of steam technology, Perry conducted experiments to improve its performance and ultimately earned the nickname Father of the Steam Navy. This was reinforced when he founded the first Naval Engineer Corps. During his command of Fulton, Perry conducted the U.S. Navys first gunnery school off Sandy Hook in 1839-1840. On June 12, 1841, he was appointed the Commandant of the New York Navy Yard with the rank of commodore. This was largely due to his expertise in steam engineering and other naval inventions. After two years, he was appointed commander of the U.S. African Squadron and sailed aboard the sloop-of-war USS Saratoga. Tasked with fighting the slave trade, Perry cruised the African coast until May 1845, when he returned home. Second Battle of Tabasco, June 15-16, 1847. Public Domain Mexican-American War With the beginning of the Mexican-American War in 1846, Perry was given command of the steam frigate USS Mississippi and made second-in-command of the Home Squadron. Serving under Commodore David Connor, Perry led successful expeditions against Frontera, Tabasco and Laguna. After returning to Norfolk for repairs in early 1847, Perry was given command of the Home Squadron and aided General Winfield Scott in the capture of Vera Cruz. As the army moved inland, Perry operated against the remaining Mexican ports cities, capturing Tuxpan and attacking Tabasco. USS Mississippi (1841). U.S. Navy Opening Japan With the end of the war in 1848, Perry moved through various shore assignments before being returned to Mississippi in 1852, with orders to prepare for a voyage to the Far East. Instructed to negotiate a treaty with Japan, then closed to foreigners, Perry was to seek an agreement which would open at least one Japanese port to trade and would secure the protection of American seamen and property in that country. Departing Norfolk in November 1852, Perry proceeded around the Cape of Good Hope and across the Indian Ocean before reaching Shanghai on May 4, 1853. Sailing north with Mississippi, the steam frigate USS Susquehanna, and the sloops-of-war USS Plymouth and Saratoga, Perry reached Edo, Japan on July 8. Met by Japanese officials, Perry was ordered to sail for Nagasaki where the Dutch had a small trading post. Refusing, he demanded permission to present a letter from President Millard Fillmore and threatened to use force if denied. Unable to resist Perrys modern weaponry, the Japanese permitted him to land on the 14th to present his letter. This done, he promised the Japanese that he would return for a response. Commodore Matthew C. Perry lands in Japan, 1854. Public Domain Returning the following February with a larger squadron, Perry was warmly received by Japanese officials who had acquiesced and prepared a treaty that fulfilled many of Fillmores demands. Signed on March 31, 1854, the Convention of Kanagawa ensured the protection of American property and opened the ports of Hakodate and Shimoda to trade. His mission complete, Perry returned home by merchant steamer later that year. Later Life Voted a reward of $20,000 by Congress for his success, Perry embarked on writing a three-volume history of the mission. Assigned to the Efficiency Board in February 1855, his main task was the completion of the report. This was published by the government in 1856, and Perry was advanced to the rank of rear admiral on the retired list. Living in his adopted home of New York City, Perrys health began to fail as he suffered from cirrhosis of the liver due to heavy drinking. On March 4, 1858, Perry died in New York. His remains were moved to Newport, RI by his family in 1866.

(Human Rights) and (Democracy and the Armed Forces) Essay

(Human Rights) and (Democracy and the Armed Forces) - Essay Example Changes made to the justice structure in some states are essential for reinforcing the sovereignty of national courts. If the top leaders delegitimize a judiciary, it results in an absence of confidence from the people. Slowly, the people will have no option but to turn to illegal ways or implement human rights laws explicitly2. This implementation seems legitimate but it unavoidably results in an accumulation of cases. The avoidance of such cases forms the second reason the police should adhere to human rights and humanitarian law. If the police respect human rights and humanitarian law, the people would not have to resort to illegal ways. Police should adhere to human rights and humanitarian law by respecting the freedom of peaceful assembly3. States should strictly fight police immunity and make sure the law persecutes enforcement officers who violate the human rights of suspects appropriately. The law fosters and secures the ability of a police officer to implement the law the same way the United Nations protects and secures the public’s human rights and humanitarian. Emphasizing the issue of discrimination in housing and learning, and racial profiling as specific issues can make it easier for the police to respect human rights and humanitarian law. Military operations largely entail peacekeeping missions that also largely preach human rights and humanitarian law4. As a result, it is only right for the same soldiers to respect the same laws they are attempting to instill. In fact, the most appropriate way to instill human rights is to implement them during their operations. Another reason for respecting human rights and humanitarian law during military operations is the necessary creation of safe conditions that foster the secure provision of humanitarian support. Even so, if the United States dispatches troops, the effect of the military activities ought to relegate the goal of humanitarian operations5. During

Is The World Really Becoming A Global Village Essay

Is The World Really Becoming A Global Village - Essay Example This essay stresses that the majority of the world is still separated politically, economically, and culturally. People still fear the unknown, change, and those who look at the world with different perceptions and beliefs to theirs. War still rages, international crime continues, terrorist acts murder innocent people on a daily basis, and we still haven’t been able to feed the world. Why does the Western world think it has anything to offer? This paper makes a conclusion that it was not so long ago that the West smiled to itself when hearing reports telling of Chinese and Russians donning blue jeans and bopping to rock music. Somehow everyone knew that this meant that we were winning. And, perhaps, some of that confidence was justified – after all we are constantly penetrating the â€Å"enemy† through modern media, television, cinema, and the Internet. However, is the imposing of our brave new world really the best possible outcome? In time, perhaps, these barriers will be broken down as modern technology is implemented with physical networks, opening up new channels of communication. But at what price? Is man really capable of moving forwards without destroying cultures, traditions, and belief systems? Will we crush ethnic groups by enforcing our worldview in the name of progress? A look back at history doesn’t allow for much hope, and yet we must forge ahead if we are serious about becoming an inte rnational community that allows equality and the liberty of all mankind.

The Kings Speech Essay Example for Free

The Kings Speech Essay Question 1: In the sessions with Lionel, he asked Bertie what was his past like because there was a reason for being afraid to speak publicly. He told Lionel that when he was a young boy he used to get teased a lot because he shuddered a lot and his father also encouraged it, especially when it came to his brother. His father didn’t pay attention to him it went more towards his brother. Also, he grew up with metal splints in his knees so he could have straight knees. These experiences changed his life by feeling insecure about himself and not being able to talk in front of an audience would trigger that fact that he used to get teased a lot by his loved one, which changed his whole life. Question 2:Â  It is our divine right to be heard, to persevere, rehearse, and be brave. These things can be very helpful in our lives. We have to learn to be brave and persevere we have to try in order to get it done. Every day we use our divine right to be heard by being in class, answering questions, with friends and communication with just about anyone. Question 3:Â  When the King was practicing giving speeches in public I saw that he concentrated or relaxed himself by swaying his feet back and forth, taking deep breaths, eventuating words, practicing an hour a day and having support from his wife. These things can be helpful if someone was afraid of speaking in public because it helps you focus and keep calm once you have started your speech. In our speech class we have a strong support system, our own classmates, which make us feel comfortable speaking in front of them, which helps us during our speech.

W.B. Yeats and the Importance of Imagination Essay -- Biography Biogra

W.B. Yeats and the Importance of Imagination The poetry of the Irish writer WB Yeats celebrates how the human imagination gives meaning to life's struggles. Yeats's vision of human creative power evolves with his writing, broadening from seeing the imagination as the embodiment of human desires to understanding the power of the imagination to inspire others and immortalize the creative spirit. Yeats's work, by embracing this power, embraces the human condition itself, giving dignity to hardships and suffering by transfiguring 'dread' into 'tragedy.' The inevitable suffering described in poems like "Adam's Curse," "The Wild Swans at Coole," and "The Circus Animals' Desertion," is transfigured into works of art which immortalize the human spirit, as in "The Lake Isle of Innisfree," "A Dialogue of Self and Soul," and "Lapis Lazuli." In Yeats' poems, human life is an experience wrought with sorrow and suffering. "Adam's Curse," for example, defines the human condition in terms of the twin hardships of labor and mortality. Just as the Biblical Adam was cursed with toil and death when he was exiled from Eden, all people in "Adam's Curse" must struggle to live, only to ultimately die. Like the "old pauper" who must "scrub a kitchen pavement, or break stones" to survive, all people labor in life, especially when making a work of beauty: the poet, for example, works "hours" at "stitching and unstitching" lines in order to create "sweet sounds," only to be called an "idler," and every woman is "born...to know" that she must "labour to be beautiful." The "curse" of labor is made more bearable when it informs the creation of beauty, as in a poem, a woman's "sweet and low" voice, or a "love...compounded of high courtesy," but the curs... ...g the inflexible realities of life, Yeats's works come to appreciate the greater powers of the creative soul to inspire others to embrace their own suffering, to see and balance all parts of the human experience and transfigure even hardship into art. The imagination thus empowers man to defy with his spirit what his body cannot- he finds spiritual timelessness, perfection, and immortality in a world where he will decay, fail, and perish. It is the imagination which allows this discovery, transfiguring the deepest anguish of bounded life into free and eternal "gaiety." Works Cited Finneran, Richard, ed. The Collected Works of W.B. Yeats. 2nd ed. New York: Scribner, 1997. Frye, Northrop. The Educated Imagination.Bloomington: Indiana University Press, 1964. Parkinson, Thomas. W.B. Yeats: The Later Poetry. University of California Press: Berkeley, 1964.

A Message from Disadvantaged Children of Friends for Street Children in Ho Chi Minh City – Vietnam

A message from disadvantaged children of Friends For Street children in Ho Chi Minh City – Vietnam Ladies and Gentlemen, Ho Chi Minh City is an economic city of Vietnam, with a population of more than 8 million. Attracted by the rapid economic expansion of Ho Chi Minh City, a large number of migrants from many parts of the country is coming. However, they mostly are poor in material, education, professional skills which leads to unstable jobs and low salaries. They live together with many other family’s members in a temporary houses or narrow rental rooms. They cannot earn enough for living.It becomes so difficult for these parents to manage school fee for their children; even they need financial help from their children. Many children of these families have to support financially by selling lottery tickets, newspapers, shoes polishing, or begging. Why we help disadvantaged children? The reality of early labors and dropping out of school of migrant children in Ho Chi Mi nh City is so common. Adding to these labor migrant children is poor children of Ho Chi Minh City who live in slums. They are also the target for child labors, illiterate and many social issues.Facing with the reality that many children cannot access school and their rights are neglected, Friends For Street Children Association was established in 1984, purposely to assist the disadvantaged children in their studies. The Association organizes seven Development Centers to serve about 1200 children studying from Kindergarten to Grade 5. What do children benefit from your help? With the help of donors, sponsors, individuals and groups, and organizations for disadvantaged children at cities of development countries like Vietnam, we can prevent and resolve little by little the basic issues such as: Preventing the dropping out of the school of children. – Reducing illiterate. – Resolving child labor. – Reducing child malnutrition. – Increasing child self-confide nt and self-esteem due to lacking social integrating environment. – Encouraging respect of child basic rights. – Providing a good environment for education in order to reduce social crime concerning children. Your support will help us to organize what activities? Your support will give children chances to access a good education. In FFSC system, we organize free education for children from 5 to 15 years old included Pre-school and Elementary School classes.This is a very important step to support all children to excel certain knowledge in order to integrate public schools. Without supporting, it will be impossible for poor and labor child to access further education. – At the center, we also organize language classes such as English, Japanese for children; – Vocational training courses such as sewing, embroidery for girls; – Building up child self-confident and social understanding through life skills and life values courses; – Improving chi ldren’s creativities through recreation programs according to age such as circle games, drawing; Improving their health through outdoor body exercises; – Healthcare, teeth care and providing milk; – Sponsorships for poor children who study at public schools to prevent dropping out due to financial reason; – Supporting children and families psychologically through home visits. What’s impact of our support for children? Our purpose focuses on and enhances well-being and a better future of disadvantaged children. – These disadvantaged children will have chance to access and integrate the public school and to develop their talents. Some girls who are trained can earn living in the future. – They are served better in nutrition and health. – They will gain a balance on psychology. – They have chances to have fun as any other children. – These poor children can proceed higher education in order to graduate from high scho ol and college. – They are provided necessary knowledge and skills to live healthily, happily and usefully in future society. Our dear guests, we would like to express our deepest gratitude for your kind presence here today. Thank you for your attentive listening.