Collective Bargaining Agreements Essays - Labour Relations, Labor

Collective Bargaining Agreements Essays - Labour Relations, Labor Collective Bargaining Agreements TABLE OF CONTENTS Introduction.Page 2 Management RightsPage 3 Union Security.Page 4 Wages and Benefits Page 5 Individual Security (Seniority) Rights..Page 6 Dispute Resolution..Page 7 Bibliography Page 10 COLLECTIVE BARGAINING AGREEMENTS A collective bargaining agreement collectively sets the terms on which an employer offers individual work contracts to each of its employees in the bargaining unit. A bargaining agreement, also herein referred to as a labor agreement, is a legally enforceable written commitment, which states the rights and duties of all parties involved. The labor agreement should be made in good faith and is intended to be observed and not violated. The National Labor Relations Act obligates employers and unions to bargain in good faith concerning terms and conditions of employment, including hours and wages. Like any normal contract, competent parties must enter into a labor agreement. However, a labor agreement is unique from other legal contracts in that there is no consideration involved and nothing tangible is exchanged. Many, but not all, unions require formal ratification of a new labor contract by a majority membership acceptance, which is determined through vote by the members. Until majority approval of those voting in a ratification election is received, the proposed labor contract is not final. While each labor agreement is unique to the needs of an organization and its employees, most agreements include five issues: (1) Management Rights, (2) Union Security, (3) Wages and Benefits, (4) Individual Security (Seniority) Rights, and (5) Dispute Resolution. Management Rights Management is the process of working with people and

Life and Work of Roy Lichtenstein, Pop Art Pioneer

Life and Work of Roy Lichtenstein, Pop Art Pioneer Roy Lichtenstein  (born Roy Fox Lichtenstein; October 27, 1923  Ã¢â‚¬â€œÃ‚  September 29, 1997) was one of the most prominent figures in the Pop Art movement in the United States. His use  of  comic book art as source material to create large-scale works in the Ben-Day dot method became a trademark of his work. Throughout his career, he explored art in a wide range of media, from painting to sculpture and even film. Fast Facts: Roy Lichtenstein Occupation:  ArtistBorn:  October 27, 1923 in New York City, New YorkDied:  September 29, 1997 in New York City, New YorkEducation:  Ohio State University, M.F.A.Notable Works:  Masterpiece  (1962),  Whaam!  (1963),  Drowning Girl (1963),  Brushstrokes  (1967)Key Accomplishments:  American Academy of Arts and Letters (1979), National Medal of the Arts (1995)Spouse(s):  Isabel Wilson (1949-1965), Dorothy Herzka (1968-1997)Children:  David Lichtenstein, Mitchell LichtensteinFamous Quote:  I like to pretend that my art has nothing to do with me. Early Life and Career Born and raised in New York City, Roy Lichtenstein was the oldest child of an upper-middle-class Jewish family. His father, Milton Lichtenstein, was a successful real estate broker, and his mother Beatrice was a homemaker. Roy attended public school until he was 12  years old. He then attended a private college preparatory high school until he graduated in 1940.   Lichtenstein discovered his love of art in school. He played piano and clarinet, and was a  fan of jazz music. He  often drew images of jazz musicians and their instruments. While in high school, Lichtenstein enrolled in summer classes of the Art Students League of New York City, where his primary mentor was the painter Reginald Marsh. In September 1940, Roy entered Ohio State University, where he studied art and other subjects. His primary influences were Pablo Picasso and Rembrandt, and he  often stated that Picassos Guernica was his favorite painting. In 1943, World War II interrupted Roy Lichtensteins education. He served for three years in the U.S. Army and continued as a student at Ohio State University in 1946 with assistance from the G.I. bill. Hoyt L. Sherman, one of his professors, had a significant influence on the young artists future development. Lichtenstein earned his Master of Fine Arts from Ohio State in 1949. Early Success Lichtenstein had his first solo show in New York City in 1951,  years after he graduated from Ohio State. His work at the time fluctuated between Cubism and Expressionism. He moved to Cleveland, Ohio, for six years, then in 1957 returned to New York, where he briefly dabbled in abstract expressionism. Lichtenstein took a position teaching at Rutgers University in 1960. One of his colleagues, Alan Kaprow, a pioneer of performance art, became a new significant influence. In 1961, Roy Lichtenstein produced his first pop paintings. He incorporated the comic style of printing with Ben-Day dots to create the painting Look Mickey, featuring the characters Mickey Mouse and Donald Duck. Reportedly, he was responding to a challenge by one of his sons, who pointed at Mickey Mouse in a comic book and said, I bet you cant paint as good as that, eh, Dad? In 1962, Lichtenstein had a solo show at the Castelli Gallery in New York City. All of his pieces were purchased  by influential collectors before the show even opened. In 1964, amid his growing fame, Lichtenstein resigned from his faculty position at Rutgers to concentrate on his painting. Emergence as a Pop Artist   In 1963, Roy Lichtenstein created two of the best-known works of his entire career: Drowning Girl and Whaam!, both of which  were adapted from DC comic books. Drowning Girl, in particular, exemplifies his  approach to creating pop art pieces out of existing comic art. He cropped the original image to make a new dramatic statement, and  used a shorter, and more direct, version of the text from the original comic. The massive increase in size gives the piece a very different impact from the original comic  book panel. Much like Andy Warhol, Lichtensteins work generated questions about the nature and interpretation of art. While some celebrated the audacity of his work, Lichtenstein was heavily criticized by those who argued that his pieces were empty copies of something that already existed. Life magazine ran an article in 1964 titled, Is He the Worst Artist in the U.S.? The relative lack of emotional engagement in his work was seen as a slap in the face to the soul-baring approach of abstract expressionism.   In 1965, Lichtenstein  abandoned the use of  comic book images as primary source material.  Some critics are still bothered by the fact that royalties were never paid to the artists who created the original images used in Lichtensteins large-scale works.   In the 1960s, Roy Lichtenstein also created cartoon-style works with Ben-Day dots that reinterpreted classic paintings by art masters, including  Cezanne, Mondrian, and Picasso. In the latter part of the decade, he created series of paintings that depicted comic-style versions of brushstrokes.  The works took the most elemental form of traditional painting and turned it into a pop art object, and were intended to be a send-up of abstract expressionisms emphasis on gestural painting. Later Life In 1970, Roy Lichtenstein bought a former carriage house in Southampton, Long Island, New York. There, Lichtenstein  built a studio and spent most of the rest of the decade out of the public spotlight. He included representations of his older works in some of his new paintings. Throughout the 1970s and early 1980s, he also worked on still lifes, sculptures, and drawings.   Late in his career, Lichtenstein received  commissions for large-scale public works. These works include the 26-foot  Mural with Blue Brushstrokes at New Yorks Equitable Center, created in 1984, and the 53-foot Times Square Mural for the New Yorks Times Square Bus Station, created in 1994. The corporate logo for Dreamworks Records, commissioned by David Geffen and Mo Ostin, was Lichtensteins last completed commission before his death. Lichtenstein died of pneumonia on  September 29, 1997  after several weeks of hospitalization. Legacy Roy Lichtenstein was one of the leading figures in the Pop Art movement. His method of turning ordinary comic strip panels into monumental pieces was his way of elevating what he felt were dumb cultural artifacts. He referred to pop art as industrial painting, a term that reveals the movements roots in mass production of common images.   The monetary value of Roy Lichtensteins work continues to increase. The  1962 painting Masterpiece  which sold for $165 million in 2017, features a cartoon bubble whose text is seen as a wry prediction of Lichtensteins fame: My, soon you will have all of New York clamoring for your work. Sources Wagstaff, Sheena.  Roy Lichtenstein: A Retrospective.  Yale University Press, 2012.Waldman, Diane.  Roy Lichtenstein. Guggenheim Museum Publications, 1994.

Serpico Essay Example | Topics and Well Written Essays - 1000 words - 1

Serpico - Essay Example An understanding of Serpico’s story helps to illuminate the importance of integrity, autonomy and responsibility in every individual involved with criminal justice. The story of Frank Serpico has proved the impetus for a variety of police reforms and attempts at reform as the public found out just how extensive the system of ‘crooked cops’ went following Serpico’s revelations to the New York Times when he found his superiors unresponsive and incapable of dealing with what he encountered. Rather than being a case of a problem that had been so long unknown that it was beyond control, much like a houseful of termites within the framework, what Serpico uncovered in the 1960s and early 1970s was a case of so many individuals embroiled in the action that it was nearly impossible to find superiors capable of following through on investigations without implicating themselves. Reading through the slightly fictionalized biography of Frank Serpico reveals not only the extraordinary conditions in which he finds himself, but the several places in his life in which he was forced to make a difficult ethical decision, often at his own perso nal cost and suggests places in which an equally ethical criminal justice administrator might have been of significant assistance. The story opens up as Serpico is being rushed to the hospital after having been shot in the face in what is still debated as possibly an arranged ‘hit’ between the drug dealers and the police officers with whom he was working. Once it is properly established that this did not prove to be a fatal shot, although it came within fractions of a centimeter of being so, the novel turns to recount the past events of Serpico’s life that had brought him to the hospital that night and why suspicions of conspiracy were circulating. Touching only very briefly upon his childhood

The Case Of Brian Keith Rose Term Paper Example | Topics and Well Written Essays - 1250 words

The Case Of Brian Keith Rose - Term Paper Example Rose was initially charged in State court in Baltimore County though evidence in the form of a partial fingerprint was thrown out by a Baltimore County Judge. The United States Attorney took over the case after Judge Souder’s October 2007 ruling. Souder’s ruling was based on the fact that technique used to analyze the fingerprints was not scientifically reliable. State charges against Rose were then dropped and the case was re-filed in the US District Court (Brendan, 2010).MD Rule 5-702 requires that latent fingerprint identification methods rest on reliable factual foundations and in this case the ACE-V method used was not proved to be reliable and factual in State Court. Initially no latent fingerprints were identified by the crime lab and homicide Detectives suggested several names of suspects to the crime lab. At that time these names, including Brian Rose, were compared to the latent print recovered. Both sides in this case requested that the Court determine the re liability of the ACE-V methodology, hence allowing or disallowing the latent prints as evidence. The defendants contended that the ACE-V is not a method which has been scientifically tested, thus the error rate is unknown. Without an error rate it is impossible to know the reliability of this methodology. A fingerprint is in essence a reproduction of friction ridge formations of the surface of a finger, left by the transfer of oil or other matter between the finger and the object. These ridges form before birth.

Unwrapping Technology Essay Example for Free

Unwrapping Technology Essay Today’s educators have an endless pool of technological teaching aids at their fingertips. The Worldwide web has put teaching programs, learning apps, downloadable content, and all manner of communication at the availability of everyone. This information is readily and easily accessed. There are electronic whiteboards, video creating and editing programs, Ipads, learning games regarding all subjects, and an endless pool of help and ideas that can facilitate teaching, learning, and communication. Teachers can utilize them all to help students reach each of the standards implemented in NETS-S. The standards for this bracket include creating videos that record and document school or community functions, gather data, use digital tools and resources, use information gathering technologies, learning to identify and solve computer problems, explore curriculum from perspectives of other cultures, evaluate and determine credibility of resources, and among other things engaging in online collaborative learning projects. All standards work together to create an informed student who has the basic tools needed to become successful in a swiftly advancing technological world. Among the many standards and requirements expected to be learned by 6th-8th graders almost all of them are right on the mark and can easily be implemented in the classroom, especially number 2. Standard number 2 refers to creating animations or videos that document school or community events. This age group is constantly taking photos or videos for their own social outlets. Tapping into this type of media will be inspiring for the students and can encourage learning through a skill they enjoy and identify with. Learning through the use of technology can be a wonderful experience for students. There are many ways technology can be used to enhance lessons or engage the students, where more primitive manners of teaching such as straight lecture and note taking can be dry and quite frankly lose the interest of the students. One such tool is the electronic whiteboard. The electronic whiteboard allows the teacher to project images for their computer onto the board in the front of the class. A teacher can prepare a slide show, power point, or show movies or videos regarding the subject being taught. This can draw the attention both visual and auditory of the class. Watching a movie where a science experiment is done can be more intriguing than just listening to a speech about it. Ipads are another great tool that can be used to create an enjoyable learning experience. They can be used to play learning games or even as a manner for communication for certain handicapped students. All of the NETS-S standards and requirements are reasonable there are some that may not be implemented or may be difficult to support. For example: Creating â€Å"original animations or videos documenting school, community, or local events. (NETS-S, 2008) may be difficult if the school does not have video equipment or programs to support this type of activity. Each school will have its own set of standards and available tools that need to be taken into consideration when trying to follow standards. Teachers may have limited resources to work with but they can attempt to apply for grants from sites such as Grant Wrangler (http://grantwrangler. com/) and Teachers Count (h ttp://www. teacherscount. org/teacher/grants. shtml). The resources are out there but need to be sought out and found. The one expectation that I feel is missing from the standards are relatively fast typing skills. Typing skills can be quite a useful skill to teach and can aid students from this age group up as they begin to have more and more typed assignments given. The usage of programs such as â€Å"Word† and becoming familiar with it will also be helpful from this age all the way up to college. By giving them these two tools we are preparing them for their future. The NETS-S standards are put in place to help nurture students to evolve into capable and involved community members. The technological world we live in is changing more rapidly than ever and it is in the benefit of both student and teacher to learn and advance with the times so they can be knowledgeable and stay at the forefront of these changes. As educators it is part of our job to prepare students for their future, and much of our future lies in technology, NETS-S is helping us do that. Reference: NETS-S . Retrieved from http://www. iste. org/docs/pdfs/nets-s-2007-student-profiles-en. pdf? sfvrsn=4

The French Revolution :: essays research papers

The French Revolution had many causes. According to the historian, French people revolted because they were, â€Å"intelligent, free, and prosperous to be critical of the existing conditions.† In other words, this historian is saying that the people of France knew what was going on in their country. I agree with this historian and this quote. There were conditions that existed in France the people were aware of. The ideas of the Enlightenment, social classes, and tax system contributed to the French Revolution. The French Revolution was based mostly on the Third Estate’s desire to obtain liberty and equality.   Ã‚  Ã‚  Ã‚  Ã‚  The third estate (made up ninety-eight percent of the population) was the people who wanted to be equal to the nobles and clergy. The clergy and nobles made up the First and Second Estate. They first two estates had overruling power in the government than the Third Estate. This was one of the reasons of the Storm of Bastille. They were knowledgeable of the ‘existing conditions.’ The social class was the main thing separating the people of France. There was a lack of social mobility also, causing people to be based on lineage, rather than wealth.   Ã‚  Ã‚  Ã‚  Ã‚  The people of the Third Estate were also being treated unfairly and unjustly. The tax system was another contribution of the revolution. The nobles and clergy would tax the rest of the people by voting. Since the people were divided into sections, each section would count as one vote, despite the fact that the First and Second Estate was only made up of two percent of the population. Also, the nobles and clergy were usually exempt from paying the taxes. This made the people angry. The tax system resulted in the Tennis Court Oath. Members of the Third Estates met there to gather and talk about the problems.   Ã‚  Ã‚  Ã‚  Ã‚  The last contribution to the French Revolution was the ideas of the Enlightenment. The bourgeoisie had learned to read and write about the teachings of Locke, Rousseau, and Montesquieu. Most of them had the basic idea, to have a limited or constitutional monarchy.

Unit case study

Technical Institute Skin cancer, otherwise known as skin melanoma, has become a serious epidemic in the United States over the last several years. Approximately one in 60 people will develop some form of skin cancer in their life time. With tanning beds and extended outdoor tanning becoming more common, as well as â€Å"being tan† become the new beauty tip. However, genetics still plays a very important role in skin cancer. It has been said that people with minimal melanin genes, the gene that determines hair and eye color, are more susceptible to skin cancer to do their light hair, eyes and fair kin.Most skin cancer cases are caused by ultraviolet rays, however, approximately five percent of cases are inherited. The risk of melanoma is doubled in the first degree relatives of those who have had melanoma. (Stamp-Posthumous J, Van Dunedin C, Schaffer E, Pink J, Bergman W, 2001 ;44:22-7). The most common type of skin cancer in the United States is Basal Cell (2014 Stanford medic ine) Pigments are what give your skin its color. Melanin, carotene and hemoglobin are three different types of pigment that affect your skin color. When you are in the sun the ultraviolet rays activate the melancholy's which produce melanin.The melanin Is what causes your skin to tan. This helps protect your skin from damage. Melanin absorbs ultraviolet rays and prevents the rays from damaging or affecting the DNA In epidermal cells. It has also been studied that due to the ozone layer depleting over the years, your own pigment can no longer handle the strength of the ultraviolet rays, also contributing to the increase in melanoma (Chickasaws T, Kodak K, Amounts J, Takeaway S). With all of the new Information and studies available to today there Is no reason to doubt the importance of wearing sunscreen whenever you are exposed to the sun for extended periods of time.

Bases of Power in an Organization

Bases of Power in an Organization Leadership in an organization can be defined as the approach and manner in which directions are provided, plans implemented and workers motivated. The bases of power can be said to be the ways and methods which the managers of an organization use in order to influence the behavior of the employees. It is also referred to as the possession of authority on the employees and having an influence over other people. Power is extremely beneficial tool in an organization because it depends on it and the way it is used; it leads to either positive or negative change.Power is categorized into five bases according to French and Raven in 1960. Dependency, on the other part, is reliance of an organization on certain employees or even an employee relying on the organization. Overreliance of an organization on different individuals or a few workers is usually highly discouraged. This is because an organization can fail due to an individual’s failure. In the given scenario, the organization is dependent on the employee 2 because he is the only one who can prepare the company’s financial statement.The five bases of power are legitimate, reward, coercive, expert and referent (David, 1992). Legitimate power can also be referred to as positional power. This is because it is the position an individual holds in the given organization’s hierarchy. In this case, a manager’s power over the junior workers is given a priority. It gives the power to the managers to issue orders to the junior workers. In our scenario the employee 1 works in the marketing department where the marketing manager ensures and encourages employees to work even beyond the required 40 hours a week.He keeps on reminding the workers to work hard in order to receive the yearly bonus. Reward power is another base of power which arises from the person’s ability to influence the allocation of resources and incentives in any given organization. The ince ntives can be in the form of positive appraisal, promotions and salary increment. People with this kind of power in an organization tend to influence other employees’ behavior. This kind of power works best if used well, though it is also demoralizing to the employees if favoritism is used and this diminishes the output.In our scenario above the employee 3 was rewarded with the reward power by corporation A. In this case the employee has just brought a new idea to the organization which the team members were unsure of, though they tried and it worked (Dean, 2003). Due to the enthusiasm of the employees, the employee 3 was selected to lead the team. The reward power is well demonstrated in this situation. Coercive power is the power that is derived from an employee’s ability to influence other employees through sanctions, threats and punishment.This can lead to junior employees working hard even in extra hours to meet deadlines so that they can avoid punishment from the boss. This kind of power helps the boss to control behaviors of the organization and its norms. In the scenario above, the employee 1 works hard in the office. He stays in the office till late night and even on weekends to ensure the work is complete and accurate. Expert power is another type and base of power that is based on the knowledge and experience. Expertise of an employee in a specific area is particularly beneficial in an organization.Experience in a certain area of the organization is paramount. The employees’ opinions and ideas are highly regarded in the organization; hence they easily influence other workers’ behavior and working patterns. This kind of power becomes the stepping stone that connects to other bases of power. This is because experience is truly vital for proper running of business. In our scenario above the employee 2 is the only certified public accountant (CPA) in the organization who works in the accounting department.He is the only one w ith the knowledge to prepare financial statements for the company and due to this he successfully negotiated with the accounting manager for him to work a compressed work week (Murphy & Ebook Library, 2012). Referent power is the power that is derived from a person’s ability to form inter-relationship with others in the organization. This type of power is obtained when other people respect and like the worker. Through this their output is influenced by the employee through their admiration to the worker, their trust and respect.It is also obtained through the relationship with the people who matter in the organization, like the CEO. The Employee 3 can also be said to have been elevated to lead the team due to the admiration and enthusiasm he got from other employees. Reference David v. (1992). International Business Communication. New York: NY: HarperCollins. Murphy, F. , & Ebook Library (2012). Community engagement, organization, and development for public health practice. N ew York: Springer Pub. Dean, T. (2013). Network+ guide to networks. Boston: Course technology/Cengage learning.

Gay Genetics Essays

Gay Genetics Essays Gay Genetics Essay Gay Genetics Essay The topic of this paper is definitely a sensitive one. Whether the reason is religious, political, or personal, we all seem to have an opinion on homosexuality, but how many of us have actually taken the time to do our homework on this matter. Before we choose to support or oppose the growing LGBT movement shouldnt we arm ourselves with as much information as possible? Is homosexuality genetic, or does it start in the home? Although I did not find conclusive evidence to support genetics or nurture as the cause of homosexuality, I do feel there is enough logical theory to dismiss the Gay Gene as the cause of homosexual behavior. Research on this subject was hard to find, but I was able to gather some of the most popularly used material on homosexual genetics. I have analyzed all the information I have gather, looking at the material from all viewpoints available to me. I am confident that you will find my argument to be compelling, if nothing else. Homosexuality has been around for thousands of years, dating back to the ancient Egyptians. The debate on the subject has been going on for almost as long. Aristophanes, in his Symposium argues that sexual desire alone is not strong enough to create homosexuality, but that the cultural environment allows or forbids it. : You see, in his time homosexuality was common practice, with the focus being on sex. From this point of view it would be easy to make homosexuality a black and white, social issue. There was no title for homosexuals at the time and it stayed that way until about a hundred years ago. Giving homosexuality a title change the way we looked at it completely. Was it something someone could catch? Is it permanent or can it be cured? How do we stop our children from getting it? All of these questions created a wide spread panic and fear around homosexuality. Because of the negative thoughts and feeling surrounding homosexuality it was long abeled as a mental illness. In 1957, a woman named, Karen Hooker conducted a study to test the mental and developmental differences between heterosexual men and homosexual men. Hookers study consisted of two groups, one group for each sexual orientation. The men were match in age, Q, and education level. Each group was given three test; The Rorschach Test, The Thematic Apperception Test, and The Make-a-picture Story Test, or (MAPS) test. Hooker concluded little to no difference between the two groups of men. Hookers findings lead to The American Psychological Association removing homosexuality from its Diagnostic and Statistical Manual of Psychological Disorders in 1973. Homosexuality no longer being view by the APA as a disorder caused people to pose the question, if its not a mental disorder than what is it? The studies that follow are incomplete, to say the least but they open the door for deep thought on the matter. One of these studies is, Bailey and Pillards 1991 Twin Study. The thought was that if homosexuality was inherited then more twin brothers would have the same sexual orientation than non-twin or non-biological brothers. In a way they were wright, with omosexual, as were 22% of fraternal twins, 11% of adoptive brothers, and 9. 2% of non-twin brothers. At first glance it seem as if Bailey and Pillard might have found a genetic link to homosexuality, but look deeper and you began to see that the facts actually point to nurture playing a big role in sexual orientation. If homosexuality is genetically caused than why are there more homosexual non- biological (adoptive) siblings than non-twin biological siblings in Bailey and Pillards study? Identical twins share the same genes and yet in nearly half of the identical twins studied one brother was homosexual and the other was not. With these facts in mind one could argue that the percentage of homosexual adopted siblings, raised in homosexual households (11%) being higher than the national LGBT population (1-10%) that this study is at least a strong implication of nurture being a factor in homosexuality. One of the most popular studies on the subject of homosexuality was conducted by Dr. Simon LeVay. Dr. LeVay studied the brains of cadavers hoping to find a noticeable difference between the brains of homosexual men and their heterosexual counterparts. LeVay found what he was looking for in the hypothalamus. He noticed hat the (INAH) of the hypothalamus was twice the size in the homosexual men than in the heterosexual men. He also found that the (INAH) of the heterosexual females he studied were also twice the size of the heterosexual males. Many have tried to use these findings as proof of homosexuality being genetically baste. So people go as far as calling Dr. LeVay the discoverer of the gay gene, even though he never found any genes linked to his findings. Due too numerous problems with the methods used in Dr. LeVays study it is hard to find his conclusion to be a cause for homosexuality. If the size of the (INAH) etermined sexual orientation then all the homosexual men would display larger (INAH) than their heterosexual counterparts, but this was not always the case. Dr. LeVay also did not have sexual back round on the presumably heterosexual men, nor the presumably heterosexual females. This means that for all Dr. LeVay knew some of his female subjects could have actually been homosexual, and the same go for the assumed heterosexual male subjects. If all that wasnt enough, all the presumably homosexual men died of AIDS, so it is hard to say if the difference between the sizes of the (INAH) was there from birth, or if it was caused by AIDS. There are less published studies on the organ of homosexuality than you would probably think. Due to lack of uniform definitions for behavior, identity, and desire of homosexuals it is difficult to make conclusions. With such groups as Baylor University, Max Planck Institute, Sanger Institute, Washington University in St. Louis, and others finding no conclusive cause for homosexuality it seem the answer might be harder to find than we thought. One thing we can do is take what we already know about genetics and apply it to homosexuality. Homosexuality is identified by the sexual actions someone carries out. If we are to believe there is a gay gene this would only why someone with this gene would choose to live a gay life style. One of the other major issues with the gay gene theory is how is this trait being passed on? Supporters of the gay gene theory claim that the gene is sex linked to the X- chromosome. If this was the case any man with this gene would be gay, and any homosexual females would have fathers who had this gene. The chances of enough gay men procreating with enough female gay gene carriers to produce the rising number of lesbians would qualify homosexuality as an epidemic. I do not think yself to be a geneticist, nor do I think that I am smarter than the many men and women who believe in the X linked gay gene but the evidence Just is not there. The Human Genome Project of 2003 successfully mapped 153 million base pairs for X- chromosomes with 1168 genes, and 50 million base pairs for Y-chromosomes with 251 genes. In all of their thirty years of research no gay gene was found. After looking over all the information I can only conclude that there is strong evidence against the existents of a gay gene. It seems that because of the publics unwillingness to upset the LGBT community studies are more focused on finding a enetic link to homosexuality than exploring alternative causes. It is safe to assume that homosexuality is not all choice, with young men like Jamey Rodemeyer of Buffalo N. Y. , deciding it would be better to die than live with the abuse that can come with being gay. It is all but impossible to see cases like Jameys and say that all homosexuals choose their orientation. Jamey is not the first or the only person who has been bullied or tormented for being a homosexual. If they could Just stop being gay why would they put up with being treated like minorities? The thing is they shouldnt have to. Being like everyone else or people understanding why you do what you do shouldnt be required for someone to be treated with respect and kindness. For the sake of homosexual tolerance, and for those in the LGBT community who wish to know more about their sexual orientation, I do think it would be wise to fully explore cause of homosexuality outside of genetics. We should be asking if its not genetic and its not all choice than what is it? Whether or not there is ever conclusive proof a cause of homosexuality we must decide to be above politics and choose to care for those that we might not understand.

Entregar Conjugation in Spanish, Translation, and Examples

Entregar Conjugation in Spanish, Translation, and Examples The Spanish verb entregar means to deliver, to turn in or hand in, or to hand over. Entregar can also be used as a reflexive verb, entregarse, which means to turn yourself in or surrender. Entregarse can also mean to devote yourself or dedicate yourself to something. Entregar Conjugation Entregar is a regular -ar verb and follows the same conjugation pattern as verbs like usar and tratar; however, a spelling change is required in some of the conjugations. In order to maintain the hard g sound, a u should be added when the g is followed by the vowel e. For example, the first person preterite conjugation of entregar should be entreguà ©, with a u to create the hard g sound. (The combination ge by itself produces the soft g sound, like the English h.) This article includes the conjugations of entregar in the most frequently used verb tenses: present, past, conditional, and future indicative, the present and past subjunctive, the imperative mood, and other verb forms. Entregar Present Indicative Yo entrego I deliver Yo entregola tarea a tiempo. Tà º entregas You deliver Tà º entregas la carta personalmente. Usted/à ©l/ella entrega You/he/she delivers Ella entregalos pedidos de los clientes. Nosotros entregamos We deliver Nosotros entregamoslas llaves del apartamento. Vosotros entregis Youdeliver Vosotros entregisel ladrà ³n a la policà ­a. Ustedes/ellos/ellas entregan You/they deliver Ellos entreganel poder despuà ©s de las elecciones. Entregar Preterite Indicative In the preterite tense there is a spelling change only for the first person singular conjugation. Yo entreguà © I delivered Yo entreguà © la tarea a tiempo. Tà º entregaste You delivered Tà º entregaste la carta personalmente. Usted/à ©l/ella entregà ³ You/he/she delivered Ella entregà ³ los pedidos de los clientes. Nosotros entregamos We delivered Nosotros entregamoslas llaves del apartamento. Vosotros entregasteis Youdelivered Vosotros entregasteis el ladrà ³n a la policà ­a. Ustedes/ellos/ellas entregaron You/they delivered Ellos entregaron el poder despuà ©s de las elecciones. Entregar Imperfect Indicative The imperfect tense can be translated to English as was delivering or used to deliver. Yo entregaba I used to deliver Yo entregaba la tarea a tiempo. Tà º entregabas You used to deliver Tà º entregabas la carta personalmente. Usted/à ©l/ella entregaba You/he/she used to deliver Ella entregaba los pedidos de los clientes. Nosotros entregbamos We used to deliver Nosotros entregbamoslas llaves del apartamento. Vosotros entregabais Youused to deliver Vosotros entregabais el ladrà ³n a la policà ­a. Ustedes/ellos/ellas entregaban You/they used to deliver Ellos entregaban el poder despuà ©s de las elecciones. Entregar Future Indicative Yo entregarà © I will deliver Yo entregarà © la tarea a tiempo. Tà º entregars You will deliver Tà º entregars la carta personalmente. Usted/à ©l/ella entregar You/he/she will deliver Ella entregarlos pedidos de los clientes. Nosotros entregaremos We will deliver Nosotros entregaremoslas llaves del apartamento. Vosotros entregarà ©is Youwill deliver Vosotros entregarà ©is el ladrà ³n a la policà ­a. Ustedes/ellos/ellas entregarn You/they will deliver Ellos entregarn el poder despuà ©s de las elecciones. Entregar Periphrastic  Future Indicative   To conjugate the periphrastic future, use the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive entregar. Yo voy a entregar I am going to deliver Yo voy a entregar la tarea a tiempo. Tà º vasa entregar You aregoing todeliver Tà º vasa entregar la carta personalmente. Usted/à ©l/ella vaa entregar You/he/she isgoing todeliver Ella vaa entregar los pedidos de los clientes. Nosotros vamosa entregar We aregoing todeliver Nosotros vamosa entregar las llaves del apartamento. Vosotros vaisa entregar Youaregoing todeliver Vosotros vaisa entregar el ladrà ³n a la policà ­a. Ustedes/ellos/ellas vana entregar You/they aregoing todeliver Ellos vana entregar el poder despuà ©s de las elecciones. Entregar Present Progressive/Gerund Form The gerund or present participle is a verb form that can be used as an adverb or to create progressive verb forms like the present progressive. Present Progressive ofEntregar est entregando Is delivering Ella est entregando los pedidos de los clientes. Entregar Past Participle The past participle is a verb form that can be used as an adjective or to form perfect tenses like the present perfect. Present Perfect of Entregar ha entregado Has delivered Ella ha entregado los pedidos de los clientes. Entregar Conditional Indicative The conditional tense is used to talk about possibilities. Yo entregarà ­a I would deliver Yo entregarà ­a la tarea a tiempo si la hubiera hecho. Tà º entregarà ­as You would deliver Tà º entregarà ­as la carta personalmente, pero no tienes tiempo. Usted/à ©l/ella entregarà ­a You/he/she would deliver Ella entregarà ­alos pedidos de los clientes, pero no tiene las direcciones. Nosotros entregarà ­amos We would deliver Nosotros entregarà ­amoslas llaves del apartamento si nos mudramos. Vosotros entregarà ­ais Youwould deliver Vosotros entregarà ­ais el ladrà ³n a la policà ­a si supierais dà ³nde se esconde. Ustedes/ellos/ellas entregarà ­an You/they would deliver Ellos entregarà ­an el poder despuà ©s de las elecciones, pero no se conocen los resultados. Entregar Present Subjunctive The spelling change - add a u for the hard g sound- occurs in all of the present subjunctive conjugations. Que yo entregue That I deliver La maestra quiere que yo entregue la tarea a tiempo. Que tà º entregues That you deliver La directora pide que tà º entregues la carta personalmente. Que usted/à ©l/ella entregue That you/he/she deliver El gerente espera que ella entregue los pedidos de los clientes. Que nosotros entreguemos That we deliver El propietario quiere que nosotros entreguemos las llaves del apartamento. Que vosotros entreguà ©is That you deliver La và ­ctima pide que vosotros entreguà ©isel ladrà ³n a la policà ­a. Que ustedes/ellos/ellas entreguen That you/they deliver El gobernador quiere que ellos entreguen el poder despuà ©s de las elecciones. Entregar Imperfect Subjunctive There are two different ways of conjugating the imperfect subjunctive: Option 1 Que yo entregara That I delivered La maestra querà ­a que yo entregara la tarea a tiempo. Que tà º entregaras That you delivered La directora pedà ­a que tà º entregaras la carta personalmente. Que usted/à ©l/ella entregara That you/he/she delivered El gerente esperaba que ella entregara los pedidos de los clientes. Que nosotros entregramos That we delivered El propietario querà ­a que nosotros entregramoslas llaves del apartamento. Que vosotros entregarais That you delivered La và ­ctima pedà ­a que vosotros entregaraisel ladrà ³n a la policà ­a. Que ustedes/ellos/ellas entregaran That you/they delivered El gobernador querà ­a que ellos entregaran el poder despuà ©s de las elecciones. Option 2 Que yo entregase That I delivered La maestra querà ­a que yo entregase la tarea a tiempo. Que tà º entregases That you delivered La directora pedà ­a que tà º entregases la carta personalmente. Que usted/à ©l/ella entregase That you/he/she delivered El gerente esperaba que ella entregase los pedidos de los clientes. Que nosotros entregsemos That we delivered El propietario querà ­a que nosotros entregsemoslas llaves del apartamento. Que vosotros entregarais That you delivered La và ­ctima pedà ­a que vosotros entregaseisel ladrà ³n a la policà ­a. Que ustedes/ellos/ellas entregasen That you/they delivered El gobernador querà ­a que ellos entregasen el poder despuà ©s de las elecciones. Entregar Imperative The imperative mood is used to give commands. Notice that some of the imperative conjugations require a spelling change for the hard g sound. Positive Commands Tà º entrega Deliver!  ¡Entrega la carta personalmente! Usted entregue Deliver!  ¡Entregue los pedidos de los clientes! Nosotros entreguemos Let's deliver!  ¡Entreguemos las llaves del apartamento! Vosotros entregad Deliver!  ¡Entregad el ladrà ³n a la policà ­a! Ustedes entreguen Deliver!  ¡Entreguen el poder despuà ©s de las elecciones! Negative Commands Tà º no entregues Don't deliver!  ¡No entregues la carta personalmente! Usted no entregue Don't deliver!  ¡No entregue los pedidos de los clientes! Nosotros no entreguemos Let's not deliver!  ¡No entreguemos las llaves del apartamento! Vosotros no entreguà ©is Don't deliver!  ¡No entreguà ©is el ladrà ³n a la policà ­a! Ustedes no entreguen Don't deliver!  ¡No entreguen el poder despuà ©s de las elecciones!

Everyday Use Research Paper Example | Topics and Well Written Essays - 2000 words

Everyday Use - Research Paper Example The author influenced by various happenings in his/her lifetime as well as before his/her lifetime would come with works, completely basing on those events or just using it part of the work, fictionalizing the other parts. There have been many American writers who have created works on this basis with Alice Walker being one of the prominent ones. She came up with her short story, â€Å"Everyday Use† after being influenced by various events related to racism during her lifetime. Alice Walker was heavily influenced by the Black Power Movement and she brings out those influences in her work. â€Å"Walker’s short story â€Å"Everyday Use† contains several important parallels to the author’s own life. Born in 1944 in Eatonton, Georgia, Walker grew up in an environment much like that described in the story† (Wilson). When doing so, various authors will incorporate various historical and cultural elements as part of the plot, and Walker did that in her wor k. So, this paper focusing on various historical themes and cultural symbols in Alice Walker’s â€Å"Everyday Use† will compare it with other works including Walker’s Color Purple, Chinua Achebe’s â€Å"Dead Men’s Path† and Charlotte Gilman’s â€Å"The Yellow Wallpaper†. 2. Themes and symbols in â€Å"Everyday Use† In â€Å"Everyday Use†, Mrs. Johnson or ‘Mama’ is the name of the mother while Dee and Maggie are the two daughters. 'Mama' introduces herself as "a large, big-boned woman with rough, man-working hands". So, the Mama could be constructed as women with good physical strength. 'Mama' always exhibited a lot of care and responsibility to both her daughters and tried her best to give both of them a better life. As both the daughters were different in every aspect, all theirs friction were handled with care by her. Dee and Maggie are extremely contrasting both physically and mentally. The elder s ister, Dee is portrayed as a beautiful and successful, however at the same time an arrogant woman, who does not have any pride for her culture and heritage. On the other hand, Maggie is shown as a disfigured and lethargic, however at the same time a simple girl, who has a lot of pride in her heritage. "Have you ever seen a lame animal, perhaps a dog run over by some careless person rich enough to own a car, sidle up to someone who is ignorant enough to be kind to him? That is the way my Maggie walks" (Walker 25). Although both the girls had a different personality and different affiliation towards their culture, their relationship was a smooth affair, until the cultural symbol of quilts entered the picture. The mother, Mrs. Johnson and Maggie lead their lives following their culture to their heart, and without compromising on any of their cultural traditions. It is only the elder daughter, Dee in the family who has changed her lifestyle and distanced herself from her culture. The in fluence of modern living and deterioration of culture is evident when Dee arrives home with her boyfriend, Hakim-a-barber. Dee, who is going to a college outside her state in the North, surprises her mother and sister with her changed behavior. She, because of the influence of Black Power movement, changes her name to Wangero Leewanika Kemanjo in an attempt to detach from her culture. Mrs. Johnson and Maggie felt very uncomfortable with the name change, attitude and actions of Dee. "When Dee and her friend use strange words to greet the mother and Maggie and when they announce their names†¦this is not the culture of the mother- nor perhaps of