Free Essays on Reflection Paper

Reflection Paper As I reflect over my past writings, I’m amazed by how little I knew about the writing process. English is one of the most complex languages on the planet. The ground rules are very significant and must be followed correctly to achieve the best results. In writing an essay paper, the proper placement of the topic sentence is important. The correct use of sentence structure is equally important in writing an essay. Proper grammar is an important element in writing an acceptable paper. A topic sentence is used to state the subject of an essay paper. I have had great difficulty with the proper placement of a topic sentence. One inaccuracy that I made was to use a body main idea as the topic statement. Another mistreatment that I have preformed was to omit the topic sentence from the introductory paragraph. My most recent error, the topic sentence was absent in the conclusion paragraph. Learning to write well takes time and practice. Good writing skills are essential for effective communication. Sentence structure is an independent grammatical unit that has a subject and predicate. The complexity of correct sentence structure has been a challenging process for me to learn. The comma is used to indicate a separation of ideas or elements within the structure of a sentence. The use of a comma is one of my big trouble areas. I create comma splices, as well as, I forget to use a comma in front of the word â€Å"and† when joining three or more items. A sentence that lacks a subject, a verb, or doesn’t complete an understandable thought is a sentence fragment. I have an extensive problem with fragmented sentences. I start a new sentence that builds on or adds to the previous sentence, and I overlook the fact that the new sentence does not have a subject. The fragment can be fixed by combining it with another sentence, or by changing the fragment into a sentence. A run-on sentence happens when two sen... Free Essays on Reflection Paper Free Essays on Reflection Paper Reflection Paper As I reflect over my past writings, I’m amazed by how little I knew about the writing process. English is one of the most complex languages on the planet. The ground rules are very significant and must be followed correctly to achieve the best results. In writing an essay paper, the proper placement of the topic sentence is important. The correct use of sentence structure is equally important in writing an essay. Proper grammar is an important element in writing an acceptable paper. A topic sentence is used to state the subject of an essay paper. I have had great difficulty with the proper placement of a topic sentence. One inaccuracy that I made was to use a body main idea as the topic statement. Another mistreatment that I have preformed was to omit the topic sentence from the introductory paragraph. My most recent error, the topic sentence was absent in the conclusion paragraph. Learning to write well takes time and practice. Good writing skills are essential for effective communication. Sentence structure is an independent grammatical unit that has a subject and predicate. The complexity of correct sentence structure has been a challenging process for me to learn. The comma is used to indicate a separation of ideas or elements within the structure of a sentence. The use of a comma is one of my big trouble areas. I create comma splices, as well as, I forget to use a comma in front of the word â€Å"and† when joining three or more items. A sentence that lacks a subject, a verb, or doesn’t complete an understandable thought is a sentence fragment. I have an extensive problem with fragmented sentences. I start a new sentence that builds on or adds to the previous sentence, and I overlook the fact that the new sentence does not have a subject. The fragment can be fixed by combining it with another sentence, or by changing the fragment into a sentence. A run-on sentence happens when two sen...

WALL Surname Meaning and Origin

WALL Surname Meaning and Origin The Wall surname has several possible meanings: a topographical surname often originally bestowed on someone who dwelled at or near a stone wall, from the Old English weall, and Latin vallum meaning wall or rampart. Often this was a wall built to fortify a town or a sea wall.  The Wall surname was also sometimes an occupational name given to a special kind of mason; a wall was one who specialized in building wall structures. This same meaning also has origins in Germany, from the middle high German wal.A topographical surname for someone who lived by a spring, from the northern Middle English walle, and Old English wà ¦lla, meaning well.In Germany the surname could indicate someone who lived near a wall, from the middle high German wal, or be a variant of the last name Wahl, meaning election or choice.In Ireland, Wall may have originally been de Valle (Gaelic  de Bhl),  meaning of the valley.Wall could also have Swedish origins, from  vall, meaning pasture or grazing ground. Surname Origin: English, Scottish, Swedish, German, Irish Alternate Surname Spellings: WALLS, WALE, WALES, WAHL, WALLENBERG, WAHLBERG  See also WALLER. Where in the World Is the WALL Surname Found? The Wall surname is found most commonly in Ireland, according to  WorldNames PublicProfiler, especially in the East and South East regions. It is also fairly prevalent in the West Midlands region of England, as well as Sweden, Canada, Australia, New Zealand and the United States.  Forebears  has the Wall last name as almost evenly common in both Ireland and Sweden. The Wall surname is fairly evenly distributed across the United States, but is especially common in North Carolina where it ranks #159. Famous People with the Last Name WALL Max Wall - English comedian and actorGarret D. Wall - New Jersey military officer and politicianWilliam Guy Wall - American painter of Irish birthArt Wall - PGA golf champion of the 1950sLucille Wall  - American actressJohn Wall  -  English Catholic Franciscan friar; martyr Genealogy Resources for the Surname WALL Wall/Walls DNA ProjectJoin over 220 researchers with the Wall surname or its variants interested in working together to combine Y-DNA testing with traditional genealogy research to sort out Wall ancestors around the world. 10 Top Databases for British GenealogyMillions of records from England, Scotland and Wales are available online in the form of digital images or transcriptions. These ten websites are a great starting point for anyone researching British ancestry. Wall Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Wall family crest or coat of arms for the Wall surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted.   Wall Family Genealogy ForumSearch this popular genealogy forum for the Wall surname to find others who might be researching your ancestors, or post your own Wall query. FamilySearch - WALL GenealogyExplore over 3.2 million historical records and lineage-linked family trees posted for the Wall surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. WALL Surname Family Mailing ListsRootsWeb hosts a free mailing list for researchers of the Wall surname around the world. DistantCousin.com - WALL Genealogy Family HistoryExplore free databases and genealogy links for the last name Wall. The Wall Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Wall last name from the website of Genealogy Today. -References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Final Essay Example | Topics and Well Written Essays - 2000 words

Final - Essay Example For various American Tribes and other indigenous group, the key point is coping with changing environment conditions. The main objective of all various forms tribal American Indian leaders is â€Å"to encounter the contest head-on, probing for plans to manage rising seas, melting ice and unstable populations of plants, animals and fish. Another key fact associated with their adaptation process is tackling changing social and economic culture. The job patter and living style is changing constantly in the USA. The people of America, especially American Indian are facing challenges associated with â€Å"With better health and longevity, lower birth rates, and the ageing of baby boomers, the world is seeing a major change in demographic trends. The process of adaptation can be more elaborately discuss in light of Abbott (1999) article- Alcohol and the Anishinaabeg of Minnesota in the Early Twentieth Century. The article discuss about the changing pattern of the drinking style of the In dian American in the country from Nineteenth century till date. In the seventeenth century, well before the discovery of alcohol pathology, Indian American was passionately attached to drinking. In the Nineteenth century the pattern changed slightly as they get addicted to strong drinks rather than regular and large volume of drinking (Abbott, 1999, pp. 25-26).In the earlier stage the trade of Alcohol was carried out against food and other important staff which slowly started to change. Slowly the pattern started to change as the American Indian started to use this as a gift in occasion and often resemble the same with the mother milk. In the areas such as Anishinaabe, drinking was a major incident among the people but soon they forced the pattern that they used to follow. There was a distinct difference in the pattern of drinking of the people in that area, those who used to live near the border or trading

Theory of Mind and Child Bullying Literature review

Theory of Mind and Child Bullying - Literature review Example Conclusion 15 References 17 Introduction Social issues and concerns have normally come under immense ignorance and people fail to notice the issues that leave indelible imprints on to abundant of people. Bullying, predominantly child bullying is one of the socially ethical dilemmas that dates back to several decades and may be centuries (Sanders and Phye, 2004, pp. 1-3). One can define bully as a "Use superior strength or influence to intimidate (someone), typically to force him or her to do what one wants" (Alvesson and Spicer, 2011, pp.165). This means that bullying is an action that can come under performance by either one person and can even involve a group of people, where they tend to have aggressive and violent conduct. In addition, the practice of bullying is intended to provide harm to other people or become a source of humiliation for them publically because they perceive them stronger and wants to prove their dominance over the weaker people (Sanders and Phye, 2004, pp. 3-5). In general, it has come to observation that the victim's abilities, personality, ways of expression, gender, religion, culture, and several others become the primary or fundamental source of bullying. Bullying not only comes under restriction to verbal harassment, but also can lead to further violent conduct that includes physical assault and psychological violence. (Coloroso, 2009, pp. 5-8). Bullying has become one of the common and widespread practices that comes under exercise in nearly every institution whether it be educational institutions like schools and universities, workplace and even neighborhood. Due to this persistent and extensive application of bullying in every facet of life, it has become imperative to discover the root causes behind it, the harm that it can provide and the extensive research with respect to the subject matter (Macfarlane and McPherson, 2004, pp. 10-12). The relation of child bullying to theory of mind is imperative t o understand because the theory of mind is one of the social cognitions that come under development in the early childhood. However, the actions of the child are highly dependent upon social cognitions. This means that the mind and development of the child leads to understand the actions performed in the social world. Due to this, it comes under considerations as one of the most important developments of early childhood tha t helps in shaping the personality of the child. Child bullying has a lot of influence and power on how the personality of the child comes under formation in his or her childhood. Therefore, it is pivotal to study and analyse the role and impact of theory of mind upon the performance of the child that can help understand how and why child bullying comes under relationship to theory of mind. The thesis report has come under division into segments where the first segment broadly defines the wide-ranging research that has come under performance with respect to the grave issue, at the same time enlightening child bullying and theory of mind. In addition, it also includes a comparative study that delineates the relationship between the two. The following segment highlights the strengths, limitations, and omission in the research taken place concerning the two aspects. Lastly, based on all the research studies suggestions would come under articulation for future research questions as well as research methods. Overview to Literature Review Process The literature review concerning the matter of child bullying and theory of mind have come under consideration, numerous studies and researches have come under practice that can bring this matter into

The Rise of Christianity in the Roman Republic Essay Example for Free

The Rise of Christianity in the Roman Republic Essay Throughout the Roman republic and most of the empire, the Roman religion was polytheistic. The religion was based on the Greek religion and included multiple gods and goddesses who were anthropomorphic and cruel. However, during the first century of the Common Era, Judaism and â€Å"mystery religions† such as Mithraism, Eleusis, and Christianity were becoming increasing popular. Roman rule tried to control the spread of these religions but eventually Christianity became the chief religion of Rome and its empire. In the early stages of these new religions, Rome was surprisingly tolerant. Many rulers allowed citizens to practice these religions and asked only for simple patriotism and to recognize the holidays of Roman gods. Most Jews and Christians were uncooperative with this notion. In fact, many radical Jews and Christians emerged. A notable radical Jesus, who was an orthodox Jew, led and taught â€Å"the good news† to his followers. This stubborn disobedience enraged rulers such as Nero and Diocletian, who ordered for many Christian persecutions. Diocletian ordered that churches and sacred books be destroyed throughout the Empire. Nero is best known for a devastating fire which was rumored to have been started by Nero himself. He tried to end these rumors by punishing many Christians as a distraction. Persecutions were common and often resulted in death. Women were persecuted the same as men. Christians accepted Jesus as their messiah after he had been put to a gruesome death under the orders of Pilate. At this time, the Roman Empire was in economic turmoil and Christian persecutions were its last attempt at control. A major turning point in the history of Christianity occurred in 312 of the current era. The story is told that Constantine, Roman emperor during this time, had a dream telling him to decorate his shield with the Greek letters for Christ. When he did so and was victorious during battle, Constantine decided that he would convert to Christianity. Constantine also ended all persecutions and allowed all Christians to worship freely. Theodosius the Great took the work of Constantine a step further. He forbade any religion to be practiced except Christianity. This movement gave many more privileges to the church. Churches could now own property and were exempt from certain taxes. Christians were finally free to live and worship. The phenomenon of Christianity was not a battle won easily. There were many cruel and devastating punishments to those who practiced against Roman religion. Men and women were put to death or forced into hiding in the first century. However, as the population of Christians grew rapidly, Roman law found it necessary to revise laws and allow Christianity within the Empire. Christians had won the victory of faith and progressed onward through history.

North American Society Relected in John Updikes Short Story A & P Ess

North American Society Relected in John Updike's Short Story A & P At first glance, John Updike's short story A & P seems to be another coming of age piece. But with taking a deeper look, in many ways you see how the A & P grocery store could be viewed as microcosm of North American society in the 1960's - and it's not a very positive portrait. The general bleakness of the people, the accepted coldness of the store itself, and the theme of class consciousness throughout the entire story causes you to really see how this story parallels society and many peoples, especially young peoples, views in North America during this turbulent time of policy, rules, conservatism, and some of the actions taken against them. The store and the people paint a picture of an oppressively conservative and narrow-minded America based on policy before people, and rules of the corporation. You can either follow policy, or be labeled as a delinquent "Policy is what the kingpins want. What the others want is juvenile delinquency" (856). On several occasions the customers are referred to as "sheep" and as "scared pigs in a chute" (856); indeed they are processed facelessly though the checkout and the "electronic eye." Sammy goes even further to dehumanize them, and makes them seem devoid of spirit and individuality "I bet you could set off dynamite in an A & P and the people would by and large keep reaching and checking off their lists and muttering..." (854). He even starts to dehumanize himself by the repetitive, mindless routine noise of the cash register "bing, gung, splat" (856) It makes everything seem like a part if the system; nothing goes unnoticed, everything is in line and the policies are enforced. Another thing which lends a han... ... Sammy quitting the A & P was his way of standing up against the typical North American society of `policy before people' attitudes and taking action. And though minute, his quitting was a small step against oppression and conservatism that is ever present in society. This was his way of fighting back. He thought that his quitting would shine through as a heroic deed to the upper class girls, and they would see him in a different light, "their unsuspected hero" (857). Unfortunately, when he walks out side into the fresh and alive sun he has no spoils "I look around for my girls, but they are gone, of course" (857), and at that point he realizes that just because you stand up for something doesn't make you a hero, and it definitely does not promise glory. Bibliography: Updike, John. "A & P.' Pigeon Feathers and Other Stories. New York: Knopf, 1969. 187-96.

PLAYS †Work in Pairs&give a brief description Essay

In pairs, simulate two role plays demonstrating your communication skills in a health and social care context. The role plays should demonstrate the application of two communication theories (the theory could be from a humanistic, behaviourist, cognitive or psychoanalytical perspectives)in relation to the health and social care sector. You are free to choose the context and the content of communication for your role plays. Let’s break it down: ïÆ' ¼Write a brief explanation of how the two theories have been applied in your role plays. (Pass) ïÆ' ¼Explain, using appropriate arguments and examples, why you have chosen a particular communication theory for a particular role play. (Merit) ïÆ' ¼Design a feedback sheet to collect the feedback from your class mates/peers (students)regarding your role plays. -Collect the feedback after the role plays. – Write an evaluation of how well each theory is suited for the context of the communication based on the feedback from your peers and your research. (Distinction) 1.1.2 (P1b) 1.1.2 In pairs, simulate two role plays demonstrating communication in a health and social care context. The role plays should demonstrate the â€Å"application† of two different communication techniques. You are free to choose the context and the content of communication for your role plays. Let’s break it down again: ïÆ' ¼Write a brief explanation of how the two techniques have been applied in your role plays. (Pass) ïÆ' ¼Explain, using appropriate arguments and examples, why you have chosen a particular communication technique for a particular role play. (Merit) ïÆ' ¼Design a feedback sheet to collect the feedback from other students on your role plays. Collect the feedback after the role plays. Write an evaluation of how well each communication technique is suited for the context of the communication based on the feedback from your peers and your research. (Distinction) 1.2.2 Write a Memo to all the staff in your department of Health and Social Care informing them of an important policy change. Your memo should be correctly structured and professionally presented. 1.3(P1a,b) Simulate two role plays which use different techniques/strategies to support communication between people with ‘specific’ communication needs. ïÆ' ¼Briefly explain how the techniques were used in your role play. (Pass) ïÆ' ¼Explain how the techniques/strategies you have applied facilitated communication between people with specific communication needs. (Merit) ïÆ' ¼Design a feedback sheet to collect the feedback from other students on your role plays. Collect the feedback after the role plays. Write an evaluation of how well each communication technique/strategy facilitated communication between people with specific communication needs based on the feedback from your peers and your research. (Distinction) What to submit for part one: -Transcripts of your role-plays -Written explanation of the techniques/theories/strategies used -Indicate who you worked with and how you have divided the work -A list of sources used in Harvard Referencing format -Your Evaluation of peer feedback / Feedback collected from peers (Distinction) -(All feedbacks need to be placed into your Appendix – to achieve a Distinction only) -A Memo †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. PART 2: WRITTEN REPORT (s) Task A (L02) – Brief Description (about 100 words) 2.1 (P1b) Select three different communication techniques used for different purposes in health and social care work. Review the application of these communication techniques for different purposes in health and social care work. Provide examples. Justify your conclusions and arguments. 2.2. (P1c) Discuss the ways in which communication influences how individuals feel about themselves. [Here you could use humanistic theory] 2.3. (P1d) Describe, using examples, ways of dealing with ‘inappropriate’ interpersonal communication between individuals in health and social care work. [Here you could use behavioural theory] 2.3 (P1f) Briefly describe and evaluate workplace strategies, policies and procedures for good practice in communication in health and social care. Tell me which strategies, policies and/or procedures are, in your opinion, best suited to facilitate and enhance communication in health and social care sectors? You would need to justify how you came to your conclusion (Merit to Distinction). Task B LO2: Brief Description (up to 100 words) Describe physical, emotional,cultural and legal influences regarding communication in health and social care. [Here you need to relate to equal opportunities – as explained to you in class] 2.1 (P2a) Analyse, using examples, how methods of communication are influenced by individual values, culture and ability in health and social care. 2.2 (P2a/b) Briefly describe legislation and charters governing the rights of individuals to communicate in health and social care. 2.3. (P2b/c) Discuss, providing examples, how the legislation and codes of practice relating to records and communication of information about people impact on health and social care. 2.4. (P2c/d) Based on the organisation of you have chosen, analyse the effectiveness of organisational systems and policies in relation to good practice in communication. Suggest and justify ways of improving communication systems in a health or care setting. What to submit for part two: As explained to you in class + examples of previous assignments for your perusal -A written report of 2500 – 3000 words -Evidence of research for the report in the Appendix, e.g. examples of policy, relevant legislation, research into IT, feedback†¦ etc -A list of sources used in Harvard Referencing format. Bibliography – [Please do not use Wikipedia for the references]. -1 page (A4) self-evaluation of involvement and work throughout the given assignment (make it personal with your own views and ideas) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. PART 3: Use of IT in Health and Social Care setting/organisation LO3: Brief Description (about 100 words) 3.1.1. Explain, using examples, how the use of IT (ICT) in health and social care benefits the individual – service users/patient/clients. 3.1.2. Critically evaluate how the IT supports and enhances the activities of care workers and care organisations/agencies. Provide examples. Justify conclusions reached. 3.1.2. Briefly describe health and safety legal considerations in the use of IT in health and social care. Here, you would need to demonstrate your ability to access and use standard IT software, used routinely, to support work in health and social care. This task will be assessed by ‘observation’ of your work during tutorial sessions. *You will be observed during the ICT lesson/tutorial What to submit for part three: †¢A summary of specific ways of communication by producing an ‘ICT Design’ of your research . Presentation requirement: †¢Font (Arial or Times New Roman) †¢Font size of 12 †¢Good margins (2 cm to the left and 2cm to the right) †¢Line spacing 1.5 †¢Separate paragraphs by adding a space between them. †¢Insert page numbers in the footer – at the right hand side of each page (every page must a number – in numerical order) †¢Start a new task on a new page †¢The module name, module code and assignment number must appear in the front of your assignment and in the Header of every page †¢Your name should appear at the top (header) of every page †¢Print on one side of the page only †¢Follow all explanations and guidance as taught in class †¢Finally, compile your work together in a presentable manner prior to submission. †¢Do not miss the dead line Reassurance: Since this is your first assignment at LCUCK for most of you; I have set it in a very simple way with many pointers so that you could achieve a good grade. Please plan your work (time management) to complete this assignment by the deadline. Good Luck! Sheila Gooljar Assessment Criteria for a ‘Pass’ To achieve each outcome the learner will demonstrate the ability to: P1. Be able to explore how communication skills are used in health and social care Explanation: Explore communication between people in health and social care a.apply relevant theories of communication to health and social care contexts b.review the application of a range of communication techniques for different purposes used in health and social care work c.discuss the ways in which communication influences how individuals feel about themselves d.describe ways of dealing with inappropriate interpersonal communication between individuals e.analyse the use of techniques and strategies for supporting communication between people with specific communication needs f.evaluate workplace strategies, policies and procedures for good practice in communication P2. Understand how various factors influence the communication process in health and social Explanation: Describe physical, cultural and legal influences on communication in health and social care a.analyse how methods of communication are influenced by individual values, culture and ability b.describe legislation and charters governing the rights of individuals to communicate c.discuss the implications in health and social care contexts of legislation and codes of practice relating to records and communication of information about people d.analyse the effectiveness of organisational systems and policies in relation to good practice in communication e.suggest and justify ways of improving communication systems in a health or care setting f.demonstrate ability to communicate appropriately using a range of techniques P3. Be able to explore the use of information and communication technology (ICT) in health and social careExplore the use of information technology in communications in health and social care a.demonstrate ability to access and use standard IT software, used routinely, to support work in health and social care b.analyse how the use of IT in health and social care benefits service users c.critically evaluate how the IT supports and enhances the activities of care workers and care organisations/agencies d.analyse health and safety legal considerations in the use of IT Assessment Criteria for a ‘Merit’ (include Pass criteria+): M1 Identify and apply strategies to find appropriate solutions: -Students provided evidence of research from various sources (the internet and books) for the written report in a well-organised and neatly presented Appendix -Students correctly referenced and acknowledged sources used in the report M2 Select/design and apply appropriate methods/techniques: -Students explained how the techniques/strategies in the role plays facilitated communication in different contexts -Students supported the report with a range of relevant examples from the context of health and social care M3 Present and communicate appropriate findings: -Students used the language at the correct level; technical language was used accurately, spelling and grammar checked used. -Students presented the report which reads fluently and has correctly structured and professionally presented. -Students provided a bibliography of sources used in Harvard referencing format Assessment Criteria for a ‘Distinction’ (include

Religious Backgrounds

My Religious Background I am catholic. I was raised by catholic parents who were raised by catholic parents. Even all of my great grandparents except for one couple were catholic, and beyond that I have no idea. My Grandpa was the only one who was not raised catholic, but converted soon after he married my Grandmother and is buried in a catholic cemetery. I have always agreed with everything that The Catholic Church has taught me, but I feel like that may be because I have never known any other belief.I have been in Catholic school since kindergarten and rarely learned about other religions other than how they differed from my own faith. The only two things I can think of that I may disagree with The Catholic Church on are really more political matters than they are matters of God. For instance, it is taught that a marriage is not complete without the act of sex. For a marriage to be valid under God, the couple must have sex. When I heard this, I immediately thought about men who hav e been paralyzed from the waist down who would not have this opportunity.When I asked my teacher about that situation she said that the marriage was invalid due to the situation, but that there may be drugs out there that could help the situation. That was something I couldn’t believe. It made me feel like we were ousting them from the church because they were paralyzed. It seems to me that these men have been through enough trouble in their lives and shouldn’t need anyone’s permission to marry a woman who they are to fall in love with. The other concept I disagreed with was the idea of same-sex marriage.Maybe it is just that I have issues with marriage in general, but I feel like two people who love each other should be able to marry legally. Now, that being said, I do agree with the church that it is not necessarily what God had in mind, and I do not really feel comfortable saying that I think God is â€Å"in favor† of same-sex marriage, but I would lik e to see the church say that legally same sex couples should be able to marry. I imagine the reason I feel this way could be because my aunt is a homosexual and is legally married to her life-partner and they are very happy.I believe they were married in Illinois, but do not quote me on that. It just bothered me that they had to travel all that way to get legally bonded and it is not even valid in the state they live in. In other words, I agree with the church on the concept that they shouldn’t be married under God, but I see no reason that two people who really do truly love each other cannot be bonded together and share the same benefits that couples of the opposite sex share in marriage.

How Amino Acid Chirality Works

How Amino Acid Chirality Works Amino acids (except for  glycine) have a  chiral  carbon atom adjacent to the carboxyl group (CO2-). This chiral center allows for stereoisomerism. The amino acids form two stereoisomers that are mirror images of each other. The structures are not superimposable on each other, much like your left and right hands. These mirror images are termed  enantiomers. D/L and R/S Naming Conventions for Amino Acid Chirality There are two important nomenclature systems for enantiomers. The D/L system is based on optical activity and refers to the Latin words dexter for right and laevus for left, reflecting left- and right-handedness of the chemical structures. An amino acid with the dexter configuration  (dextrorotary) would be named with a () or D prefix, such as ()-serine or D-serine. An amino acid having the laevus configuration  (levorotary) would be prefaced with a (-) or L, such as (-)-serine or L-serine. Here are the steps to determine whether an amino acid is the D or L enantiomer: Draw the molecule as a Fischer projection with the carboxylic acid group on top and side chain on the bottom. (The amine group will not be at the top or bottom.)If the amine group is located on the right side of the carbon chain, the compound is D. If the amine group is on the left side, the molecule is L.If you wish to draw the enantiomer of a given amino acid, simply draw its mirror image. The R/S notation is similar, where R stands for Latin rectus (right, proper, or straight) and S stands for Latin sinister (left). R/S naming follows the  Cahn-Ingold-Prelog rules: Locate the chiral or stereogenic center.Assign priority to each group based on the atomic number of the atom attached to the center, where 1 high and 4 low.Determine the direction of priority for the other three groups, in order of high to low priority (1 to 3).If the order is clockwise, then the center is R. If the order is counterclockwise, then the center is S. Although most of chemistry has switched over to the (S) and (R) designators for absolute stereochemistry of enantiomers, the amino acids are most commonly named using the (L) and (D) system. Isomerism of Natural Amino Acids All amino acids found in proteins occur in the L-configuration about the chiral carbon atom. The exception is glycine because it has two hydrogen atoms at the alpha carbon, which cannot be distinguished from each other except via radioisotope labeling. D-amino acids are not naturally found in proteins and are not involved in the metabolic pathways of eukaryotic organisms, although they are important in the structure and metabolism of bacteria. For example, D-glutamic acid  and D-alanine  are structural components of certain bacterial cell walls. Its believed D-serine may be able to act as a brain neurotransmitter. D-amino acids, where they exist in nature, are produced via post-translational modifications of the protein. Regarding the (S) and (R) nomenclature, nearly all amino acids in proteins are (S) at the alpha carbon. Cysteine is (R) and glycine is not chiral. The reason cysteine is different is that it has a sulfur atom at the second position of the side chain, which has a larger atomic number than that of the groups at the first carbon. Following the naming convention, this makes the molecule (R) rather than (S).

Obdurodon - Facts and Figures

Obdurodon - Facts and Figures Name: Obdurodon (Greek for tough tooth); pronounced ob-DOOR-oh-don Habitat: Swamps of Australia and South America Historical Epoch: Miocene (23-5 million years ago) Size and Weight: About one foot long and a few pounds Diet: Insects and crustaceans Distinguishing Features: Broad, flat bill studded with teeth About Obdurodon The prehistoric platypus Obdurodon used to count as one of the exceptions to the rule that every modern creature had a plus-sized ancestor lurking millions of years back in its family tree: this monotreme (mammalian egg layer) was about the same size as its modern playtpus relatives, but its bill was comparably broad and flat and (heres the main difference) studded with teeth, which adult platypuses lack. Judging by this dental equipment, paleontologists believe Obdurodon made its living by digging with its bill into the soft silt near lakes and rivers and eating whatever crawly things lay exposed (such as insects, crustaceans and the occasional small fish). As ancient as it was, Obdurodon wasnt the first platypus ancestor to appear on the prehistoric scene; there were also the early Cretaceous Teinolophos and Steropodon. We say used to in the paragraph above because a new discovery has placed Obdurodon squarely in the megafauna mammal category: a three-foot-long species (diagnosed on the basis of a single tooth) that was recently discovered Down Under, in sediments dating from 15 million years ago. Besides its size, Obdurodon tharalkooschild was distinguished by its highly developed teeth, which it used to crush crawfish, crustaceans, small vertebrates including birds and lizards, and possibly even the occasional turtle!

What are the justifications state legislatures have used to pass laws Thesis

What are the justifications state legislatures have used to pass laws legalizing same-sex marriage - Thesis Example ?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.59 Vermont†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦59 California†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦59 In Re Marriage Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..59 Prop. 8 and Strauss Case†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..66 Perry v. Schwarzenegger†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..67 Perry v. Brown†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦73 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..73 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.80 Cases and Statutes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦86 Abstract This dissertation will focus on an analysis of states where same-sex marriage has been legalized. The bulk of the analysis in this regard will be court decisions, as courts provide much more evidence and argument for their positions than do legislatures. The conclusion is that courts use different standards of review for same-sex marriage, which indicates a clear split between jurisdictions on the matter. Another conclusion is that courts, in making their decisions regarding same-sex marriage cases, tend to reach in order to get to the desired conclusion. This seems to hold for both courts ruling against same-sex marriage and courts ruling for same-sex marriage. The conclusion is that the courts that rule on... The researcher states that same-sex marriage has been a source of controversy in the modern era. Same-sex marriage implicates gay rights, as this is the basis for the success that homosexuals have had in recent years. The modern thought regarding homosexuals may be traced to 1977, which was a watershed year for the homosexual rights movement, according to Fejes. It was during this year that homosexuals began to be positively portrayed. States were also eliminating sodomy laws, and more states began offering protections to gays and lesbians. Also during the 1970s, the same-sex couples began nascent efforts to marry – in 1970, the first gay couple attempted to obtain a marriage license in California. They were denied, as were other couples in Wisconsin and Colorado. During the 1980s, same couples pushed for marriage to a greater extent, as the era of AIDS was ushered in. AIDS affected same sex couples, and encouraged them to pursue marriage, because same-sex couples were increas ingly denied the right to make health care decisions for their ailing partner. The gay marriage debate picked up steam in 1993, as the state Supreme Court of Hawaii ruled that the state’s refusal to grant marriage licenses to same-sex couples was an unconstitutional form of sex discrimination that would need to be justified by a compelling state interest. However, this move by Hawaii produced a major backlash, in the form of the Defense of Marriage Act, which was passed by the federal government in 1993 in response to Hawaii’s decision.