Mosquito Control With Birds and Other Natural Predators

Mosquito Control With Birds and Other Natural Predators When the topic of  mosquito control is discussed, thrown into the mix is usually a fervent argument for installing purple martin houses and bat houses. Stores that cater to bird enthusiasts often tout the purple martin houses as the best solution for keeping your yard mosquito free. Bats, which may not be the most beloved of mammals, are defended with the claim that they consume hundreds of mosquitoes per hour. The truth of the matter is that neither purple martins nor bats provide any significant measure of mosquito control. While both eat mosquitoes, the insect makes up a very tiny portion of their diets. Other animals might have an upper hand on mosquito control, particularly in the fish, other insect, and amphibian classes. Mosquito Munchies For bats and birds, mosquitoes are more like a passing snack. Multiple studies of wild bats have consistently shown that mosquitoes consist of less than 1 percent of their diet. In purple martins, the percentage of mosquitoes in their diet is slightly higher- about 3 percent, at most. The reason is simple. The payoff is small. A bird or a bat that feeds on insects must invest considerable energy in flying around and must catch the bugs in mid-air. Birds and bats are usually seeking the biggest caloric bang for their buck. Given the choice between a mosquito morsel, a hardy beetle, or a mouthful of moth, the mosquito hardly makes the top-10 list. An Efficient Mosquito Natural Predator Gambusia affinis, also known as the mosquitofish, is an American fish that is utilized by some mosquito control districts across the country as a very effective predator of mosquito larvae. As far as natural predators go, the mosquitofish is by far the most efficient natural predator of mosquitoes. The mosquitofish is a voracious predator. In certain studies, mosquitofish have been shown to consume up to 167 percent of their body weight in invertebrate prey, including mosquito larvae, per day. Mosquitofish, as well as small predatory fish such as guppies, can be quite useful in the reduction of mosquito larvae given the right conditions. Other Mosquito Consumers The closely related  dragonflies and damselflies  are natural predators of mosquitoes but do not consume enough mosquitoes to cause a significant impact on the wild mosquito population. Dragonflies are often referred to as mosquito hawks for an unsubstantiated claim of being able to kill thousands of mosquitoes. One thing that does make the dragonfly a better predator than most is that, in the aquatic larval stage, one of their food sources is mosquito larvae. Dragonfly larvae can sometimes live up to six years in this stage. During this phase of life, dragonflies do the most damage to mosquito populations. Frogs, toads, and their young tadpoles are often touted as excellent for mosquito control. In reality, while they do consume their fair share, it is not enough to seriously put a dent in vast mosquito populations. When frogs and toads do consume mosquitoes, it is usually after they have transformed from tadpole to adult.

Kuwaits Parliamentary Democracy

Kuwait's Parliamentary Democracy Kuwait The Ruling al-Sabah Family The al-Sabah family has been ruling over the region since 1756, when it emerged as the most powerful clan among the al-Utub tribal grouping. The tribe had migrated from the Saudi heartland to escape famine. Unlike other ruling families on the Arab Peninsula, the al-Sabah family didn’t seize power by force so much as accede to it by consensus, in consultation with other clans and tribes. That non-violent, deliberative characteristic has defined Kuwaiti politics for much of the country’s history. Kuwait gained its independence from Britain in June 1961. The 50-seat Assembly was established by Kuwait’s November 1962 constitution. Next to Lebanon’s parliament, it is the longest-serving all-elected legislative body in the Arab world. Up to 15 legislators may serve as both lawmakers and ministers. The emir appoints cabinet members. Parliament does not confirm them, but it can vote no confidence in ministers and veto government decrees. No Parties There are no officially recognized parties in parliament, which has it benefits and drawbacks. On the beneficial side, alliances can be more fluid than in a rigid party system (as anyone familiar with the strictures of party discipline even in the U.S. Congress can attest). So an Islamist might join forces with a liberal on any given issue quite easily. But lack of parties also means lack of strong coalition-building. The dynamics of a parliament of 50 voices are such that legislation is likelier to stall than move forward. Who Gets to Vote and Who Doesnt Suffrage isn’t anywhere near universal, however. Women were given the right to vote and run for office only in 2005. (In the 2009 parliamentary election, 19 women were among the 280 candidates.) The 40,000 members of Kuwait’s armed forces may not vote. And since a 1966 constitutional amendment, naturalized citizens, who account for a considerable portion of Kuwait’s population, may not vote until they’ve been citizens for 30 years, or ever be appointed or elected to any parliamentary, cabinet or municipal post in the country. The country’s Citizenship Law also gives government wide latitude to strip citizenship from naturalized Kuwaitis (as was the case with thousands of Palestinian Kuwaitis following Kuwait’s liberation in 1991 from Iraq’s invasion. The Palestine Liberation Organization had backed Iraq in the war.) Part-Time Democracy: Dissolving Parliament Al-Sanah rulers have dissolved parliament whenever they thought it challenged them too aggressively or legislated too poorly. Parliament was dissolved in 1976-1981, 1986-1992, 2003, 2006, 2008 and 2009. In the 1970s and 1980s, dissolution was followed by long periods of autocratic rule and strictures on the press. In August 1976, for example, the ruling Sheikh Sabah al-Salem al-Sabah dissolved parliament over a dispute between the prime minister (his son, the crown prince) and the legislature, and ended press freedom, ostensibly because of newspaper attacks on Arab regimes. Crown Prince Jaber al-Ahmed al-Sabah, in a bit of a hissy fit, complained in his exit letter that â€Å"cooperation between the executive and the legislative branches is almost absent,† and that deputies were too quick with â€Å"unjust attacks and denunciations against ministers.† Namely, himself. In reality, parliament was dissolved over tension related to the Lebanese civil war, which involved the PLO and other Palestinian factions, and its effects on the large, restive Palestinian population in Kuwait. Parliament wasn’t reconvened until 1981. In 1986, when Sheik Jaber was himself the emir, he dissolved parliament because of instability trigfgered by the Iran-Iraq war and falling oil prices. Kuwaits security, he said on television, â€Å"has been exposed to a fierce foreign conspiracy which threatened lives and almost destroyed the wealth of the homeland.† There was no evidence of any such â€Å"fierce conspiracy.† There was plenty of evidence of repeated and angry clashes between the emir and parliament. (A plan to bomb Kuwait’s oil pipelines was uncovered two weeks before the dissolution.)

Trusts and Equity Essay Example | Topics and Well Written Essays - 2000 words

Trusts and Equity - Essay Example In both cases, Chambers writes equity assumptions that the owner was not intended to receive the benefit of the property and raises a resulting trust in favour of the provider of that property. In Re Vandervell's Trusts (No. 2), Megarry J. concluded that the resulting trust operated on different principles in each of these two situations. His lordship classified the resulting trust of an apparent gift as 'presumed' and the resulting trust on the failure of an express trust as 'automatic'. The presumed resulting trust was said to be based on the presumed intention of the provider of the property to create it and could be rebutted by evidence to the contrary. The automatic resulting trust arose independently of intention and was indisputable 2. Resulting trusts arise by operation of law settled on by equity. That means trust is dependant on the decisions of equity particularly in conditions where property has been transferred to another and the provider of that property did not intend to benefit the recipient, equity responds by imposing a resulting trust. The distinction between express and resulting trusts is that the former are created by an intention to create a trust, whereas the latter arise because of a lack of intention to benefit the recipient 3. Geldart writes, "Apart from Common Law and Statute Law, the most important department of our legal system is Equity" 4. That means the vitality of equity is apparent in English law system, that's why when the terms 'law' and 'equity' are used in legal sense, it does not concern about equity being an aspect of law and order, all it means is two different kinds of law the Common Law on the one side while the rules of Equity on the other. It is due to the rule that morally and legally binds to the decisions enforced by the courts. These two sets of rules imposed in the terms of 'law' and 'equity', must not be looked upon as two co-ordinate and independent systems. On the contrary, the rules of Equity are only a sort of supplement or appendix to the Common Law; they assume its existence but they add something further. In this way Equity is an addition to the Common Law. Further, the rules of Equity, though they did not contradict the rules of Common Law, in effect and in practice produce a result opposed to that which would have been produced if the Common Law rules had remained alone. A Common Law right was practically, though not theoretically, nullified by the existence of a countervailing equitable right 5. Though since the Judicature Act came into force in 1875 the rules of Common Law and Equity are recognised and administered in the same court, yet they still remain distinct bodies of law, governed largely by different principles. In order to ascertain the rights to which any given set of facts gives rise, we must always ask (i) what is the rule of Common Law (ii) What difference (if any) is made in the working of this rule by the existence of some rule of Equity applying to the case 6 Like the Common Law, the rules of Equity are judicial law, i.e. to find them we must look in the first instances to the decisions of the judges who have administered Equity. But some branches

An experience Essay Example | Topics and Well Written Essays - 250 words

An experience - Essay Example Despite of my repeated requests, he insisted on driving. I gave up after trying for a very long time. He was driving very fast and did not take care of the speed limits of the road. His rash driving led to us being stopped by the police. They performed the alcohol test and his alcohol level was above the normal limits. We had broken the law and we had to face the consequences. We were locked up in jail. Our parents reached for our help. They paid the fine. It was a very difficult situation for me. I found it very difficult to face my family and I had placed them in a tough position. I felt very ashamed. I learnt an important lesson that rules and regulations are meant to be followed. This is not only for the good of the society but also for not letting down your family. When I saw the concerned faces of my parents, I realized how reckless I had been. I analyzed that from that day onwards I would always follow the correct path and never let my parents down. My personality has been determined by both environmental as well as genetic influence. The occurrences of my life have alerted and shaped my personality but my response to these occurrences is determined by genetic influence. This is owing to the fact that there are many situations in which I see myself reacting in a similar manner as my father does. Thus my personality has been molded by both genetic and environmental

Tyger Anthology Poem Essay Example for Free

Tyger Anthology Poem Essay The poem begins with the speaker asking a fearsome tiger what kind of divine being could have created it: â€Å"What immortal hand or eye/ Could frame they fearful symmetry? † Each subsequent stanza contains further questions, all of which refine this first one. From what part of the cosmos could the tiger’s fiery eyes have come, and who would have dared to handle that fire? What sort of physical presence, and what kind of dark craftsmanship, would have been required to â€Å"twist the sinews† of the tiger’s heart? The speaker wonders how, once that horrible heart â€Å"began to beat,† its creator would have had the courage to continue the job. Comparing the creator to a blacksmith, he ponders about the anvil and the furnace that the project would have required and the smith who could have wielded them. And when the job was done, the speaker wonders, how would the creator have felt? â€Å"Did he smile his work to see? † Could this possibly be the same being who made the lamb? Form The poem is comprised of six quatrains in rhymed couplets. The meter is regular and rhythmic, its hammering beat suggestive of the smithy that is the poem’s central image. The simplicity and neat proportions of the poems form perfectly suit its regular structure, in which a string of questions all contribute to the articulation of a single, central idea. Commentary The opening question enacts what will be the single dramatic gesture of the poem, and each subsequent stanza elaborates on this conception. Blake is building on the conventional idea that nature, like a work of art, must in some way contain a reflection of its creator. The tiger is strikingly beautiful yet also horrific in its capacity for violence. What kind of a God, then, could or would design such a terrifying beast as the tiger? In more general terms, what does the undeniable existence of evil and violence in the world tell us about the nature of God, and what does it mean to live in a world where a being can at once contain both beauty and horror? The tiger initially appears as a strikingly sensuous image. However, as the poem progresses, it takes on a symbolic character, and comes to embody the spiritual and moral problem the poem explores: perfectly beautiful and yet perfectly destructive, Blake’s tiger becomes the symbolic center for an investigation into the presence of evil in the world. Since the tiger’s remarkable nature exists both in physical and moral terms, the speaker’s questions about its origin must also encompass both physical and moral dimensions. The poem’s series of questions repeatedly ask what sort of physical creative capacity the â€Å"fearful symmetry† of the tiger bespeaks; assumedly only a very strong and powerful being could be capable of such a creation. The smithy represents a traditional image of artistic creation; here Blake applies it to the divine creation of the natural world. The â€Å"forging† of the tiger suggests a very physical, laborious, and deliberate kind of making; it emphasizes the awesome physical presence of the tiger and precludes the idea that such a creation could have been in any way accidentally or haphazardly produced. It also continues from the first description of the tiger the imagery of fire with its simultaneous connotations of creation, purification, and destruction. The speaker stands in awe of the tiger as a sheer physical and aesthetic achievement, even as he recoils in horror from the moral implications of such a creation; for the poem addresses not only the question of who could make such a creature as the tiger, but who would perform this act. This is a question of creative responsibility and of will, and the poet carefully includes this moral question with the consideration of physical power. Note, in the third stanza, the parallelism of â€Å"shoulder† and â€Å"art,† as well as the fact that it is not just the body but also the â€Å"heart† of the tiger that is being forged. The repeated use of word the â€Å"dare† to replace the â€Å"could† of the first stanza introduces a dimension of aspiration and willfulness into the sheer might of the creative act. The reference to the lamb in the penultimate stanza reminds the reader that a tiger and a lamb have been created by the same God, and raises questions about the implications of this. It also invites a contrast between the perspectives of â€Å"experience† and â€Å"innocence† represented here and in the oem â€Å"The Lamb. † â€Å"The Tyger† consists entirely of unanswered questions, and the poet leaves us to awe at the complexity of creation, the sheer magnitude of God’s power, and the inscrutability of divine will. The perspective of experience in this poem involves a sophisticated acknowledgment of what is unexplainable in the universe, presenting evil as the prime example of something that cannot be denied, but will not withstand facile explanation, either. The open awe of â€Å"The Tyger† contrasts with the easy confidence, in â€Å"The Lamb,† of a child’s innocent faith in a benevolent universe.

Oversea Greed Essay -- Dutch Republic, The Netherlands

The Netherlands have been a long time tolerant and rich land. The country opened the Bank of Amsterdam and ran a major trade business incomparable to any other. Although small, the territory bore a perfect harbor for ships of the time. Up until the late 17th century the Dutch Republic had a successful nation, unified under a booming economy. When England and other alliances shifted, the Dutch Republic would experience immense turmoil. England’s reasoning behind allying with the Spanish was solely for personal economic gain and power, by destroying the Dutch unity and economy it left room for England to become the most powerful commerce. The Dutch economy was devastated by the military force of foreign countries. England wiped out over 2,000 Dutch ships within twenty years (Document 3). Having a border across a sea from the Dutch Republic made it easier for the English to demolish the Dutch’s naval fleet than it was for France who was obstructed by the Spanish Netherlands. In fact, the routes the Dutch took for trade to Africa and the East Indies went directly past England, many naval battles were held in this straight (Document 1). The only relatively safe path from England the Dutch could take for a trade route was to the Baltic Sea, but even this route’s trade decreased by approximately 45% over the span of 50 years (Document 2). With a lack of trade the Dutch fell into financial debt rapidly, in just twenty years the Dutch Republic was in almost 150,000,000 guilders of debt (Document 12). None of the provinces could handle this debt except Holland which included Amsterdam, the most successful cente r of trade in all of Europe. However, not even Holland’s wealth could save the Dutch. With the constant financial burdens and ba... ...e Dutch Republic’s despair, so did some of Asia, such as the Portuguese, Chinese, and Muslims (Document 13). The Dutch Republic feared the â€Å"other kings [who] seem more and more to scheme how to ruin what remains of the trade†¦ and to take over part of it for themselves† (Document 7). Not only did England increase her own power by destroying the Dutch Republic, the nation had such a powerful business of trade other countries took the Dutch wealth for themselves. England had no intention to help France; they only wanted more money and power for themselves. This decision resulted in more power for other countries. Although the Dutch suffered greatly, lost national unity and security, and their economy crashed, the balance of power was checked. Ultimately the Dutch power had to end eventually for the balance of power to remain equal amongst European and Asian nations.

Example of Leadership Essay

From the Forbes’ article â€Å"Leadership Lessons from Admiral Michelle Howard, The Highest Ranking Woman in Naval History†, written by Kathryn Dill, tells the history of the four-star admiral and Vice Chief of Naval Operations, the second highest position in the Navy, Michelle Howard and how she became the first American woman to get this position. It is all about her leadership. The first aspect that she points out is about innovation. She takes the example of outside companies and does not have fear to make changes. She says: â€Å"There’s great ideas out there–it’s having the courage to go ask people about what they’re doing that’s different, and saying, ‘I wonder how I could apply that to my organization.’† It is important to all organizations keep changing. She has an envision of the future and because of her way to manage her team, it will be always better, by experimenting and learning from those changes. Moreover, she encourages creativity and â€Å"creates an environment where employees can meet personal goals and they’ll strive that much harder for the professional ones.† It is clear that she wants everyone to share the same vision and seek their goals, even the professional or the personal ones. Doing this, she encourages their hearts joining their lives’ purposes. At last, she is a great example for her co-workers. She is a great leader who behaves and work in a consistent way. Furthermore, she is strong and brave. Someone who people could trust. Work Cited Dill, Kathryn. â€Å"Leadership Lessons From Admiral Michelle Howard, The Highest RankingWoman In Naval History.† Forbes. Forbes Magazine, 1 July 2014. Web. 23July 2014. <http://www.forbes.com/sites/kathryndill/2014/07/01/leadership-lessons-from-admiral-michelle-howard-the-highest-ranking-woman-in-naval-history/&

Juveniles With Mental Disorders

Among Incarcerated Juvenile Offenders In Mississippi. Child Psychiatry & Human Development. 35 (1). 55-74. Review of Article This article examined how 14-20% of Juveniles that are incarcerated at Youth Detention facilities suffers some type of diagnosis for a mental disorder and 9-13% can be classified as having a serious emotional disturbance.This rate is very high and shows that the majority of children involved in the Juvenile delinquent system uffers some type of mental illness. This article examine a study conducte dover a 6 month period in 2000 for youth from ages of 12-18. They were found in nine long term youth detention facilities and two long term training schools. The Juveniles had a range of offenses that included aggravated assault, manslaughter, truancy, robbery, trespassing, running away. DUI, and drug offenses. Goal of Study There were actually three goals for this study.The primary goal of the study was to determine the poing prevalence of mental Illness, substance a buse and co-occurring ental health and substance abuse disorders of Juveniles held in Mississippi detention centers and training schools. The secondary goal was to determine the types and severity of problems by gender. The third goal was to examine the geographic differences and similarities in mental health and substance abuse disorders among Incarcerated youth In Misslsslppl compared to other states.Methodology (subjects, number of subjects, research design, Independent and Dependent Variables) The subjects that participated in the study were youth, both male and females between the ages of 12-18 years old. The number of subjects that participated in the study was 482. The youth were incarcerated in long-term juvenile correctional facilities called training schools and nine Juvenile detention centers during a 6 month period in 2000. The youth were approached in groups and Individually. There were 64. 3% (292) males, 65. 4% (297) blacks, 31 . 7% (144) whites and 2. 9% other racial /ethnic groups.The average age for the participants was 15. 3 years. The way that data was research was different at the detention centers and training schools. At the detention centers, Master's level mental health counselors visited ach facility on a weekly basis, approached newly detained adolescnts, and collected measures from consenting youths on an individual basis. The Adolescent Psychopathology Scale (APS), a standardized diagnostic questionnaire, and the Juvenile Detention Interview were collected. The counselors answered 16 mental stattus indicators based on their observation of the adolescent.Interviewers then noted their clinical Impressions. In the training schools, groups of 20-25 Juveniles 1 OF3 the test aftering explaining the purpose of the study. Adolescents that needed ssistance with reading were helped individually. The Juvenile Detention Interview and clinical observations were not conducted at the training due to time constraints. The APS is a 346 item self rep ort measure of adolescent psychopathology that directly evaluates teh severity of symptoms associatd with specific Diagnostice and Statistical Manual of Mental Disorders, Axis I Clinical disorders and Axis II Personality disorders.The APS assesses behaviors that interfere with successful psychosocial adaptation and person competence. The APS has a third grade reading level and is esigned for administration to youth 12-19 years of age either individually or in groups. The APS is composed of 20 Clinical disorders, 5 Personality disorders, 1 1 Psychosocial Problem Content, and 4 Response Style Indicator scales. The findings from this study found that Juvenile offenders have high rates of mental and substance abuse disorders.The most common disorders were ADHD, Conduct Disorder and Oppositional Defiant Disorder. Over half of the offenders in this study met criteria for conduct disorder and 35. 2% for disruptive disorder. The Juvenile Detention Interview is a 30-45 minute face to face se mi-structured nterview that records psychosocial history and includes alcohol and other drug use, mental health problems, and a number of risk factors associated with dlinquency involvement and criminal recidivism.Master's level clinicians collected information on reason for the youth to be admitted to Juvenile detention, youth education/ employment history, home environment, social environment to include gang membership, alcohol/drug use, family history, menal and medical treatment history. The interview also included 16 mental status questions that were completed by the nterviewer b ased on observation of the Juvenile during the interview process. The Juvenile Detention Interview was developed as a mental health and substance abue screening and triage form specifically for use in Juvenile detention centers.There are many advantages of this interview process; it does not require special training to administer, could be administered in the time allotted, and provides a basis for ini tial clinical impressions and services needs. Findings It was found that 17-22% youth had mood disorders, 10-20% had depressive disorders and only about 7% had some type of anxiety disorder. Females were more likely to score higher for Major Depression than males and were more likely to meet criteria for PTSD. Males rated higher for Conduct Disorder.The implications of this study found that many Juveniles mental health needs are going unmet and that mentally ill Black youth are more likely to be placed in Youth Detention facilities and mentally ill White youth are more likely to be placed in psychiatric hospitals. This study has shown that mental health screening are needed to help identify which juveniles are in need of mental health services so that they can get the services eeded to hopefully prevent them from coming back to detention facilities and committing more crimes, routine follow-up is also necessary.The findings of the study were used to assist administration of Juvenile Justice and mental health services for Juvenile offenders. RESPONSE In my opinion in this article the mental health needs of the youth were going unmet because the state instead of focusing the time that was actually needed and using licensed professions they wanted to use shortcuts for time and did not use certain standardized instruments because of time constraints and because mental health linicians did not have to be licensed they were of adequate use for the facilities which were cheaper to use versus the expense of a licensed counselor.I am pretty sure that many Juveniles are Just thrown into detention centers because it is thought that incarceration is therapy when actually it is not; it is actually a hinderance to those who really need help, but the state does minimum for those who are incarcerated and that is a known fact. There is a lack of medical attention and treatment if not only Juvenile facilities, but Jails and prisons for adults as well.

Causes and Events Leading up to the Revolutionary War essays

Causes and Events Leading up to the Revolutionary War essays For the past two-hundred and twenty-five years, the United States of America has been its own empire. However, prior to this time, this country was the equivalent of young child, trying to find its own identity. Great Britain was the mother country for the colonies that had settled onto North American soil during the 1600s. For a time, Great Britain guided, supported, and ruled this new world. As the colonies settled into the Eighteenth century, they entered the realm of adolescence, wanting more freedom, less rule, and more of a voice in what would ultimately be their own destiny. For over 100 years, the United States willingly accepted rule from Parliament. Yet, as Englands situation at home worsened during the mid-eighteenth century, they looked over to the new world to help dig them out of the financial trench they were in. Between the years 1763 and 1775, Great Britain placed a number of acts, taxes, and bullying schemes upon the colonies, in hopes of easing their own mon etary woes. Consequently, these actions which were being pounded upon the colonies proved to be more than they could stand. Finally in 1775, the revolutionary minds of the colonies banded together to fight for their freedom. What I plan to discuss in the following pages is what the British government did to bring the thirteen colonies of the United States to a state of revolt. At the conclusion of the Seven Years War, England had taken a financial beating. Though they were still the most powerful and prosperous nation in the world, England had doubled their national debt. Furthermore, they now had to administer the huge territory consisting of Canada and the eastern Mississippi Valley. This would also prove to be a financial burden. The British needed a solution and they thought to have found it on the opposite side of the Atlantic. The American colonies were regarded as great enterprises to be directed by those who would profit ...

Asking Questions in English

Asking Questions in English Learning how to ask questions is essential in any language. In English, the most common questions  are known as wh words because they begin with those two letters: where, when, why, what, and who. They can function as adverbs, adjectives, pronouns, or other parts of speech, and are used  ask for specific information.   Who Use this word  to ask questions about people. In this example, who serves as a direct object. Who do you like? Who has he decided to hire for the job? In other instances, who serves as the subject. In this case, the sentence structure is similar to that of positive sentences. Who studies Russian? Who would like to take a vacation? In formal  English,   the word whom will replace who as the direct object of a preposition. To whom should I address this letter? For whom is this present? What Use  this word to ask about things or actions in object questions. What does he do  at  weekends? What do you like to eat for dessert? By adding the word like to the sentence, you can ask for physical descriptions about people, things, and places. What type of car do you like? What is Mary like? When Use this word to ask questions about time-related events, specific or general. When do you like going out? When does the bus leave? Where This word is used to ask about location. Where do you live? Where did you go on vacation? How This word can be combined with  adjectives to ask questions about specific characteristics, qualities  and  quantities.   How tall are you? How much does it cost? How many friends do you have? Which When paired with a noun, this word is used when choosing between a number of items. Which book did you buy? Which kind of apple do you prefer? Which type of computer takes this plug? Using Prepositions A number of wh questions can combine with prepositions, typically at the end of the question. Some of the most common combinations are: who ... forwho ... withwhere ... towhere ... fromwhat ... for ( why)what ... in Note how these word pairings are used in the following example. Who are you working for? Where are they going to? What did he buy that for? You can also use these pairings to ask follow-up questions as part of a larger conversation. Jennifer is writing a new article. Who for? Shes writing it for Jane magazine. Tips When more general  verbs  such as do and go are used, its common to use a more specific verb in the reply. Why did he do it? He wanted to get a raise. Questions with  why are often replied to using because as in the following example. Why are you working so hard? Because I need to finish this project soon. These questions are often replied to using the imperative (to do). In this case, the clause with because is understood to be included in the answer. Why are they coming next week? To make a presentation. (Because they are going to make a presentation.) Test Your Knowledge Now that youve had a chance to review, its time to challenge yourself with a quiz. Provide the missing question words. The answers follow this test. ____ is the weather like in July?____ much is the chocolate?____ boy won the race last week?____ did you get up this morning?____ team won the World Cup in 2002?____ does Janet live?____  long does the concert last?____ food do you like?____ does it take to get to New York from Albany?____ does the movie begin this evening?To  ____  do you report at work?____ is your favorite actor?____ house does he live in?____ is Jack like?____  does the building look like?____ does she study English with?____ do the people in your country go for vacation?____ do you play tennis?____ sports do you play?____ is your doctors appointment next week? Answers WhatHowWhichWhat time / WhenWhichWhereHowWhat kind of / What type ofHow longWhat time / whenWhom - formal English WhoWhichWhatWhatWhoWhereHow often / WhenWhich / How manyWhat time / When

Argument about physically disabled people. We choose a Essay

Argument about physically disabled people. We choose a subject(physically disabled people) on which to alter people's thinking - Essay Example This greatly affects the quality of life people with disability can lead. The negative attitude stemming from the society leads to denial of opportunities for the physically disabled. Physical disability is not distant from everyone of us. Personally, I underwent a major surgery at 16 on my legs which forever changed my understanding of physical disability. The surgery culminated into a rare condition called Miserable Malalignment. Eventually, matters became so complicated for me that the doctors tried to perform a correction by aligning my legs through sawing both of my legs' bones in half, twisting them to the right place and eventually using screws to keep them in place. This condition prevented me from going on with normal life and every aspect of my life was interrupted including my studies. I had become a physically disabled person. Coping with the situation was hard because I had always believed that physical disability was a condition one was born with. Therefore for me becoming physically disabled at age 16 was something I least expected. Of all facets in life, it is my schooling and social life that was worst affected. In terms of schooling I had to change from school based learning to home based schooling just because the school I had been attending had not put in place facilities for the physically disabled. This negatively affected my performance in school. During this time I came to understand how the society had been unfair to the physically disabled. The fact that my school lacked or did not have elevators or ramps dawned on me. It led me to look around and I found that very few schools had in place facilities for the physically disabled. Although the government has come up with reforms specifically those aimed at integrating special education to regular schools this has not been widespread as many schools, churches, hospitals, cinema theatres, shopping malls as well as other public places lack facilities for the physically disabled. My social life was equally affected considering the fact that prior to my surgery I had made friends. This enabled me to understand how society views people with social disability specifically how the society lacks important information on physical disability. The fact that friends deserted me was a clear indication that the society has formed very baseless attitudes towards people with disability. The mere sight of a physically disabled person in a wheelchair is enough to cause people to run away from those they are supposed to offer care to. I realized that there are very many stereotypes which have been formed by the society about physical disability. The society does not understand th at disability is not inability. Therefore it is not rare to hear cases of physically disabled people who are qualified being denied opportunities because the stereotype that; disabled people cannot perform like non-disabled people, is very rife in the community. There is even belief in some communities that physical disability is communicable or contagious and therefore if one is physically disabled, friends and foes alike tend to keep a 'safe' distance. The stereotypes formed around physical disability go in as far as making some parents or caregivers to fail to take physically disabled children to school because they hold the belief that physical

The Challenge of Ethical Behavior in Organizations Essay

The Challenge of Ethical Behavior in Organizations - Essay Example Their main concern is aggrandizement of wealth and the means employed to secure the goal are of no consequence to them. They encourage their senior staff to adopt unethical procedures and soon it becomes the policy of the organization and standard culture of the industry. Ethical diameters are linked to the behavior of the top management and the middle level management and the employees follow the guidelines as per the directions of the masters. To contain the unethical behavior of the employees the management needs to go to the root cause of the problem. A fair system of compensation that will benefit all the employees must be in place as otherwise some employees may pursue their own objectives rejecting the company’s interest altogether. They may use the system to benefit to themselves. The management should always remember that the employees can build an organization as well as they can break it. If the goodwill of the company is lost, in the present highly competitive busi ness environment, it is difficult to recoup it. When the ethical base is strong, the employees will be responsive to the directions of the management. 3. Organizational culture implies dual responsibilities. On the one side are the employees of the organization and on the other side it reflects on those who deal with the organization. Such a culture relates of the entire gamut of activities of the organization. When it is sound the consequential benefits are the enhanced image, public good will and the increased ability to attract talents to be part of the organization. For the employees to be basically sound and industrious basic conditions need to be created first and that is possible by adopting the best ethical practices. 4. Ronald R. Sims tenders two important suggestions for creating and maintaining ethical- oriented culture. That the top managers need to set the standards as it makes the big difference and the lower-level employees follow