Maria Full of Grace and De Nadie Immigration in Terms of Shots and Angles

Environmental Law Midterm Exam 2 Essays - Free Essays, Term Papers

Environmental Law Midterm Exam 2 Essays - Free Essays, Term Papers Environmental Law Midterm Exam 2 PLST 35001 Amanda Webb March 28, 2017 Sovereignty in general means authority or supreme power. Sovereignty exists in environmental law within the powers that control and regulate environmental law. State and National governments' hold authority over environmental law with the Supreme Court being the ultimate arbiter of the inter-sovereign relations. One way that sovereignty exists within environmental law is through the state police power. The state police power is the traditional body that regulates health, safety, and welfare, which includes environmental matters. The state police hold their power in environmental law by regulating the resources themselves and regulating the harms caused by pollution and environmental externalities. Generally, the states' environmental quality was the main province of the states through their police power, but has switched between the federal and state government. Before the states the full purpose sovereigns in the United States are displayed through preemption. A state law that affects intersta te commerce must be tested under the Pike test. First the state law is evaluated to determine if the statute holds a legitimate local public interest. If a legitimate local purpose is found, then n ext the burden on interstate commerce must be weighed against local benefits. This is a complex calculus that seeks to account for the importance of the local benefits and the extent of the bur den on the interstate commerce and whether this could be promoted as well with a lesser impact on interstate activities. An example of this test being applied is shown in Minnesota v. Clover Leaf Creamery Co. , 449 U.S. 456 (1981). Minnesota created a statute that restricted plastic milk containers that arguably favored pulpwood manufacturers (a Minnesota industry) and disfavored plastic manufacturers (a non-Minnesota industry). The Court found that the statute was not discriminatory and proceeded to measure the burdens on inter state commerce. The Court concluded that even if the out of state plastics industry was burdened, the burden is not clearly excessive considering the substantial state interest in promoting conservation of energy and other natural resources and easing solid waste and disposal problems. Although the Snail Darter case is not widely known it is widely recognized as classically illuminating. This case was the Supreme Court's first encounter with ESA 7. This case has held a highly significant impact on the country's interpretation on laws regarding endangered species. ESA 7 became a significant regulatory program in the years immediately following the snail darter decision resulting in substantial increases in its annual budget allocations and a new degree of respect for its regulatory potency from agency bureaucrats and industrial lobbyists. Scientific surveys for endangered species impacts became an accepted part of agency project planning and permit application processes. Since this case the courts have been more attentive to the Act's requirements. The courts have strictly interpreted this act without reference to the significance of the species concerned. The Clean Air Act's standards for regulating hazardous air pollutants first step involved the EPA identifying the air pollutant levels consistent with the goal of the air throughout the country being safe to breathe. Next the states would choose the means of achieving the goal of clean air. Mobile sources would be regulated primarily by the federal government and the stationary sources would be regulated primarily through the states. The harm-based approach dealing with hazardous air pollutants was substituted by a technology based approach that called for the employment of MACT. The legislation called for 180 substances to be regulated by that method. Technology based standards can be costly for the industry to comply with and adopt. One inadequacy of the harm based standards was the EPA was required to compile a list of HAPs and promulgate emission standards directly applicable to sources that emitted the hazardous pollutants in question. The harm based approach was not easily applicable to the problems of HAPs. The agency was limited by the availability of adequate scientific studies on which to propose standards and dogged by judicial challenges to those standards that they did propose.

The influence of senior management involvement on the effectiveness of Essay - 1

The influence of senior management involvement on the effectiveness of management training in selected Saudi Arabia (KSA) SMEs - Essay Example rpose of this study the effectiveness of the transfer of training within organization is defined by factors such as consensus between training participants and their senior management, better communication, team work, high spirit, move involvement of their work and faster decision making and problem solving. These factors are used as indicators of the effectiveness of the transfer of learning, because they are the ultimate aims of the management. It is important to note however that this research is based on the effectiveness of training in the workplace and effectiveness is not measured with a cost effective approach. Factors given above are used to define the effectiveness of training. From a cost effectiveness point of view, a counter argument will arise: will the senior management attending training program lead to reduced efficiency and effectiveness in their job, as they have less time to devote to their other roles. Some may suggest analyzing the cost-and-benefit of the action taken by the senior management. However this research is to study the effectiveness of training programs with or without the senior management participation. The reasons for the researcher to leave out cost-and-benefit factor are: firstly, the aim of the research is to study the human behavior after attending training; secondly, the researcher presumes the cost incurred by the whole group members of an organization is probably larger than the cost incurred by the senior management. Further complementary research could be conducted into a full cost-benefit analysis. This research concerns the relationship between the senior management and the transfer of management training effectiveness to the workplace of selected small and medium sized enterprises (SMEs) in Saudi Arabia (KSA). In this country, â€Å"SMEs† mean manufacturing companies provide manufacturing related services with annual sales revenue not greater than Saudi Arabian Riyal (SAR) 25 million and with full-time employees

'In Defense of Food An Eater's Manifesto' By Michael Pollan Essay

'In Defense of Food An Eater's Manifesto' By Michael Pollan - Essay Example We are weak in a sense that we need to consult doctors and therapist to know what we must eat and follow the logo that processed food containers hold. We go by mob psychology without giving any judgment to what actually is the truth. Other animals and organisms do not have such requirements, they are capable of making a decision what they should eat and they eat what nature has offered them. Our story is different as we need a variety of different things to eat to stay fit and healthy. The author has thrown light upon the biased nature of human beings regarding what to eat, how much to eat and what sequence to follow. We have set certain parameters regarding with what a particular food item will go. This tendency came in picture because of a lot of variety has captured the market with guiding and misguiding food-labeling rules. Genetically modified food and all the variety of processed food has taken us away from our roots. What we are eating today is totally different from what our ancestors have eaten and most probably what our mothers have eaten. Food comes with various logos some are stating that they may protect against cancer but actually it has no such role. Some of the food items presented in the market are the result of vague kind of research that has been carried out in the market, for e.g. the genetically modified food are gaining much prominence these days. "Genetically Engineered" food is grown, manufactured, created, developed or changed by utilizing the techniques that brings changes in molecular or cell biology of an organism. This technique cannot be exploited in nature or under natural conditions. These techniques are mostly based on recombinant DNA technology, cell fusion, micro- and macroencapsulation, gene deletion or duplication, introduction of any gene from other organism through microinjection or by the process of transgenesis where the desired foreign gene is inserted in the early sates of development and also the techniques based on altering the position of the genes. The process does not include propagation, conjugation, fermentation, hybridization, in vitro fertilization and tissue culture method (Grubesic, 2005). These marketed food products are highly advertised in the TV, newspapers and magazines with big claims but according to the author the best food is what our grandmothers have eaten and recommends us. In the present era, in order to make maximum gains people are adopting unfair means to market the products by decorating them through packaging and variety of other methods to attract women and children. These processed food have no true food value and incorporate food additives for manufacturing, stuffing or in packaging, dispensation, preparing, treating, and packaging, food additives may also be used when long distance transporting is to be done or when the food item is to be kept for long duration. Now-a-days radiations are given to ensure the safety of food from chemicals. The food is labeled with the name of the company or firm or by any legal or commercial entity. If the research has provided us with the processed food items then research has also provided us the information about the repercussions of eating such products. The author has therefore recommended that if we eat modified food which claims to be rich in nutrition and possess

Research Paper on what influence the Salem Witch Hunts had on

On what influence the Salem Witch Hunts had on Nathaniel Hawthorne's short story Young Goodman Brown (1835) - Research Paper Example One of the major inspirations that the Salem Witch Hunt had on Hawthorne’s â€Å"Young Goodman Brown† was the connection that Hawthorne himself had with some of the people involved in the witch hunt. One of Hawthorne’s distant relatives on his father’s side, John Hathorne, was the primary judge in the accusing and condemning of supposed witches throughout the hunt and in the trials that proceeded (Moore 37-38). Knowing that Hawthorne was related to some of the people involved in the hunting of these people, Hawthorne wanted to learn all that he could about the events. The research that ensued resulted in Hawthorne compiling ideas, all of which were drawn from historical sources, for what would eventually become â€Å"Young Goodman Brown†. Similarly, being related by blood to some of the witch hunt’s lead players, Hawthorne felt a connection, though rather detached, with the mass hysteria that the witch hunt brought. Hawthorne essentially want ed to have an involvement in the historical event, and this prompted him to write. Hawthorne’s blood ties to the Salem Witch Hunt allowed him to be more intimate with his short story and its characters. By looking at records that were kept during the time of the witch hunt, such as those that dealt with the judges and the lives of those accused of witchcraft and then condemned, Hawthorne was able to submerge himself into a unique story that played on fiction while remaining true to historical facts. In a sense, Hawthorne was able to live out the trials though the protagonist of his short story, Goodman Brown; this act was able to be undergone due to the records and the familial connections that Hawthorne possessed. Hawthorne, through his resources and then through his characters, was able to shed new light on what took place during the witch hunt. The fact that Hawthorne had access to such astounding resources is part of what influenced his writing of the short story. Without the resources, the story, if at all written, would have just been another piece of fiction. Hawthorne also used the names of many of the condemned witches for his short story, which further connects his fiction with the great historical event. The names that Hawthorne used were found in the records and other documents that contained the names of people that were being tried for practicing witchcraft. Again, given the fact that one of his own relatives played a vital role in the witch hunt, Hawthorne was influenced by this personal connection of having known someone, which prompted him to use the names of real suspects. This would make the fictional story seem more lifelike, giving it an element of reality. By doing this, despite the fact that the short story was indeed fictional, the use of suspects’ real names gives the story some truth to it. Though Hawthorne was unable to witness the events of the witch hunt, including the rituals performed by the witches that he elaborat ed on in â€Å"Young Goodman Brown†, he was able to add to history by combining his own creativity with the historical facts that he already had. Hawthorne had been inspired by the facts of history, more specifically the names of the suspects, and combined them with his own creative elements. The

Learning in mathematics and science

Learning in mathematics and science Rationale A cross curricular resource box designed to develop childrens understanding of scientific and mathematical concepts, through The Rainbow Fish theme has been produced. The box contains activities for Reception children exploring counting in Mathematics and material and properties in Science. This rationale explains how activities based from the rainbow fish provide conceptual learning in Maths and Science. Counting is important in providing a foundation for Mathematics. Children will always experience situations where counting skills are vital. The National Curriculum states, counting helps develop skills applicable in everyday life and context. Using the Primary Numeracy Strategy (2006, online) using mathematical methods and ideas to solve practical problems and identifying numbers that are one more or less than a given number are mentioned in EYFS (2007,online) and developed throughout childrens schooling experience (5B,4B,2B,1E) Anghileri (2001, p.6) says counting is learnt suddenly. Children may spontaneously learn counting because they should be experiencing counting in different contexts: cross curricular, play etc. Anghileri (2001) assumes the above occurs because children are making links through context. Yet this is a generalisation, children are different and may need reinforcement or interaction, to firstly understand how they are learning, which then allows making links. Both Askew and Wiliam (1995, p.5) declare learning to count as mechanical. Askew and Wiliams proposition lacks clarity as to how and why counting is mechanical and what the implications are towards childrens learning. One cannot say children feel and experience this. From experience, I applied Anghileris theory. Counting was placed into contexts: songs and games etc, allowing activities to be seen informal. Childrens understanding of counting developed because principles and understanding came naturally. Science creates opportunities for children to understand the world through play and exploration, using their senses. Although it is classified as Knowledge and Understanding of the World, skills (questions, describing, predicting, sorting, investigating) and attitudes develop (Ward 2005, p.9). Identifying and understanding properties of different materials encourages children to question and become aware of their surroundings. Through EYFS requirements Investigate materials through use of appropriate senses, materials encourages children to develop a simple KS1 level of understanding SC1 2a,b,e,f,g,i,j,   SC3: 1a,b,c, 2a (QCA 1999, online). An implication of scientific learning is that of misconceptions, such as distinguishing between materials, to the object made from the material. Guest (2003,pp.2-6) argues that children may develop Paigets (2005) constructivist approach towards scientific learning (Smith 2005, p.459). Children may construct their own understanding through their own experiences. Henceforth there are no set principles towards teaching material, other than creating strategies to elicit childrens understanding and misconceptions to then extend. Below explains how the box could be used (see appendix too). Activity one allows mixed ability pairs of children to play a board game, using a 1-6 dice. Instructions should be read with children. Children add or remove scales(Extension: +/-3) from their fish, depending on the position landed on the board. The child with the most scales left at the end of the game wins. This develops their counting skills to ten. Number scales and plastic fish can be used as an aid for counting Activity two involves children using a fishing rod to catch fish, therefore developing their hand eye co-ordination. The fish contain single numbers from 1-10. Children keep the fish if they correctly answer questions from the teacher: What is one more than 6, one less than 3etc? If incorrect, the answer is modelled, and the fish go back into the pond. Teachers can change the questions around for children who need extension such as, What is 3 more or less than 5?  Ã‚   Activity three helps children identify and describe properties of material (plastic, paper, wood, velvet, playdough and wool). Children independently group these using sorting rings. Questions can be asked: Why have you put velvet and plastic here..Children then group the materials into five properties. I chose transparency, stretchiness, squishiness, softness and hardness. Explain and allow children to test out materials and their properties before grouping. Can we see through plastic? As an investigative game with the teacher, in turn children (mixed ability groups4) are to feel fish in a feely box, made from material used in the previous activity. A child feels a fish(using sight and touch senses) and responds to questions other children ask(based on first- hand experience activity) to conclude what material the fish are made from- The material is soft As an aid to investigate what material the fishes are made from, raw material would be displayed for visualisation and for children to test when they receive responses to their questions. Principles must be considered when teaching and learning about counting and materials. For Maths, in more or less counting, consideration has to be given to one-one, where children need to understand that each items has a name and is counted once. Then stable order, where children need to understand that the order of numbers must stay consistent when counting, followed by the third principle, cardinal where children state the total number of items. The fourth principle is, abstraction where children need to understand that all items are counted despite their different properties. The fifth principle, order irrelevance demonstrates that items can be counted in any order (Thompson, 1997, p.35-37). Teaching the concepts for counting and materials can now be used. Relating counting (one more or less) to addition and subtraction, and materials and their properties to scientific inquiry, may reflect EYFS principles. The activities provide children the opportunity to make connections through using practical apparatus (e.g. material fish/fish with numbers). HMI emphasise that learning depends on ones ability to recognise relationships between concepts (Koshy 1999, p.17). As activity one should allow children to make connections independently, as it is student led. Yet it is difficult to say whether children could make links between concepts as there is no guidance or questioning to stimulate thinking and association. William reports (2008) in child led activities, children need time and space to discover mathematical ideas and concepts. If time and independent exploration is provided, links may eventually be made (Williams 2008, p.60). In activity two and first part of three, Harlen (1993) concludes, questions should enable response and inquiry from children, How can we work out what two more than eight is? Why have you grouped the wood with plastic? Such responses may enable misconceptions to surface, which should structure initial starting points to build concepts, (1993, p.83) as interaction and formative assessment are demonstrated (Black and Wiliam2001, pp.2-14).   Class ethos may develop, as assessment for learning is undertaken directly with children, allowing more time for interaction and observation rather than typical assessment requirements, e.g. collecting work. Though appealing, Harlen (1993 p.83) and Westwood (2000,p.51) suggest language used in questions could affect childrens understanding. Language may produce open/closed questions, which creates false observation and assessment, because the way questions are constructed determines whether children are asked how can we find two more than eight..?, or we solve it by As there is a strong relationship between the importance of language in learning, one could portray Harlen and Westwoods view as an opinion, as neither provide statistics and further evidence to prove how language use in questions demotes learning. From experience, my questions helped children reflect and achieve objectives, but I didnt consider whether the language I used in my questions easily allowed children to achieve objectives, as I may have given them the answer through my questions to figure this out, we need to add Drawing upon Harlen and Westwoods principles, a reflective and evaluative approach to questioning should be adopted. Practioneer can identify and evaluate how their language is used within questions, and consider improvements needed to allow children to think through an approach, highlighting Brunels (1976) child led approach towards constructive thinking and learning (Smith 2003, p.405). Williams and Vygotsky (1962,p.405) deem discussion as encouragement towards childrens   conceptual learning. Activity one allows children to work together as they are in charge of the situation. Exploratory talk develops childrens teambuilding and communication skills as children rephrase and correct each other. Positive relationships form and children learn together. A point to consider is that Williams and Vygotsky may be biased, they are using words (rephrase/correct) that favour children working together. Children are unique some may be shy or do not like helping each other, therefore wont rephrase or correct each other. The gap in this evidence could make us question the reliability of Williams and Vygotsky view, as one could question what is happening to children who are not getting help from peers. Barnes (1976,pp.31) believes in activity one, children working independently may not do the activity due to lack of authority figures. Not all children get off task, thus a balance of when to leave and when to refocus children on the game must be considered, here children not receiving help, would. Williams states learning should be developed through childrens experiences of games and play (Williams 2008, p.36). An aspect of teaching in foundation settings is to encourage childrens learning through exploratory play. The second part of activity three should stimulate and promote understanding as children are clarifying, extending and reinforcing ideas (Oliver 2006,p.144). If she can stretch thisit will not be wood Olivers (2006) view is achieved through children conversing, especially to those in need of encouragement. Both Williams and Olivers view overcome inclusion barriers, as all children are involved in the game and are helping one another reach learning outcomes, allowing Vygotskys ZPD (2003, p.497) where peer-scaffolding can develop childrens ability to do a task. Children experience Froebels (1906,p.229) theory of successful learning because learning is influenced through play than rote learning approaches. As a result, supporting Waite (2006,p.12), play may allow children to fit into class and may explain the importance of personal and social learning (Wood 2001,p.12) rather than support towards self-actualisation (Maslow 1987,p.12). Far from just learning, activity three allows children to have fun and embrace ECM (2009,online) enjoy and achieve through games and EYFS build concepts and skills through play outcomes (2007,online). Scotts (1985) physics games study reflects Williams and Olivers argument, as games provided opportunities for discussion and negotiation amongst girls and boys (Bentley 1989, p.127). One could query whether this condition took into consideration the communication amongst diverse children and the barriers to communication. Regarding secondary physics, questions could surface as to whether the results would apply for primary children, as from experience, secondary students like working co-operatively and many primary children like working independently. Investigations are used throughout the activities. Investigations in activity two and second part of three relate to problem solving, in that they are focused by a problem which requires childrens questions and explanations. Both VESP (1992,p.48) and Aksis (1998,pp.4-6) evaluate thinking and responding allows children to engage themselves within the activity and acquire interpreting, questioning, predicting and hypothesising skills to propose explanations and solutions. Yet VESP and Aksis falsely assume that all children acquire these skills. Both researchers views can be convincing if investigations create open learning situations rather than common didactic teaching methods (Bentley1989, p.82). However ASE (1998 p.6) attack the views of both researchers, as skills to be acquired through open learning situations are ignored, because emphasis is on planning and carrying out an investigations rather than evaluating the investigative process how did we come to our conclusion This could be due to difficulties in achieving timely involvement for pupils. ASE concluded Primary schools ask only half the class to carry out investigations. One could argue that we maybe going against ECM and EYFS principles of equal opportunities and participation for children. From experience, supporting ASE, children not involved in investigations have their inherent capabilities disregarded. Activity two and three is not didactic, allows all children to participate regardless to class timing as every child has the right to learn. If not, we are removing childrens potential learning style and forcing them to do work which they may struggle with, but would not if they did the investigation. The activities may produce errors like, counting same spaces twice on the board, difficulty identifying random numbers and counting to/from a number. However Hansen (2005) and Smith (1997) state, these are common errors children make when learning to count. In future, reinforcement must be given to counting principles (Bruce 2005, pp.25). To conclude, I have given explanations to how and why these activities can be carried out, with consideration to issues one should be aware too. Stating how these issues maybe overcome are potential starters. I have realised that interaction and discussion are key to childrens learning, and must be in daily lessons. Children will engage in the activities as they are fun, motivating and creative. Children would share and take turns in throwing the dice and catching fish, as well as talk and share with each other what material the fish are made from. By interaction and observation with children, one can identify childrens understanding of material and counting. As Vygotsky states, children think and learn socially through experience, interaction and support (Smith et al, 2003, p.493). The activities enable children to experiment, make decisions, errors and correct themselves (Bruce 2005, p.64). References Anghileri, J. (2001) Principles and Practices in Arithmetic Teaching: Innovative approaches for the primary classroom. Buckingham: Open Press University Askew, M., William, D. (1995) Recent research in Mathematics education. London: HMSO Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Bentley, D., Watts, M. (1989) Learning and Teaching in school Science. Milton Keynes: Open Press University Black, P., Wiliam, D. (2001) Inside the black box. Raising standards through classroom assesment. London: Kings college London school of education Bruce, T. (2005) Early childhood education. 3rd edition. London:Hodder Arnold DfES. (2007) The Early Years Foundation Stage.[Online]. Available: http://nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33655/33694/0/46384 [12th October 2009] DfES (2009) Every Child Matters [Online]. Available: http://www.dcsf.gov.uk/everychildmatters/ [6th October 2009] Evans,B. (2007) The rainbow fish maths game. [Online]. Available: http://www.tes.co.uk/article.aspx?storycode=3005392 [12 November 2009]. Froebel, F. (1906) The Education of Man. New York: Appleton Guest, G. (2003) Alternative frameworks for Primary Science.[Online]. Available: www.scitutors.org.uk//p4.1_6.0b_misconceptions_primary_science.doc [8th October 2009] Harlen, W. (1993) Teaching and Learning Primary Science.2nd Edition. London: Paul Chapman Koshy, V. Effective Teaching of Numeracy. For the National Mathematics Framework. London: Hodder and Stoughton Maslow (1987) Motivation and Personality, Cambridge, Harper and Row Oliver, A. (2006) Creative teaching science. In the early years and primary classroom. USA and Canada: David Fulton Primary National Strategy (2006) Primary framework for Mathematics: Learning objectives. [Online]. Available: http://nationalstrategies.standards.dcsf.gov.uk/strands/34759/34265/110211 [6th November 2009] QCA (1999) National Curriculum Science KS1. [Online]. Available: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/science/keystage1/index.aspx?return=/key-stages-1-and-2/subjects/index.aspx [26th October 2009] Smith, P., Cowie, H., Blades, M. (2003) Understanding Childrens Development. 4th Edition. England: Blackwell Publishing Sparklebox (2003) Numberlines. [Online]. Available: http://www.sparklebox.co.uk/md/counting/lines.html [6th November 2009] Thompson, I. 1997. Teaching and learning early number. Buckingham : Open University Press Vermont Elementary Science Project (1992) On the run reference guide to the nature of elementary science for the student. Vermont: Burlington Vygotsky, L. (1962) Thought and Language. Cambridge: MIT press Watson, R., Goldaworthy, A.,Robinson, V. (1998) ASE/Kings College Science Investigations in Schools [AKSIS] Project. QCA : London Waite, S., Carrington, V. And Passy, R. (2005) Final report: Evaluation of Excellence and Enjoyment: Learning and teaching in the primary years continuing professional development materials, report for Primary National Strategy Westwood, P. (2000) Numeracy and Learning difficulties. Approaches to teaching and assessment. Camberwell: Australian council for educational research

Emperor Hadrian :: essays research papers

Emperor Hadrian The original home of the family of the Emperor Hadrian was Picenum, in Spain. Hadrian himself records that his immediate family came from Hadria, but settled in Italica in the reign of the Scipios. The Hadrian’s father was Aelius Hadrianus, a cousin of the Emperor Trajan; his mother was Domitia Paulina, a resident of Cadiz; his sister was Paulina, and his wife was Sabina. Hadrian was apparently born on the ninth day before the Kalends in February. At the age of ten, he became the ward of Ulpius Trajanus, his cousin, who had attained the rank of praetorian. Afterwards, he became so engrossed in the art of Greek study, that some dared to call him â€Å"Greekling†.   Ã‚  Ã‚  Ã‚  Ã‚  At fifteen he returned to his native city, and immediately joined the military. It seemed apparent that his love for hunting was so strong, that he was criticized for it even while in military service, and for this reason Trajan recalled him back to Italica. When he returned, he was treated as Trajan’s son, and was later appointed to be one of the ten judges of the inheritance court, and later, one of the tribune of the Second Legion, the Adjutrix. As young Hadrian grew, he became more and more of a favorite to his ‘father’, Trajan. This caused some friction between Hadrian and some of his family members, namely Servanius; although there was no actual confrontational effects of this struggle to become Trajan’s favorite. On the fifth day before the Ides of August, Hadrian learned that his adoption by Trajan had become official, and later celebrated this while governor of Syria. Later, on the third day before the Ides of August, Hadrian le arned of Trajan’s death. Three days later, Hadrian ascended to the throne of the Roman Empire. As soon as he took possession of the empire’s power, Hadrian at once resumed the policy of devoting his attention to maintaining peace throughout the world. Although his foreign policy seemed peaceful, his interior suspicions remained with a wary eye, and he later imprisoned some of his political enemies, namely Laberius Maximus and Crassus Frugi. Hadrian even had an assassination that failed to kill him, planned by Nigrinus, of whom Hadrian had planned to succeed him.   Ã‚  Ã‚  Ã‚  Ã‚  As the years passed, he showed to the people of the Roman Empire that he was a skilled architect, and that he was. He helped make it possible for there to be games in nearly every Roman city, with vast facets of entertainment of every kind just around the corner in a Roman city.

A Lessoned Learned the Hard Way

Throughout my high school career I was dependent on my parents and friends for a ride to school and it was a little embarrassing. I couldn’t wait to get my first car. I was nineteen a college woman with a steady job, and it was finally time for me to get the car I deserved. After a couple of very generous paychecks and a lot of penny pinching, I was ready to hit the lots and get some test driving under my belt. After a few agonizing days of financing, credit approvals and signing dotted lines, I was the happy owner of a new shiny, blue Nissan Altima coupe. Although my car was supposed to be used for work and school, other plans came first. I immediately had fun in mind! Driving was my new favorite thing to do even when there was nowhere to go, there was somewhere to go. Needed a ride? I was there. Wanted to go out? I’d be there in a heartbeat. It was Starbucks every night during the week with my girlfriends, and the endless club nights during the weekend. When I was behind the wheel I felt like â€Å"speed racer†. The windows defiantly had to be down with the sunroof open because I just loved the wind hitting my face and blowing my hair back. Everyone new I was coming a mile away with nothing but Britney Spears blasting out of my speakers. Although I should have focused on school and work, having a new car to take me where I wanted only made me carefree. Little did I know I was writing my own recipe for disaster? I had started hanging out with acquaintances that liked partying more, and one of my â€Å"party† friends Karla invited me to a bar and grill called Wings N Rings on a Tuesday night. When I arrived a good friend of mine was playing that night in his band, Holly Madison. It was open bar for the band and their friends, including me. A good time was all I had planned for and I saw no harm in having a drink or two, but shortly thereafter it led to a shot or two or three. I had no idea what I was drinking but I drank it. Being that I’m not a big drinker, the alcohol hit me, and it hit me bad. I thought I’d be okay since I went home after work and had a big dinner with my family. As I sat at the bar with my friends I slowly felt a burning sensation in my stomach and my body composure was basically â€Å"loosey gossey†. People started o notice that I was feeling â€Å"tipsy† when I began slurring my words. Oh man, I couldn’t talk right for the life of me! I remember everyone just thinking it was the funniest thing they ever heard, and it probably was. In the middle of cracking up with everyone, the room slowly started to have a domino effect. It was then when I realized that I had way too much to drink. I was 2:00am and the bartender announced â€Å"You don’t have to go home, but you have to get the heck out of here! † I tried convincing myself that I was okay to drive, didn’t say bye to anyone and walked to my car. As soon as I sat in the drivers seat I threw up chunks of chicken and red hot cheetos. I thought I felt better after threw up so I left the Wings N Rings parking lot. I was so sure I’d make it home since it was only one exit way from the bar. I put my car on cruise control after I left so I wouldn’t get pulled over for speeding. While I was on the expressway I started feeling drowsy, my eyelids became heavy and I started â€Å"bobble heading† because I was doing nothing but steering. The next thing I new I was waking up to deployed airbags, blood running down my left shoulder and a burn on my forearm. The smell of gasoline made me picture explosion and I opened the drivers’ door without hesitation. I fell to the ground, looked around and couldn’t believe what I had just done. My new car was completely totaled under the expressway. It wasn’t the time to think it was a time to act. â€Å"What the hell do I do now? † I asked myself. I quickly pushed up with both my arms to get up from the floor when my left arm gave out. My arm was dislocated, but since I was so upset I popped it back in without thinking twice and didn’t feel a thing. I walked to the Stripes gas station on the other side of the expressway and asked if I can use the phone. She handed me the phone and the first person I called was my mom that was just three blocks away. She answered in a groggy voice I told her what had happened and she hung up scared for my life. I had just made the biggest mistake of my young life and stared crying. Instead of staying put I walked back to the scene of the accident and while I was crossing back I saw flashing red and blue lights heading my way. A police car pulled up next to me under the expressway and asked, â€Å"Where are you heading miss? † I gave him a blank stare back and said nothing. He then noticed the mascara running down my face from crying and the blood on my arm and figured I was involved in the car wreck up the road. I noticed my mom’s truck on the other side of the road and ran to her. I had never seen her so upset. She shouted â€Å"Que chingados estabas haciendo mija? † meaning what the hell have you been doing daughter? My answer to her was â€Å"I fell asleep mom! I’m sorry! † as tears came flowing down my cheek. It was at this time that the officer made his way over to me ask me to blow into a gadget I had never seen before, that just so happened to be a breathalyzer. As soon as he told me what it was I pretended to blow as hard as I could, but blew down so it wouldn’t go straight into the breathalyzer. I never in my right mind thought this would work, but the officer was fooled and thought the breathalyzer wasn’t functioning right. Right after that he asked me if I had been drinking and I told him I hadn’t. He read me my rights, handcuffed me and put me in the back seat of the police car. Everything was so surreal.

Consumption Patterns Paper

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Julius Ceaser essays

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