Impacts of Tourism on National Parks (UK) Essay Example for Free

Impacts of Tourism on National Parks (UK) Essay National parks around the world are increasingly attracting visitors to experience pristine and unique natural environments. National Parks are extensive tracts of the countryside that have been given strong protection under legislation for the conservation and enhancement of their special qualities. According to the Environments Act (1995) National Parks were designated for two statutory purposes: 1- To conserve and enhance the natural beauty, wildlife and cultural heritage and 2- To provide opportunities for the understanding and enjoyment of the Park by the public. The National Park Authorities (NPA) are responsible for the overall management of National Parks their duty is to ensure that the two objectives of National Parks are fulfilled. TOURISM IMPACTS Tourism impacts are the effects that tourists and tourists activities have on a destination. We will be looking at three main types of impacts that tourism can have on a destination. They are environmental, socio-cultural as well as economic impacts. The word impact gives a negative meaning however tourism impacts can be both positive and negative on a destination. Environmental Impacts (physical – what can be seen) – It is not possible to develop tourism without incurring environmental impacts. Tourism development and activities (litter / pollution) can gradually destroy an environment’s resources. Many of these impacts involves the construction of infrastructure e.g. Creation of roads; hotels airports etc. Tourism has the potential to create beneficial effects on the environment by contributing to environmental protection and conservation. Tourism can also raise awareness of environmental values and it can serve as a tool to finance protection of natural areas and increase their economic importance. Economic Impacts – There is no doubt that tourism has a large effect on the  economy of a destination. Tourism contribute to sales, profits, employment opportunities for locals (transportations, accommodations), and generate income for payment of goods and services provided. Socio-Cultural Impacts – The outcome of social relationships that occur between tourists and hosts when in contact. Socio-cultural impacts can have an effect on a destination’s culture to the behaviour of its residents. It is considered to be the changes in the quality of life of residents of tourist destinations. Destinations involved in the tourism business experience socio-cultural changes as a result of tourism activity, an increase in tourist may cause locals to become irritated if they feel that their way of life is being threatened. E.g. Rich tourists who are accustomed to a certain way of life; their attitude towards the quality of service provided at a destination may cause the locals to feel threatened.

To the Marketing Manager :: Business and Management Studies

To the Marketing Manager Introduction The pet food market has experienced steady growth for years and despite a slight decline in pet ownership, pet food sales have increased. This is especially true for cat food sales, which reflects the fact that cats are outpacing dogs slowly but steady. As the trend is going towards pets being treated as a part of the family, they deserve food that is equal in the way to human dishes. These and other factors are the foundation of our report on entering the promising cat food market. Main The current cat food market is dominated by 2 multinational players, namely Mars (Masterfoods) with a share of 40% of the market and Nestlà ¨ (Friskies UK) with 41 %. (Mintel, 2002). As these firms have established their position on a solid basis, it is recommended to avoid direct competition with these brands. Therefore a strategy based on pure specialisation seems to be the best way to enter the market, therefore introducing a niche product. We would suggest entering with a highly-specialised, super-premium product for the cat food market, as cats are generally fussy eaters and their owners are willing to spend a great amount of money in order to satisfy their pet’s needs. (Keynote, 2003) Recent statistics have revealed that the trend is going towards focusing on health issues and functionality. The product should include a certain amount of vitamins and minerals, as well as special medical ingredients to strengthen the cat’s immune system. Furthermore the product should contain purely of organic ingredients. (PFMA) Concerning the product design, there’s recently the trend of ‘humanisation’ even when it comes to the recipe. Culinary choices should be made available to the consumer, such as pasta and rice dishes and consideration should be taken to suit different expectations of pet owners living in different countries, thus having a different attitude due to their culture. Additionally different age types should be targeted separately, as young kittens have different needs and desires than older cats. Kittens may need less food, resulting in smaller portions, whereas old cats need special nutrition to stay healthy and live longer. This should be a further element of our specialisation process. (Mars, 2003) Great emphasis has been placed on the convenience of the product package and design, for example single serve trays have proven to be widely accepted amongst pet owners, as they are easy to store and can provide the right amount for one meal. Re-sealable package, such as foil sachets, are also very popular, as they provide the owner with control and keeps the freshness of the food. In order to underline the natural and organic ingredients of the

Applied Linguistics Essay

Learner: * We see learning in different ways (Behavior –habit formation-; Innatism –response to behaviorism- ). â€Å"If we learn through habits, what about children? * Chomsky’s LAD theory: * Universal Grammar * We’re programmed to learn at least one language! Interactionism * Snow: Interaction is a vital factor, not LAD * Evidence: Accommodation of Language: * Language is modified by the kind of subject you’re talking to. * Modifying the way we’re using a language. * When we talk to children, we do it in a different way. * Subconscious act * Between Children and caretakers. * Between Natives and non-natives * The idea is to use a comprehensible input (Krashen) * The only way to learn English is to modify the way we speak – comprehensible input * Communication as a goal * Focus is on problem solving or accomplishing tasks Key concepts (cont. ) Intersecting angles: * Teaching methods and language assessment (Common European Framework of Reference) * Different Benchmarks for competence * International exams and certifications * Relationship between language and teaching * Teaching materials informed by linguistic corpora. * British national corpus * Language and language * Learner’s age * Kids and young people * Critical period * Content based language teaching – more flexible * Older people * It is more complicated to acquire a language when you’re getting old * Different focus of instruction, different reasons e. g. occupational, academic, etc. * You can teach different things in a certain age * Context * Physical locale (classroom or outside? ) * Immersion programmes * Teachers are putted into a context to teach to the target required * Problems: fluent, but no accurate. * Political pressures in some parts of the world e. g. Iraq, Japan, * Multilingualism in American classrooms – is not a priority right now * National language policies * What does it mean to learn a language? Money? Fun? * Tajikistan’s case: change from Russian to English * Future trajectory * Learn other subjects in an L2? How? * Is it possible that Chile would be a bilingual country? * Teaching in a language target * Endangered languages * People stop using a certain language * Reflection of a certain culture. * â€Å"The end of a language is also the end of a culture† * Linguistics Imperialism * We’re acquiring the English/American culture – English language is fixed by the culture: e. g. African English * English as a Lingua Franca * Universal language * Clusters: issues as non-native speakers – in fact, beach, special * Native speakers vs Non-native speakers â€Å"norms† * Technology * Computer-mediated contact with other languages and cultures * Internet-delivered language instruction * Use of corpora to access to the information. An introduction to Applied Linguistics * Language as a powerful tool * It gives access to information * Convincing (ads, politics) * Definition: * Is NOT the application of linguistics * Means many things for many people (Cook, 2006) * A group of semi-autonomous disciplines (Spolsky, 2005) * â€Å"†¦AL (is now) a cover term for a sizeable group of semi-autonomous disciplines, each dividing its parentage and allegiances between the formal study of language3 and other relevant fields, and each working to develop its own methodologies and principles† * Cook, 2003. * â€Å"the task of applied linguistics is to mediate between linguistics and language use† * The academic discipline concerned with the relation of knowledge about language to decision making in the real world * The scope of applied linguistics remains rather vague, but attempts to delimit its main areas of concern as consisting of language and education; language, work and law; and language information and effect. * Two interpretations * The source of applied linguistics. What applied linguistics draws on: * Narrow interpretation * (Linguistics) – Language teaching. * Usage of linguistic elements – semantics, phonology, pragmatics * Broad interpretation * (everything to do with language) * There are the different connotations of language * The target of AL * What applied linguistics equips you to do (SLA) * Language Acquisition (L1 and L2) * Psycho and Neurolinguistics * Sociolinguistics * Humor Studies * Pragmatics * Discourse Analysis and Rhetorics * Text/Processing/translation * Computational Linguistic * Corpus Linguistics * Dialectology BBC Documentary Horizon: Why do we talk? * Humans have a unique feature: we have a different language like animals * We have requests. * Complex process to pronunciate a word when child (â€Å"wa der† to â€Å"water†) * Language is exclusively human * Not much evidence about origins of language * Why chimps can make similar sounds like humans? * There are some parts of the brain involved in creation of words * Roots of language reception: Test on newborn babies * How much a baby is attending to a particular sound * We can recognize sounds from our beginnings * Chomsky’s theory: An innate ability to learn a language * Ability to talk is composed by words, meaning and sounds. It also INNATE * We’re BUILT ON SPEECH. * The KA family: communication in other ways are perfect, neither the speech * A DNA failure to create words * There’s no fossil evidences of speech communication * It is supposed that language was a practical way to defining rules * No one designed any language * Combination of words that can be easily remembered * Make sound to build a meaning * Dominant Theory of learning psychology: Behaviorism * Positive reinforcement * Habits are automatic and difficult to eradicate * If L1 differs to L2, L1 will interfere with formation of L2 habits e. g. use of articles (a/an, the) * Interference manifests itself in error (undesirable). * Learners need to overcome L1 features and replace them Contrastive Analysis Hypothesis (CAH) * Analysis of L1 and L2 features (grammar and phonology) to determine similarities and differences between languages * Comparisons * CAH prediction * L2 features which are similar to L1: easy features to learn * Present simple, present perfect * L2 features which are different to L2: errors in L2 * People is are * Role of L2 instruction: teachers should focus on features which could be potential errors. Teaching via imitation, practice and error correction. * Mistakes are very dangerous here! – Immediate correction * E. g. â€Å"repeat after me! † Problems with CAH * Researchers trying ti apply CAH in analyzing L2 errors, soon found that: * Many errors could not be explained only by reference to L1 e. g. I goed * Many predicted errors were not made in L2 * Learners from different L1 made similar errors L2 * New weays of loking at L2’s errors Error Analysis * Corder (1967) * Learner language is a system in its own right * Errors are an important reflection of the state of L2 knowledge (system) and processing strategies. * Errors were a good thing; there is a reflection about thinking of new things * Developing rules – trial and fail * Processing: * Learners form hypothesis about L2 on the basis of their exposure to the L2 * These hypothesis are tested receptively and productively * If hypotheses disconfirmed, this leads to the formation and testing of new hypothesis Interlanguage (IL) * Concept created by Selinker (1972) * Coined the term Interlanguage to describe a learner’s language * Is the whole process of learning a language * No competence Native-like competence * Interlanguage is rule governed (systematic) and dynamic (in flux) * U shape performance: * High performance is developed in Beginner’s level and the Advance one * Explaining learner’s errors. * Main processes which can explain errors in L2 * L1 transfer * L1 rules interfering with L2 * Overgeneralization of L2 rules e. g. goed (use regular past tense with all verbs) * It happens a lot with children * Transfer of training errors due to the way L2 was taught e. g. overuse of â€Å"he† because teaching materials contain mainly reference to males * Formal language in formal contexts * Simplification e. g. omission of referent elements (articles, prepositions) * Elision / wanna talk to me? – instead of â€Å"do you wanna talk to me? † Problems with IL and errors analysis. * Focus on errors rather than entire learner language output (i. e. what a learner can do * Oriented to L2 norms – norms are often difficult to define (e. g. variety of acceptable pronunctiations of some words) * Attribution of errors to processes not always clear cut * Doesn’t consider variability Morpheme studies * Morpheme: the smallest unit of meaning in English e. g. plural â€Å"s† (bound morpheme), article (unbound morpheme) * Influential study: Brown (1973) on First Language Acquisition (FLA) * Order of acquisition determined on basis of accuracy i. e. * Most accurate: acquired earliest. * The most developed item is the one which was developed earlier * Findings: although rate of acquisition may differ, order of acquisition same for all children. Acquisition order in FLA RANK| MORPHEME| EXAMPLE| 1| Present progressive| Boy singing| 2| Preposition| Dolly in car| 3| Plural| Sweeties| 4| Past Irregular| Broke| 5| Possesive| Baby’s toy| 6| Articles| A car| 7| Past regular| Wanted| 8| Third person singular| He eats| 9| Auxiliary â€Å"be†| He’s running| * Dulay and Burt (1973-1975) * Suppliance of a set of morphemes in obligatory context * Developmental Secquences. * Longitudinal research on acquisition of grammatical structures (e. g. negation, question formation word order) found: * Learners follow a set of order of stages of acquisition * L1 may affect how long a learner stays at any one stage * Learners cannot skip a stage, regardless of L2 instruction * Instruction can only affect speed of acquisition and whether learners reach final stage. Index readings – Test 1 – Monday 8th!! * Key concepts in language learning and language education * History and definitions * Introduction to SLA * Development of learner language. Developmental sequences Longitudinal research on acquisition of grammatical structures (eg negation, question formation word order) found: * Learners follow a set order of stages of acquisition * L1 may affect how long a learner stays at any one stage * Learners cannot skip a stage, regardless of L2 instruction * Instruction can only affect speed of acquisition and whether learners reach final stage * Naturalistic statement: the most important thing will be communication – people won’t correct anyone Variability in learner language. If IL is systenmatic, we should go thourg different stages. How can we account for variability in a learner’s interlanguage? * Need to distinguish between free vatiation and systematic variation: * Free variation may be due to: * Random errors * Performance factors, e. g. anxiety * Anxiety affects production * Early stage of IL: experimentation * People is is not a taboo * Systemic variation may be due to * Linguistic environment: e. g. omission of final ‘s’ may vary according to what sounds come before or after the letter ‘s’s * Situational context: e. g. the person the learner is speaking to (interlocutor) or setting may affect the perceived level of formality and thus how much attention Is given to accuracy * Fluency is affected by focus on accuracy * Psycholinguistic context: e. g. amount of planning time given before being asked to perform the task Input & Interaction * Input:anything that a learner is exposed to in the environment. Anything that is perceived. * Intake:processing. When you’re receiving language, you realize a certain structure subconsciously. * Uptake: when you do something observable with your input, if you make a mistake and then you have the correct version * Output: production of language – errors and mistakes are included * Comprehensible input:refers to modify the language and make it comprehensible * Negotiation of meaning: looking for answers for what you want to say – negotiatate what someone say: what? Could you repeat that? You said (†¦) or you said (†¦)? * Positive evidence vs. Negative evidence: * NE: corrections. Could be related to grammar * PE: Discrete parts of the language. It’s just language * Implicit vs. explicit feedback * Implicit feedback: we don’t really saying what the mistake is directly, but you’re uttering what you say. * Explicit feedback: correction – looking a language as an object * Recast: implicit feedback – fixing what you’re trying to say. When you’re emphasizing, it turns to explicit feedback. It’s supposed to be implicit. Introduction * Range of perspectives (theories) which explain how language (L1 and L2) is processed and ultimately acquired * All theories agree that learners need exposure to language (input – from a behaviorism focus, is important), but the kind of input and how that input is processed in order to become acquired vary * Today’s seminar focuses on the interaction hypothesis, a very influential theory in the field of SLA INPUT * Input is everything that you can get into the language * Language learner is exposed to (available for processing). * Two types of input: * Positive evidence: authentic or modified language – * Negative evidence: corrections Behaviorist perspective – Lado and Lee * From a behaviorist approach, Learners need positive and negative evidence (both) * Positive evidence: models that learners imitate and repeat (thus forming habits) * Negative evidence: given to prevent formation of â€Å"incorrect habits† * Language learning: process of imitation & habit formation Universal Grammar Perspective * Proponents: Chomsky (L1) White and Schwartz & Sprouse * Learners need ONLY exposure to positive evidence. * Positive evidence triggers processing in an innate language acquisition device * LAD contains principles (general rules about all human languages – e. g. Parts of speech) and parameters (rules which are language specific – e. g. â€Å"no voy† instead of I cannot) * Pro-dropped language * Dummy subjects * Second language acquisition: resetting parameters based on L2 evidence * Some debate in SLA: Is UG fully, partially on not at all available for adult L2 learners? * Is very unlike that is available. Is mostly partially available Krashen. Main argument: learners need only exposure to appropriate input (positive evidence) * Appropiate input: comprehensible input at a level slightly above the learner’s current level (i+1) input + something a bit higher * Comprehensible input will activate LAD: subconscious process * Comprehensible input: acquired knowledge (implicit knowledge used to produce language) * Is comes out, it flows * Conscious learning: learnt knowledge (explicit knowledge used to monitor language production) * If you’re giving negative evidence, they will acquire language * Difference between learning and acquiring language * Explicit knowledge does not become implicit knowledge (the non-interface position) * When you learn, you will not be able to acquire language Long’s interaction hypothesis * Built on Krashen’s notion of the importance of copmprehensible input for SLA * However difference in what makes input comprehensible * Krashen: emphasis on learner’s individual processing i. e. learner uses contextual clues, world knowledge to comprehend i+1 * Long (1983): interactions (negotiation of meaning) make input comprehensible * Findings: * â€Å"Speech modifications alone are rarely sufficient. Native speakers also make a lot of adjustments to the interactional structure of conversations, and it is conversational modifications of the latter sort that are greater, more consistently observed, and probably more important for providing comprehensible input† * Conversational modifications: * Repetitions * Confirmation checks (is that what you mean? ), often involve repetition uttered with a rising intonation * Clarification requests (what do you mean? ) e. g. Sorry? What? * Comprehension checks (do you follow me? ) e. g. OK? I+1: our current level of english Positive evidence: language Negative evidence: corrections Long’s interactional hypothesis Original version (1983): * deductive argument * Conversational modifications make negotiation input (negotiations of meaning) make inupt comprehensible e. g. Having conversations with native speakers will improve development of language THEN * Comprehensible input promotes acquisition (krashen) THEN * Negotiations of meaning -> promote SLA Research based on Long’s interaction hypothesis. * Variables that affect the quantity and type of conversational modifications (negotiation * moves) * Task type e. g. Doughty & Pica, 1986 * Learner variables (L1, proficiency in L2, gender) e. g. Pica et al. , 1991; Polio & Gas, 1998 * Extent to which negotiations facilitate comprehension e. g. Ellis et al. , 1994 * Extent to which negotiations lead to acquisition: results mixed e. g. Iwashita, 2003; Mackey, 1999 * Family will promote more negotiation Criticism of research and interaction hypothesis * Number of assumptions questions e. g. the more negotiations moves the better? * A social nature of research: ignores context and learner’s goals (ie is there always a clear one-to-one mapping of interaction moves and speaker’s intented meaning? * Deductive nature of argument: no mechanism to explain acquisition * Lack of robust evidence for L2 learning * Is anybody learning a language, or acquiring it? Negotiation of languge: Chance to process more the input and do something with that Swain’s outpout hypothesis * Research: language proficiency of students in Canadian immersion program, found that learners fluent but not accurate * Main argument: * Comprehensible input alone insufficient for learners to develop grammatical accuracy * Comprehension requires learners only to process language for meaning, not for syntax * Learners need to be pushed to produce accurate and appropriate language (output) * Students were fluent, but not accurate * Push them to produce more and more INPUT * Grammatical processing: basic to improve accuracy * Long * Role of input * Output provides learners with opportunities to: * Move from semantics, open-ended processing of language prevalent in comprehension to grammatical processing needed for accurate production. * Notice â€Å"gaps† in their interlanguage. * Test hypotheses abput language + receive feedback abput hypotheses * Reflect abput their language use + develop automaticity through practice (Gass, 2004) * Note: focus shifted from focus on positive evidence to negative evidence (corrective feedback) ->negative evidence * Negative feedback may be facilitative of L2 development * MEDIATED BY SELECTIVE ATTENTION: Focus on learner’s internal factors, drawing on work of Schmift’s (1999, 1993) on attention and noticing nypothesis * DEVELOPING L2 PROCESSING CAPACITY: draws on studies on developmental sequences & pieneman’s work on learnability to explain mixedfindings on negotiations and acquisition * NEGATIVE FEEDBACK OBTAINED DURING NEGOTIATION WORK: shift in focus from interactions providing comprehensible input to conversations providing opportunities for negative feedback * MAY BE FACILITATIVE†¦ ESSENTIAL FOR LEARNING CERTAIN SPECIFIABLE L1-L2 CONTRASTS: prediction abput which language structures are most likely to need negative feedback (L1-L2 contrats, e. g. dative alteration, adverb placement) * If the verb comes from latinate origin, is not possible to have dative alternation. If Germanic, it is. Why Long was unwilling to unchanged his hypothesis? * Previous hypothesis: * Krashen’s monitor hypothesis! * IS a contradiction: Monitor check contents to learn, but it doen’t help to ACQUIRE * Closest to BEHAVIORISM * Current Hypothesis: * New ways of correcting * KEY: GIVING FEEDBACK Cognitive accounts of SLA * SLA: acquiring a new knowledge system. Learning new information * Based on cognitive psychology, which models the human mind similar to a computer (up to a point) * Learning& ability for use: * NOTICE NEW INFORMATION, e. g. a vocabulary item (an interesting word such as â€Å"nuts†) or a feature of syntax like 3rd person singular –s * INTEGRATING NEW INFORMATION and comparing with the old one, e. g.relating the vocabulary item to similar ones or 3rd person-s to indicative present tense verb use * PROCEDURALIZING OR AUTOMATIZING, e. g. accessing the vocabulary itam / applying the 3rd person –s rule Areas of interest * A great deal of work in SLA has focused on noticing and attention because it is central to learning (Schmidt) * There is also some work on the interaction of new language information in long-term memory (Bialystok) * The type of knowledge (explicit/implicit) has also been studied, which is related to proceduralization / automatization The human cognitive system Outside world -> sensory register -> working memory -> long-term memory.

Thermal Imaging

The case involved a Mr. Smith whos house was suspicious of growing marijuana. The police used thermal technology to scan Mr. smiths house where they found high amounts of heat. The police then got a search warrant and found marijuana growing in his house. Smith was then arrested and entered a conditional guilty plea. Now the high court had to make a decision that would challenge even the greatest lawyer and justice to ever step into the Supreme Court. The case started off with the lawyer for Smith making his case for Smith. The lawyer stated that that the thermal imaging on Smith's house was indeed a search and that this search was unecessary. His house and privacy were protected by the 4th amendment of the United States. The technology was not used properly and unconstitutionally viewed contents on the inside of Smith's home without a warrant. The thermal imaging devices should have not been able to view just his complex and if he was singled out then everyone should be subject to the same thermal imaging of their homes. In his final statements Smith's lawyer said that thermal imaging is infact a search and that the thermal imaging had no probably cause and he should go free for this violation of his 4th amendment. The next speaker was the lawyer representing the United States. The lawyer for the United States said that the thermal imaging device brought about a probable cause in the triplex and that he was previously suspected for having marijuana so they had to do it for public safety. He also pointed out that a warrant was issued for the search of his house. The United States lawyer ended his statement stating that Smith is a criminal and thermal imaging was used in the case of probable cause. The next speaker was the Solicitor General of the United States. The general was in favor of Smith. He stated that thermal imaging is a search. The thermal imager had no probable cause and that using this high tech device that no normal person can afford should be used without a warrant. The General finished with saying that Smith should go free for this because he was illegally searched. The fourth amendment of the constitution guards against unreasonable search and seizures when the search party has â€Å"reasonable expectation of privacy†. The amendment specifically requires search warrants be judicially sanctioned and supported by probable cause. It was adopted as a response to the abuse of search warrants in the American Revolution. The debate of the definition of search has been challenged in many cases in the history of the United States and is brought up again in this case. The Supreme Court ruled that a search occurs only when a person expects privacy in the thing search and society beliefves that expectation is reasonable. This was decided in Katz v. United States in 1967. In Katz the Court ruled that a search had occurred when the government wiretapped a telephone booth. Now seizure is the other part of the 4th amendment. A Seizure of propert occurs when there is meaningful interference by the government with an individual's possessory interests. The exclusionary rule also falls under seizure. The exclusionary rule states that voluntary answers to questions given to officers are offered into evidence in a ciminal prosecution. The government may not detain and individual even momentarily without reasonable, objective grounds, with few exceptions. The refusal to listen or answers does not answer these grounds. The invasion on people's privacy is only minimal and is usually only in speical cases. Some of these exceptions are at borders and ports of entry into the United States as well as Roadblocks. Another big part of this case was the question is a warrant needed. A warrant is issued by a judge and only then may a officer legally search someones property. Without this warrant it was unconstitutionally searched and therefore is void. Warrants are required for any search of property. Some exceptions to a warrant are Consent, Plain View, Open Fields, Curtilage, Motor Vehicles and Searches incident to a lawful arrest. Consent is if a part allows a search to happen. Plain view is if something is viewable by the officer he can confiscate it. Open Fields such as farm fields, opne water, and woods may be searched without a warrant. Curtilage is the outdoor area immediately surrounding the home, which is protected by the 4th amendment. Courts have determined that this area is an extension of the house and is subject to privacy. People in automobiles have reduced privacy because vehicles are not used as homes. Vehicles cannot be randomly stopped and searched , there must be probable cause or ciminal activity. With probable cause officers may search any area inside a car. However, they cannot search passenger without probable cause to search them. The Searches incident to a lawful arrest are used to prevent the arrested individual from destorying evidence or using a weapon against the officer. It is reasonalbe for the officer to search the area within the arrestee's immediate control. A search of lets say the room they were arrested in is acceptable. Now comes the issue of Probable Cause which was brought up many times in this case. The police must have legally sufficient reasons to believe that a search is necessary. And during this search they must uncover criminal activity or contraband. The Supreme Court had many cases involving Probable Cause. In Carrol V. United States the Supreme Court stated that probably cause to search is a â€Å"flexible, common-sense standard. † So the issue of probable cause can be a toss up and can't really be determined directly (Adapted from History Book and Wikipedia. com). If I were a justice on the Supreme Court I would rule in favor of Smith. The use of thermal imaging reveals the contents of the inside of his home. This violates his right of security and thus violates the 4th amendment. The officers did have probable cause to search his house because of his alleged marijuana growth. But that doesn't mean they could search his house without a warrant. They needed to get judicial consent before using the thermal imaging to search his house. Plus thermal imaging is not available to everyone so they could not use it without consent. Our class found Smith innocent. The police unlawfully searched his house with the use of thermal imaging. Even though we came to this verdict it could have easily gone the other way. It all is based on your view of the Constitution. Unless you are one of the people who wrote the Bill of Rights I guess we can never truly understand the constitution fully and it is proven with the countless cases brought to the Supreme Court over the years. I think instead of us trying to understand the constitution in our own ways, we should study the founding fathers into depth and learn the true meanings of their words and the reasons for why they created this great rules. Even with the addition of new technologies and advanced software we need to continue to look back at our roots which created this great nation. If we do not do this our nation will likely fall due to our own negligence and feeling of superiority over everyone in the world. We need to learn from our mistakes and build a more simpler life as they had back in the 1700s. Only then will we truly understand The Constitution and the reasons for why we have made it this far as a nation.

Frank Reade essays

Frank Reade essays In this interesting novel well worth the dime, our main character, Frank Reade, chases a gang of characters known as the James boys in a mechanical-horse drawn carriage. In this novel our characters are searching for the supposed hidden treasure of a wealthy family. In this time period novels cost a dime, and were written so they sounded believable. This story seems to me to be pretty believable, certain inventions seemed a little outlandish, but they did didnt seem to be ahead of there time. This was mostly because this was a pioneering period. Throughout the novel we come in contact with four important characters. One of which is Frank Reade, a young inventor and the main character is a character whom we are allowed to connect with on another level from most other main characters. The three other characters in this novel are Brass and Buttons who are two New York Detectives that act as Reades entourage. We also come in contact with the Professor who writes in his journal often. The Professor talks often of his dislike of violence but mysteriously has the best aim and shot out of the group. Two other characters we meet and no less about are Frank and Jesse James, otherwise known as the James Brothers. And they were not fond of the Reade posse, nor vise-versa. Though we never see a resolution, the plot is the suspenseful Reade-James Brothers chase. This novel like others seems to have sub-plot; such as digging for gold and the disbanding horses. Something interesting to me in this story was the interior monologues. This allowed me to feel connected to and with the character. There are many examples of this through out the novel, like when he grads the reigns of the James brothers horses. While hes hanging there we see his interior monologue as he plans ways to recapture the horses, stop the James brothers, and live to do all this. I also enjoyed the future resolutions ...

Overview of Mali History and Independence

Overview of Mali History and Independence Malians express great pride in their ancestry. Mali is the cultural heir to the succession of ancient African empires – Ghana, Malinkà ©, and Songhai – that occupied the West African savannah. These empires controlled Saharan trade and were in touch with Mediterranean and Middle Eastern centers of civilization. Kingdoms of Ghana and Malinkà © The Ghana Empire, dominated by the Soninke or Saracolà © people and centered in the area along the Malian-Mauritanian frontier, was a powerful trading state from about A.D. 700 to 1075. The Malinkà © Kingdom of Mali had its origins on the upper Niger River in the 11th century. Expanding rapidly in the 13th century under the leadership of Soundiata Keita, it reached its height about 1325, when it conquered Timbuktu and Gao. Thereafter, the kingdom began to decline, and by the 15th century, it controlled only a small fraction of its former domain. Songhai Empire and Timbuktu The Songhai Empire expanded its power from its center in Gao during the period 1465-1530. At its peak under Askia Mohammad I, it encompassed the Hausa states as far as Kano (in present-day Nigeria) and much of the territory that had belonged to the Mali Empire in the west. It was destroyed by a Moroccan invasion in 1591. Timbuktu was a center of commerce and of the Islamic faith throughout this period, and priceless manuscripts from this epoch are still preserved in Timbuktu. (International donors are making efforts to help preserve these priceless manuscripts as part of Malis cultural heritage.) The Arrival of the French French military penetration of the Soudan (the French name for the area) began around 1880. Ten years later, the French made a concerted effort to occupy the interior. The timing and resident military governors determined methods of their advances. A French civilian governor of Soudan was appointed in 1893, but resistance to French control did not end until 1898 when the Malinkà © warrior Samory Tourà © was defeated after 7 years of war. The French attempted to rule indirectly, but in many areas, they disregarded traditional authorities and governed through appointed chiefs. From French Colony to French Community As the colony of French Soudan, Mali was administered with other French colonial territories as the Federation of French West Africa. In 1956, with the passing of Frances Fundamental Law (Loi Cadre), the Territorial Assembly obtained extensive powers over internal affairs and was permitted to form a cabinet with executive authority over matters within the Assemblys competence. After the 1958 French constitutional referendum, the Republique Soudanaise became a member of the French Community and enjoyed complete internal autonomy. Independence as the Republic of Mali In January 1959, Soudan joined Senegal to form the Mali Federation, which became fully independent within the French Community on 20 June 1960. The federation collapsed on 20 August 1960, when Senegal seceded. On 22 September Soudan proclaimed itself the Republic of Mali and withdrew from the French Community. Socialist Single-Party State President Modibo Keita – whose party Union Soudanaise-Rassemblement Dà ©mocratique Africain (US-RDA, Sudanese Union-African Democratic Rally) had dominated pre-independence politics – moved quickly to declare a single-party state and to pursue a socialist policy based on extensive nationalization. A continuously deteriorating economy led to a decision to rejoin the Franc Zone in 1967 and modify some of the economic excesses. Bloodless Coup by Lieutenant Moussa Traorà © On 19 November 1968, a group of young officers staged a bloodless coup and set up a 14-member Military Committee for National Liberation (CMLN), with Lt. Moussa Traorà © as Chairman. The military leaders attempted to pursue economic reforms but for several years faced debilitating internal political struggles and the disastrous Sahelian drought. A new constitution, approved in 1974, created a one-party state and was designed to move Mali toward civilian rule. However, the military leaders remained in power. Single Party Elections In September 1976, a new political party was established, the Union Dà ©mocratique du Peuple Malien (UDPM, Democratic Union of the Malian People) based on the concept of democratic centralism. Single-party presidential and legislative elections were held in June 1979, and General Moussa Traorà © received 99% of the votes. His efforts at consolidating the single-party government were challenged in 1980 by student-led, anti-government demonstrations, which were brutally put down, and by three coup attempts. The Road to Multi-Party Democracy The political situation stabilized during 1981 and 1982 and remained generally calm throughout the 1980s. Shifting its attention to Malis economic difficulties, the government worked out a new agreement with the International Monetary Fund (IMF). However, by 1990, there was growing dissatisfaction with the demands for austerity imposed by the IMFs economic reform programs and the perception that the President and his close associates were not themselves adhering to those demands. As demands for multiparty democracy increased the Traorà © government allowed some opening of the system (the establishment of an independent press and independent political associations) but insisted that Mali was not ready for democracy. Anti-Government Rioting In early 1991, student-led, anti-government rioting broke out again, but this time government workers and others supported it. On 26 March 1991, after 4 days of intense anti-government rioting, a group of 17 military officers arrested President Moussa Traorà © and suspended the constitution. Amadou Toumani Tourà © took power as the Chairman for the Transitional Committee for the Salvation of the People. A draft constitution was approved in a referendum on 12 January 1992 and political parties were allowed to form. On 8 June 1992, Alpha Oumar Konarà ©, the candidate of the Alliance pour la Dà ©mocratie en Mali (ADEMA, Alliance for Democracy in Mali), was inaugurated as the President of Malis Third Republic. President Konarà © Wins Election In 1997, attempts to renew national institutions through democratic elections ran into administrative difficulties, resulting in a court-ordered annulment of the legislative elections held in April 1997. It demonstrated, however, the overwhelming strength of President Konarà ©s ADEMA Party, causing some other historic parties to boycott subsequent elections. President Konarà © won the presidential election against scant opposition on 11 May. Amadou Toumani Tourà © General elections were organized in June and July 2002. President Konare did not seek reelection since he was serving his second and last term as required by the constitution. Retired General Amadou Toumani Tourà ©, former head of state during Malis transition (1991-1992) became the countrys second democratically elected President as an independent candidate in 2002 and was reelected to a second 5-year term in 2007. Source Public Domain, US Department of State Background Notes.

Health Care Public Policy Essay Example | Topics and Well Written Essays - 2250 words

Health Care Public Policy - Essay Example In the United States (US), the concept of public policy encompasses the process of decision making and analysis of governmental decision. Health care on the other hand refers to the constant monitory, diagnosis and treatment of diseases, illness or other physical body problems and the preservation of the physical wellbeing of human beings (Proctor & Smith 89). Health care public policy therefore basically refers to a settled opinion by members of the public concerning the manner in which issues of public health are handled across a country or state. Introduction States, countries and jurisdictions have different policies regarding to public health. Actually the configuration of the health care machinery varies from country to country, state to state but according to the World Health Organization (WHO), a well functional health care system should rest on adequate financing mechanisms, adequately trained and paid staff, decision making and policy formulation based on reliable informati on, well maintained facilities and advanced technologies in delivering health care. According to Charles Frame, an expert in market research and customer satisfaction at the Emory School of Medicine, it makes sense to have very basic level of healthcare for everybody. Members of the public are very influential in the process of policy formulation and therefore it is important for them to hold thorough knowledge of what policies, precisely health care policy entails and their rights and responsibilities in its formulation. State of health care system in the United States United States is one of the wealthiest countries in the history of the world yet its health care system can be described as unsatisfactory. To start with, the spending in the health care sector is rather high representing around 17% of the country’s GDP. Despite the high spending, the outcomes of the health care sector are not any better as compared to other countries that spend lower per capita such as Switze rland and Netherland. The cost of health care has actually risen over the recent years as observed by Allan Hubbard, Chairman, E & A Industries. He noted that the cost of a family insurance 19 years ago was $3000 but has currently risen to $12000 (as at 2008). The major problem according to Professor Herzlinger (20) is not to achieve a universal coverage but rather to get the value for money spent on health care. She therefore suggested three common theories that can improve the quality of services. These are; Managed competition. She suggested that the insurance system should be made private and consumers given the right to shop for their insurance. This would create a competitive environment among the insurers and consequently, quality would be achieved. Single payer. In this theory, she suggested that the government, as the single payer would control all resources, would have massive scale and could squeeze inefficiency and waste out of the system. Finally, she suggested the theo ry of Consumer-driven health care. This is an approach where the consumers are given their money and the opportunity to seek insurance and health care services by themselves. Although effective policies may be formulated and implemented, one of the most effective approach in addressing the issue of health care is through prevention not cure. It has been noted that majority of the health problems among the citizens of United States are life style