A peaceful woman explains why she carries a gun Essay Example for Free

A peaceful woman explains why she carries a gun Essay Hasselstrom was Justified for her need to own a gun as she wanted to be rotected, safe and have a peace of mind. Desire to be protected Justified Hasselstrom to get a gun; however, she considered other means of protection first. To begin with, Hasselstrom used improvised means for protection. For example, she had her own gun (spray cans of deodorant) which did not have to be registered. However, one night while camping, the author and her friend, harassed by two young men, decided not to tempt fate and use their improvised mace, but simply leave the camping area. When improvised means of protection did not work, Hasselstrom onsidered another option- a citizens band radio, a system of short-distance radio communications between individuals which does not require a license. However, she rejected this method of protection providing an example of a woman who got beaten and raped using a CB radio to get help with a flat tire. The last method Hasselstrom considered as a mean of protection was self-defense. For her, kung fu class was a smart decision because on the top of her self-preservation, her height and weight did not give her any benefit. Therefore, looking for protection, Hasselstrom provided the eaders with Justified steps she took prior to the extreme measure of protection- a Also, the author was well-grounded for her need of a gun because she gun. wanted safety. Firstly, she did not feel safe on her land. While Hasselstrom lived on a ranch in secluded area 25 miles from the nearest town, she, somehow, managed to have uninvited guests on her property. For example, one day she noticed an armed man on her land who wanted to shoot ducks. As a result, she could not feel safe even on her territory. Secondly, as the author was vulnerable even while driving her car, her possession of a gun was reasonable. Hasselstrom provides the readers with examples to prove her right. In one of the examples, an unknown car was following her on her way home, and made her stop by flashing a blinding spotlight in her face. Another example depicts a man who was playing cat-and-mouse with Hasselstrom within 30 miles when she was driving in a desolate part of Wyoming. Thirdly, the fact that Hasselstrom did not feel safe even in public places Justified her to own a gun. She provided an example of her and her friend being harassed and scared by men while camping in the West. Moreover, looking for some help from the local rangers, he had to face with their carelessness and unwillingness to protect and help. In addition to Hasselstroms desire of protection and safety, there is a desire of peace she was looking for which Justified her to possess a weapon. First of all, she could not get a peace ot mind being harassed on a daily basis. Whether sne was among people or on her property, she faced acts of harassment or danger which took her further away from a peace she was searching for. Then, she could not find a peace of mind if she was constantly stressed out, suspicious and scared about everything. One day the author found deep tire ruts in her yard and garbage in her driveway. More likely, that fact would lead a person like her to suspect that someone unfriendly had an intention to hurt or do her harm. Third of all, Hasselstrom lived in the environment where women did not stand much for a chance of not being harassed. Men in her area worried her, and their harassment would not stop until stronger measures were taken. However, Hasselstrom did not want to be either daily harassed, be another victim of rape or permanently stressed out and scared. Threfore, she believed that having a gun handy would lead her to a peace of mind she was looking for. In conclusion, relying on Hasselstroms examples provided in the article, she was Justified for her need to own a gun. She had no choice but to use it in dangerous situations to protect herself. When used responsibly, women in the same situation as the author would live protected, safe and with peace of mind they desire. What Hasselstroms message was in this article is that no one, man or woman, should live in fear. And in her situation, owning a gun gave her that security.

Genealogy of Alfalfa :: Plants Environment Planting History Essays

Genealogy of Alfalfa In this paper on the genealogy of alfalfa I will begin by telling you about the background and history of alfalfa in the United States. Secondly, I will tell you about the different sources of alfalfa germplasm. Next, I will talk about different studies and experiments that have been done to diversify the breeds of alfalfa. Finally, I will tell you about the genetic makeup of alfalfa and what distinguishes it from other popular plants. Alfalfa otherwise known today as the â€Å"Queen of Forage† is thought to have originated in Iran over 2,400 years ago. It was the only forage crop that was cultivated before recorded history therefore the history of its origin isn’t one-hundred percent accurate. The first attempt to grow alfalfa in the United States was recorded in Georgia in the year 1736. The introduction of alfalfa to California came first by Spanish settlers and later by Europeans. The Europeans were headed to California during the gold rush. They obtained alfalfa seed when sailing around South America. Alfalfa flourished in the western states because of its favorable climate. Because alfalfa has a good yield, is palatable, and has a high value of nutrition. Word spread and so did the planting. Alfalfa then spread eastward to the Midwestern states. The distribution of alfalfa to states east of the Mississippi river was a failure due to its acid soils, plant disease, and humidity. Most of the genetic diversities of alfalfa come from nine germplasm sources. These nine germplasm sources are M. falcate, M. varia, Turkistan, Flemish, Chilean, Peruvian, Indian, and African. According to Barnes, Bingham, Murphy, Hunt, Beard, Skrdla, and Teubar â€Å"M. falcata has orange-yellow flowers and an early fall dormancy therefore it is known to have a heavy first cutting and a light second cutting. It also has some bacterial wilt and foliar disease resistances. Strains were usually classified as M. varia because they had variegated flower colors and variable pod shapes. M. varia sources were introduced to South Dakota in 1907 as seed from a single hybrid plant found in Russia. These sources are winter hardy, more vigorous than M. falcata and are susceptible to bacterial wilt. Turkistan alfalfas have been described as poor seed producers, susceptible to leaf diseases, and resistant to many insects and crown and root disease. They vary in winter hardiness from moderately hardy to hardy.

Intro to Early Childhood Essay

Friedrich William Froebel (1782-1852) had a significant influence on early childhood education as we know it today. He is known as the inventor of kindergarten, a German word meaning â€Å"children’s garden†. The model of the modern day kindergarten was conceived by Froebel, who opened his own kindergarten in 1836, calling it a Play and Activity Institute. There he implmented such practices as promoting a child’s right to play, to have toys, and to be in the care of trained teachers. He believed that education should be pleasant for the child, because of his own unhappy childhood, instead of shifting the role of the teacher from strict disciplinarian to friendly facilitator. Froebel also had the idea that men as well as women should teach, which was not heard of in those times. His system of teaching was centered around self activity and the development of a child’s self- esteem rather than relying on sterile and rigid instructions. (Hewes 1993). Froebel observed the children and came to an understanding of how they learned and what they like to do. It was his belief that children learned much in the process of playing. (Ann Miles Gordon and Kathryn Williams Browne 21, 22) We can see the fruits of Froebel vision alive today in a variety of ways. For example, many early childhood programs are teacher-directed, with the focus being on planting ideas for the children to cultivate in their own time. Also, you may encounter a teacher of the male persuasion in your child’s classroom. Often, teachers in early childhood education are required to pursue some type of training and/or education relating to childcare, which was encouraged by Froebel. ( Ann Miles Gordon and Kathryn Williams Browne 21, 22) Froebel’s philosophy was that life was a school and the world was a classroom. He wanted the environment in which children learn to be full of discovery and adventure. He called the educational toys he created â€Å"gifts†, giving us insight into how he viewed learning and the teaching of the young mind. There are children in kindergarten all over the world thanks to the dedication of Friedrich Wilhelm Froebel. His work is an accomplishment that reflects on the way children are taught and cared for today. (Ann Miles Browne and Kathryn Williams Browne 21,22) Works Cited Gordon, Ann Miles and Kathryn Williams Brown. Beginnings and Beyond-Foundations in Early Childhood Education. 8th ed. California. Wadsworth. 2011, 2008.

Celebration to Individualism in Mary Shelly’s “Frankenstein” Essay

What comes to mind when the idea of â€Å"Romantic Literature† enters your head? Immediate imageries consisting of two lovers, a rose, or even a starlit sky may come to mind. In Mary Shelly’s Frankenstein, she disproved these imageries by creating her own scenario with grotesque images and lonely characters. Many have overlooked this novel as a romantic literature but it is actually one that contains the most elements of a romantic literature. Romantic literature emerged through a movement called Romanticism. Romanticism can be defined as a movement in art and literature that revolted against rigid social conventions. In Frankenstein, Mary Shelly stresses the importance of individualism in Romantic Literature by developing various narratives of the story to generate perspectives of the same environment through different narratives. Robert Walton begins the novel through an epistolary frame for the actual story to build on. We learn that Walton is on a journey to venture to an area where no man has gone before and is also in search for a close companion. Although he is amongst a huge crew of men, he felt as if he was on the voyage by himself. He narrates the story through several letters to his sister until we learned that he encountered a new friend, â€Å"Victor Frankenstein†. Frankenstein then began to tell his story as the narrative switched from Walton to Frankenstein, the main narrator of the book. As the story shifts to Victor Frankenstein, we begin to understand his life story as an individual that was much isolated from everyone else. With the congregation of his life studies, Frankenstein was able to bring life or artificially gave birth to a grotesque monster. At first he was proud of his work but he later abandoned the creature due to its hideous looks. The monster proceeds to kill the people that are closest to Victor in his life, leaving him totally alone. Though torn by remorse, shame, and guilt, Victor refuses to admit to anyone the horror of what he has created, even as he sees the ramifications of his creative act spiraling out of control. Frankenstein then finds himself next to the monster in a cave as the monster decides to describe the loneliness he had felt ever since he was â€Å"born†. The monster that Frankenstein created began narrating his life and the  cruelty he had to endure alone. It is born eight feet tall and enormously strong but still has a mind much like a newborn. Abandoned by his creator, it was confused as it tried to integrate himself into society, only to be shunned universally. Looking in the mirror, he realizes his physical grotesqueness, an aspect of his being blinded society to his initially gentle, kind nature. Seeking revenge on his creator, he kills Victor’s younger brother. After Victor destroys his work on the female monster meant to ease the monster’s solitude, the monster murders Victor’s best friend and then his new wife. It was once in a gentle spirited nature, it had become angry and violent as it remained in solitude. The emphasis on the individual’s expression of emotion is displayed through out the novel. The development of the characters in the story is presented by each character alone. The split narratives of these three characters allowed the story to unravel all the mysteries that the other narrators left out. Robert Walton, Victor Frankenstein, and the monster isolated themselves from others as each one told their own story. The celebration of individualism in the novel permitted a better understanding of each character individually as each one of them are left alone in the end.

Data Collection and Analysis essays

Data Collection and Analysis essays September 11, 2001, was a day when our world changed for the worst. No longer were we invincible, we had enemies and they made themselves known to us in one of the worst possible ways. Two United Airlines flights and two American Airlines flights were hijacked, two of the hijacked planes were flown into the World Trade Center buildings, one flight was flown into the Pentagon and one flight was crashed by the passengers into a field in Pennsylvania after they confronted the terrorist. Since that fateful day almost three years ago Americans have flown less on average than at any other time in modern aviation. The airline industry is slowly beginning to rebuild itself due to new and improved safety measures implemented by the FAA and by the airlines themselves. For the year 2000, a total of 599,909,724 passengers took to the friendly skies on domestic flights, for 2001 only 560,358,842 passengers flew (www.transtats.bts.gov). The drop in passenger traffic can be directly attributed to the September 11 terrorist attacks. As the public begins to feel safer with the new measures implemented by the FAA the number of passengers has slowly begun to increase. It was June of 2002 when passenger traffic began reporting the type of numbers experienced before Sept. 11. The transportation safety board shows that airline traffic for domestic flights has now reached pre 9-11 numbers. Indeed for the first five months of 2004, nearly half of the total passenger count for 2001 had already flown, 250,549,294 as compared to a total of 560,358,842. These numbers bear out the fact that the safer we feel the more we will fly. The federal air marshals first began in 1968, first known as the Sky Marshal Program. It continued through the 1970s to prevent hijackings from Cuba. After a hostage situation in 1985, President Reagan wanted an immediate expansion of the program on all air flights coming to, traveling wi ...

Definition and Examples of Diachronic Linguistics

Definition and Examples of Diachronic Linguistics Diachronic linguistics is the study of a language through different periods in history. Diachronic linguistics is one of the two main temporal dimensions of language study identified by Swiss linguist Ferdinand de Saussure in his Course in General Linguistics (1916). The other is synchronic linguistics. The terms diachrony  and synchrony  refer, respectively, to an evolutionary phase of language and to a language state.  In reality, says  Thà ©ophile Obenga, diachronic and synchronic linguistics interlock (Genetic Linguistic Connections of Ancient Egypt and the Rest of Africa, 1996). Observations Diachronic literally means across-time, and it describes any work which maps the shifts and fractures and mutations of languages over the centuries. In gross outline, it is similar to evolutionary biology, which maps the shifts and transformations of rocks. Synchronic literally means with-time, though etymology is misleading here, since Saussures term describes an atemporal linguistics, linguistics which proceeds without time, which abstracts away from the effects of the ages and studies language at a given, frozen moment.(Randy Allen Harris, The Linguistic Wars. Oxford University Press, 1993) Diachronic Studies of Language vs. Synchronic Studies - Diachronic linguistics is  the historical study of language, whereas synchronic linguistics is the geographic study of language. Diachronic linguistics refers to the study of how a language evolves over a period of time. Tracing the development of English from the Old English period  to the twentieth century is a diachronic study. A synchronic study of language is a comparison of languages or dialects- various spoken differences of the same language- used within some defined spatial region and during the same period of time. Determining the regions of the United States in which people currently say pop rather than soda and idea rather than idear are examples of the types of inquiries pertinent to a synchronic study.(Colleen Elaine Donnelly,  Linguistics for Writers. State University of New York Press, 1994)-  Most of Saussures successors accepted the synchronic-diachronic distinction, which still survives robustly in twenty-first-century linguistics. In practice, what this means is that it is accounted a violation of principle or linguistic method to include in the same synchronic analysis evidence related to diachronically different states. So, for example, citing Shakespearean forms would be regarded as inadmissible in support of, say, an analysis of the grammar of Dickens. Saussure is particularly severe in his strictures upon linguists who conflate synchronic and diachronic facts.(Roy Harris, Linguists After Saussure. The Routledge Companion to Semiotics and Linguistics, ed. by Paul Cobley. Routledge, 2001) Diachronic Linguistics and Historical Linguistics   Ã¢â‚¬â€¹Language change is one of the subjects of historical linguistics, the subfield of linguistics that studies language in its historical aspects. Sometimes the term  diachronic linguistics is  used instead of historical linguistics, as a way of referring to the study of language (or languages) at various points in time and at various historical stages. (Adrian Akmajian, Richard A. Demer, Ann K. Farmer, and Robert M. Harnish,  Linguistics: An Introduction to Language and Communication, 5th ed. The MIT Press, 2001)     For many scholars who would describe their field as historical linguistics, one legitimate target of research involves a focus not on change(s) over time but on the synchronic grammatical systems of earlier language stages. This practice can be called (not unrevealingly) old-time synchrony, and it has made its mark in the form of numerous studies providing synchronic analyses of particular syntactic constructions, word-formation processes, (morpho)phonological alternations, and the like for individual earlier (pre-modern or at least early modern) stages of languages. . . . Gaining as much synchronic information as possible about an earlier stage of a language must surely be viewed as a necessary prerequisite for doing serious work on the diachronic development of a language . . .. Nonetheless, pursuing the synchrony of earlier language states solely for the sake of (synchronic) theory-building.., as worthy a goal as it may be, does not count as doing historical linguistics in the literally dia-chronic (through-time) sense that we wish to develop here. At least in a technical sense, then, diachronic linguistics and historical linguistics are not synonymous, because only the latter includes research on old-time synchrony for its own sake, without any focus on language change. (Richard D. Janda and Brian D. Joseph, On Language, Change, and Language Change. The Handbook of Historical Linguistics, ed. by B. D. Joseph and R. D. Janda. Blackwell, 2003)

Space & time Essay Example | Topics and Well Written Essays - 1000 words

Space & time - Essay Example Moreover, it is perhaps because space was not considered in situ that those space-time geometries (which are actually geometries of points of view, made by distance, and light) have burgeoned. And behind these local distortions of points of view, as interesting as they can be, we always find the abstract, traditional separation of concepts which is here proven wrong. (3) There is, as such, a universal simultaneity (with light at a certain point of its travel, incidentally) To validate the proposition of space in situation with its underlying implications must initially require the potential to grasp the traditional understanding of space in an unorthodox presentation where it may be put in a frame of reference capable of projecting or conveying its imperceptible dynamic property. By his findings in the combined queries and discourse of the philosophy of space, Kant states â€Å"Space is not something objective and real, nor a substance; nor an accident, nor a relation; instead, it i s subjective and ideal, and originates from the mind’s nature in accord with a stable law as a scheme, as it were, for coordinating everything sensed externally.† Reason for which the model in place is currently privileged At first sight, it looks surprising to see this identification presence/present being overlooked to this extent: beyond the homonymy, it is difficult to doubt that what is present spatially (what is not absent, what takes place) is actually neither past nor future, and vice versa! However, this obvious point has remained, at best, counterintuitive. Admittedly some people say â€Å"only the present exists†, but in the same breath they admit that it is â€Å"uncatchable†. And with good reason: they see it only as a temporal limit! The reason for all this is simple, fraught with consequences, yet easy to adjust: The conscience of the past, present and future, i.e. the conscience of duration, of temporality (and beyond that the one of Histor y) makes us inevitably isolate, abstract the concept of time, and in return the one of space! And therefore prevents us from seeing space as it really is: in situation. This is why the separation a priori of the concepts of space and time has, until now, always prevailed. Though time and space are disposed unto each other in forming one whole structure for the purpose of serving perspectives treated in the light of relativity on one hand, and with absolute principle on the other, they seem equivalently disposed to separatist realm. Since their discovery and evolution through concepts, human perception has been trained to detect time in fluid behaviour while space thrives in passivity no matter how it is signified to consist of and encompass conceivable dimensions. Time can be measured and quantified in seconds, minutes, hours, years, and so on so that its trait of definitiveness in this regard is a established scientific fact. Space, similarly, can be made quantifiable in volumetric terms considering the size of what can be occupied yet it appears, nevertheless, time is much more concrete for it is sought to be identified with events in dynamic flow along with all the important characters and figures constituting them. It would strip history off of its essence in being a field of