Review Of Tom Standage s Book A History Of The World

Reading Summary Over the summer I read Tom Standage’s nonfiction novel, A History of the World in Six Glasses. Standage analyzed and depicted the tremendous impact these fluids had on the development of our present day society. The discovery of beer caused a change in the lifestyle of mankind as hunter gatherers settled down in larger villages and began farming wheat and barley. Starting in 10,000 BCE, beer was an everyday staple in Mesopotamian and Egyptian civilizations. It was safer to drink than water and soon became a form of payment. Beer was even used in religious ceremonies, fertility rites and funerals by the Sumerians and Egyptians. The next drink discussed by the author, wine, was a symbol of sophistication and was directly†¦show more content†¦Tea, which eventually became England s national drink because of it s immense popularity, started off in Europe as a luxury beverage only consumed by the wealthy. A small shipment of green tea was first brought to Europe in 1610 b y a Dutch ship. By the end of the eighteenth century everyone in Britain drank tea. This was mainly due to the East India Company, as they made it accessible for all of Britain. The next drink discussed in this novel, Coca Cola, was originally invented by John Pemberton as a medicinal drink. It first became bottled in 1899 where it had previously only been available at soda fountains. During World War Two soldiers were supplied with this popular beverage. To them, and the rest of our country, Coke had become something more than just a fizzy soft drink; it was a symbol of our nation even as the company globalized. Coca-Cola to this day still remains one of America s favorite drinks. Before reading The History of the World in Six Glasses I have never stopped to consider the tremendous impact something as simple as a beverage can have on the course of world history. It is truly remarkable how much of an impact these drinks have had and continue to have on the entire world. Reading Analysis The first APWH Theme that was covered was the interaction between humans and the environment. The author talked about patterns of settlement multiple times, specifically when discussing hunter gathers. Originally, hunter gatherers moved

Mary Daly Changed Life for American Women - 809 Words

In 1960, American women had limited rights in life such as in the workplace and in marriages. They were only allowed to marry young, start a family and devote her life to homemaking (Par. 1). Women had no rights to their husbands property or earnings. However, the womens husband would control their marriage, their property and earnings. Also, it was complicated for women to divorce their husband because women had to show evidence of their husbands injustice. Furthermore, as time progressed women became more independent, powerful and aggressive; supplying their own income and waiting to get married and have children. In â€Å"After the Death of the Father†, Mary Daly demonstrates womens freedom is challenging Christian views. I will discuss what Daly’s thesis is in the article, how she defends her thesis, what she is arguing and my evaluation of her argument. Dalys thesis in the article explains how womens revolution would influence our view of reality and also demonstra tes ways it would impact Western religion. She defends how womens revolution can impact Western religion and the view of reality by stating as feminism rises it will lead to a diarchal society, which will challenge Christianity to abolish its oppressive behavior. Since women are becoming more dominant and being equal to men, it will lead to a diarchal society of a male and female; which will challenge the Christian religion to abolish its behavior of a man is more powerful than a woman. I believe DalyShow MoreRelatedCalculus Oaper13589 Words   |  55 Pagesis to the mother, she asks, could not the natural sexual orientation of both men and women be toward women? Rich s radical questioning has been a major intellectual force in the general feminist reorientation to sexual matters in recent years, and her conception of a lesbian continuum sparked especially intense debate. 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Ethical Principles Of The Global Business Standards Codex

Question: Evaluate the World Anti-Doping Agency (WADA) regulatory regime using three ethical principles of the Global Business Standards Codex? Answer: WADA or the World Anti-Doping Agency is basically engaged in the incorporation of significant changes within doping patterns as well as that of individual moral indulged within the competitive league. The agency considers and greatly deals in the factors like that of spirit of sports, utilization of sport performance enhancers by players, and that of susceptible associated risks of health matters. These factors have been illustrated in this report in correspondence to the global business standard codex (Alliez, 2012). The agency has successfully incorporated a wide range of paradigms such as validating the commitment of the government against the habit of doping, and aiding testing programs worldwide. Some of the other factors include punishing and withholding fiscal provisions from those involved in doping in some way or the other. In context to ethics as well as sport spirit, this agency is said to encourage a standard set of behavioral conducts that are provided in the list of regulations under the heading The Code highlighting all ethical practices in context to sport league. Doping refers to any kind of enhancement that is utilized for increasing personal abilities which may undermine the competent abilities of any other normal individuals on the field(Van Vaerenbergh, n.d.). The code of the World Anti Doping Agency aims at limiting the immortal practices by means of enforcement of policies as well as regulations upon sport organizations including that of the public authorities (Wada, 2010). With the advent of these measures, the agency is constantly striving at its highest fairness as well as integrity in every sport competitor (Chan, 2014). By means of testing, the agency has highlighted its consistency as well as effectiveness. The outcomes of all these tests have led the agency to reach to a reputable s tatus to be one of the leading anti-doping firms that promotes fairness in the whole sporting league. It has also vowed to vanquish immortality within sport practices as well as to safeguard the spirit of sports by the end of this twentieth century. With promotion of ethics in the sport context, the agency has considerably exemplified the principle of fairness in accordance with business standard codex (Heetun and Doherty, 2012). All the programs are quite effective as these provide fair equality to every participant with similar standardized measures for all sport competitors. It is said to encourage fair game spirit by generating guidelines to athletes to do for achievements. This is given in the fairness principle with certain drawbacks. With respect to the enhancement for performances of sports, the agency has laid some models like the prohibited list which permits athletes to determine if the use of some supplements or techniques is allowed. This prohibited list includes a written inventory which states athletes of every banned procedure. Not every product on the list would cause harm to individuals or enhance performance, some are mentioned to distinguish the accomplishments which may be covered in the tests(Nakamachi et al., 2012). With providing of such a list, the agency wishes to consider real best interests of those engaged with the sport operations. By the efforts in encouraging awareness as well as listing prohibited substances or methods, the agency helps individuals to follow the guidelines which support enhancement of morals, and thereby leading societies to determine the distinctions amidst the right and wrong. On account of this, the agency hails the principle from the codex with optimum regard (Olivei ra et al., 2008). This shows the belief that sports person must claim responsibility in knowing these regulations, and act accordingly for the betterment and welfare of the society as a whole in presence of these guidelines. The agency gives efforts to create awareness for every individual engaged in sport organizations, and also permits them to select the most ethical ways to conduct. This is clearly elaborated in the principle. Most of the sport people are not really aware of the health risks that are involved with doping. The WADA agency has the responsibility to communicate the message inevitably to those individuals and other sport constituents. The new method of communicating the public has been the distinct portrayal by means of programs. These are announced at large events like the Olympic Games (Pitsch, 2009). The individuals have opportunities to retired sport people to have guides and pamphlets and guide including that of the prohibited list in multiple languages. All athletes are well-informed about the outcomes of doping, and provided aid against it. The program was developed for notifying all sport people including their escorts of anti-doping information. This agency is the main organization which distributes policies amidst sport organizations as well as public authorities (Rusmin and Brown, 2012). The risks involved with doping are of much concern for every sport individual. With the help of the principles laid down in the Business Global Standards Codex, the individuals can successfully attain their goals without any negative impacts of the doping. The agency is there to ensure health as well as safety aspects of the sport people, and prevents them from any unethical ways (Wada, 2010). The main function of the agency is to regulate the industry and also safeguard the welfare of the people. This agency depicts the information publicly for augmenting the results of doping. This also provides the sport people with ethical approaches. The entire structure of the WADA agency aims at regulating the spirit of sports, enhancing physical performances, and that of health risks. These set ups support the agency to proceed with its conducts to mitigate the practices of doping by including governmental laws as well as additional supports (Shioda et al., 2012). With the creation of worldwide programs, the aims of the agency initiates with altering morals, thereby reaching to an incr eased level of ethical practices within the game, and also complying with the global business codex as well as its principles. References Alliez, E. (2012). Diagrammatic Agency Versus Aesthetic Regime of Contemporary Art: Ernesto Neto's Anti-Leviathan.Deleuze Studies, 6(1), pp.6-26. Chan, C. (2014). Constrained Labour Agency and the Changing Regulatory Regime in China.Development and Change, 45(4), pp.685-709. Heetun, Z. and Doherty, G. (2012). Restoring the regulatory regime in IBD: Do anti-TNF agents rescue treg?.Inflammatory Bowel Diseases, 18(6), pp.1186-1187. Nakamachi, T., Aizawa, Y., Ohtaki, H., Yofu, S., Wada, Y., Seki, T., Arata, N., Shintani, Hashimoto, H., Baba, A. and Shioda, S. (2012). PACAP stimulates tear secretion via AQP5 translocation in mouse.Regulatory Peptides, 177, p.S28. Oliveira, K., Cabanelas, A., Veiga, M., Paula, G., Ortiga-Carvalho, T., Wada, E., Wada, K. and Pazos-Moura, C. (2008). Impaired serum thyrotropin response to hypothyroidism in mice with disruption of neuromedin B receptor.Regulatory Peptides, 146(1-3), pp.213-217. Pitsch, W. (2009). The science of doping revisited: Fallacies of the current anti-doping regime.European Journal of Sport Science, 9(2), pp.87-95. Rusmin, R. and Brown, A. (2012). Regulatory context.J of Money Laundering Control, 15(3), pp.257-266. Shioda, S., Takenoya, F., Kageyama, H., Wada, K., Hondo, M. and Ogawa, T. (2012). Intranasal infusion of GALP on feeding regulation and energy metabolism.Regulatory Peptides, 177, p.S33. Van Vaerenbergh, A. (n.d.). Regulatory Features and Administrative Law Dimensions of the Olympic Movement's Anti-doping Regime.SSRN Journal. Wada, H. (2010). The Globalization of the U.S.-Style Regulatory State and Domestic Institutional Diversity: A Comparative Study of the Financial Services Sector and the Communications Sector in Britain and Japan.World Political Science Review, 6(1).

Professional Development Plan Essays - Educational Psychology

Professional Development Plan Ruth R. Bird EDU673 Instructor: Jody Fernandez October 31, 2011 Professional Development Plan Introduction One effective strategy for teachers when setting professional development goals is to set ?SMART? goals. ?SMART? stands for specific, measurable, achievable, relevant and timely. Designing goals around these concepts and measuring the goals through these qualifications makes them practical. SMART goals are the backbone of any teacher?s professional development plan. (Kansas, 2008) When teachers are working hard to achieve their highest potential, their students will benefit directly. A teacher?s goals may refer to development in specific areas related to student instruction such as mindset, learning environment, curriculum, assessment, student readiness, student interest, student learning profile and management of a differentiated classroom. These goals are designed to be achieved so, overall, goal setting and professional development for teachers is directly related to the best interest for each student. Goals for Mindset, Learning Environment and Differentiation First, I will enhance my abilities in educating students in order to improve student learning by obtaining my dual Master Degree in Early Childhood Education and Special Education. Second, I will improve my teaching skills in order to better assist special needs students by staying current with new educational practices through professional development in-services, workshops, and training sessions. Goals for Curriculum and Differentiation First, I will promote collaboration among staff members to better align our curriculum by leading professional committees targeting long-range planning for services to special needs students and families. Second, I will be prepared and knowledgeable of the content and effectively maintain student?s on-task behavior. Goals for Assessment and Differentiation First, I will enhance my skills in administering and collecting assessment data to appropriately plan interventions, to improve student learning, and to identify special needs students by attending workshops and seminars on educational strategies, assessment tools, and eligibility requirements. Second, I will use a variety of assessments to monitor and manage student learning. Goals for Student Readiness and Differentiation First, I will investigate intervention strategies to incorporate Response to Intervention (RTI) processes into my classroom in order to better differentiate student instruction by participating in in-services and district workshops. Second, I will build relationships and connections with families and listen to their ideas on how to help their children be successful in school. Goals for Student Interest and Differentiation First, I will learn how to use new technology (for example, SMART boards, digital cameras, etc.) in order to incorporate classroom technology into my instructional practices to enhance student learning. Second, students will actively participate and be successful in the learning process. Goals for Student Learning Profile and Differentiation First, I will acquire knowledge needed to collect data, develop materials, and put into place individualized learning/behavior plans that are appropriate for individual autistic children by working with the school system autism specialist and by attending autism workshops. Second, I will help students understand modes of learning that work best for them and plan activities using those options so each student will be successful. Goals for Managing a Differentiated Classroom First, I will become familiar with new legislation, state regulations, and forms for special education in order to effectively maintain compliance with state and federal regulations. Second, I will create and implement a classroom management plan that includes procedures and consequences that are doable and measurable. Identification of Obstacles One obstacle in goal setting is that it is not always easy to set clear and productive goals. The failure to set clear goals will result in an unsuccessful learning environment for the teacher and the students. Sometimes, situations change so goals need to be changed and people do not always remember to do this as the need arises, they instead, will often only review and update their goals annually. Another obstacle in goal setting is the failure to set reasonable goals. Well-meaning efforts will fail because of goals that have unrealistic expectations of the teacher and/or the students. Teachers must set goals that they will be committed and devoted to. If a teacher tries to pursue goals that they have no chance of achieving, they are likely to become disheartened and will not want to work toward meeting other goals. A third obstacle is setting appropriate time-frame to achieve all of the goals that are set. Teachers need to realize that some goals are relatively easy to achieve and will be good to

Racism and the law

Racism and the law Free Online Research Papers In the 1900 a prominent English scholar Gilbert Murray said: â€Å"There is in the world a hierarchy of races†¦[some] will direct and rule the others, and the lower work of the world will tend in the long run to be done by the lower breeds of men. This we of the ruling colour will no doubt accept as obvious.† (Walker; 1997) It was very true at the time; everywhere you looked you could see that white people were in charge. Canada has faced many obstacles in the 19th century. It has been fighting a never-ending war against Racism in Canada. It has modified or created many laws to help try to combat the discrimination that exists within our country. Canada has modified its immigration act to make it less discriminatory. It has created the Charter of Rights and Freedoms to bring equality to everyone and it has, created human rights acts to protect people of different races. Before we talk about the laws that Canada has put into motion to help combat racism we must first define what racism is. The term Racism is hard to define. Racism is more then just an attitude; it is a policy or practice of persecution or domination by one group over another. Due to this explanation the word racism is not found in statutes or court decisions to the same extent as the word discrimination. Discrimination in the ordinary sense of the word means to treat a person or group differently because of prejudice. However in the legal sense this definition had been expanded to include human rights. Today the word discrimination can include concepts such as adverse effect, or unintentional discrimination, and harassment. Both discrimination and racism come from prejudice. In short prejudice means to pre-judge. In other words to have negative attitudes towards a person based on stereotypical thinking about the group which the person belongs to. This stereotypical thinkin! g comes from believing that all people in one group have the same characteristics. There are no laws which prohibit racism because you cannot control a persons state of mind only his actions. (Cohen; 1987) In Canada the road to racism is compared by John Boyko to ladder the first rung being stereotypes. These stereotypes are brought to existence by popular culture such as newspapers, magazines, cartoons, and movies. The next rung is prejudice, which is the belief that stereotypes are true. These beliefs are portrayed in phrases such as, â€Å"They are all†¦Ã¢â‚¬  or â€Å"Those people†¦Ã¢â‚¬  prejudice only looks at groups not individuals. The next rung is discrimination which is an action based on prejudice. For example an employer not hiring someone because they believe the stereotypes about the group that that person belong to. The next rung that Boyko talks about is sanctioned discrimination. This is where the discrimination becomes entrenched in our laws and practices. After that the next step is systematic racism, which is seen in laws that promote segregation. This step leads to the next step, a need to purify the nation through exclusion or expulsion. And final ly that last step, which i! s genocide, the deliberate extermination of a race. (Boyko; 1998) In this essay I would like to talk about the 5th step in the ladder, sanctioned discrimination. Canada, which prides itself on being a multicultural nation, has a history of sanctioned discrimination. It is only in the lat 2 or 3 decades that Canada has really tried to change it legislations to help combat discrimination. The first thing I would like to talk about is Immigration in Canada. In our country one out of every six people are born outside of Canada. Canada sees immigration as positive, something that helps us prosper economically and helps us to be more tolerant of other people. This view has not always been true. There was a time in Canadian history when Canada did not embrace the immigrant. In fact Canada’s immigration laws use to be full of racist tendencies. (Jakubowski in Comack, 1999) In 1945, Canada director of Immigration, A.L. Jolliffe, wrote: â€Å"The claim is sometimes made that Canada’s immigration laws reflect class and race discrimination: they do, and necessarily so. Some form of discrimination cannot be avoided if immigration is to be effectively controlled in order to prevent the creation in Canada of expanding non-assailable racial groups.†(Cohen: 1987) Discriminatory immigration laws may appear in many different forms. For example immigration laws may expressly apply only to a particular group. This happened in the case of the Chinese immigration Act. In the last half of the 1800’s Chinese were admitted in large numbers to help work on the railroad. The government encouraged Chinese immigration at this point to do the work that few others would do. Once the railroad was finished however and the need for Chinese workers diminished the government passed the Chinese immigration act (1885). This act put a head tax of $50 a head on all Chinese wishing to enter the country. The opposition to Chinese immigration grew within the country and by 1903 the head tax was $500 a person. In 1923 a new act was put in place the forbid the entry of all Chinese with certain narrow exceptions, Chinese within Canada could not sponsor relatives born in China. This act had a great impact on Chinese immigration between 1923 and 1947 only 44 Chinese immigrants came to Canada legally. (Cohen: 1987) Another example of racist tendencies in immigration came with the Jews and Wartime Immigration policy. During the Second World War thousands of Jews sought refugee from Nazi persecution. Although the government did not actually pass a law not permitting Jews into the country they did execute policies designed to obstruct Jewish immigration. Many of these polices were executed on an informal basis. This memo from the department of External Affairs and Immigration in 1938 reveals such a policy. We do not want too many Jews, but in the present circumstances we do not want to say so. We do not want to legitimize the Aryan mythology by introducing any formal distinction for immigration purposes between Jews and non-Jews. The practical distinction, however, has to be made and should be drawn with discretion and sympathy by the competent authorities, without the need to lay down formal minute of policy. (Boyko 1998) These are just two of the examples of past discrimination against certain group there are many others including The Japanese War measures Act, and The East Indian and the Continuous passage rule. So what has Canada done to improve on these racist immigration laws? Until recently nothing, there were no legal protections against racially exclusionary laws and practices. It was not until 1967 when Canada passed a new universal immigration act. That is people who apply to become Canadian Citizens are no longer judged by the colour of their skin, their religion or their ethnicity. In other words the immigration system, which had once used race-related factors to determine entrants is now seemingly â€Å"colour-blind†. (Cohen: 1987) Now the system determines its applicant on a system of points. Applicants gain points through amount of education, occupation, age, personal suitability, ect. This system is said to be universal because every person is evaluated with the same criteria. With the implementation of this new universal system Canada’s immigration act has become much less discriminatory. (Boyko: 1998) The next major advancement that Canada has made to combat discrimination in Canada came with the Creation of the Charter of Rights and Freedoms. The Charter of Rights And Freedoms is one part of the Canadian Constitution, which is made up as a serious of laws rather then on document. The Charter offers a number of different crucial protections to minorities. There are three sections to the charter that should be examined when we look at racial discrimination; these are section 2, 15 and 27. Section 2 of the Charter of rights and freedoms provides that everyone has certain fundamental freedoms, including freedom of religion. According to this act every individual has the right to â€Å"entertain such religious beliefs as the person chooses, the right to declare religious beliefs openly and without fear of hindrance or reprisal, and the right to manifest religious belief by worship and practice or by teaching, and dissemination† It also guaranties the absence of coercion and restraint. The next section 15 may be the most useful to minority groups. This section among other things states that every individual is equal under the law and has the right to equal protection and equal benefit of the law without discrimination. This section has been very influential in the advancement of such groups as the Indians. The Indian Act governs most of Indian lives, this act has been a means for the government to control Indian matters since 1876. In the past the Act has placed constraints on the rights of and lifestyles of the Indian people. For years the Indians could not leave the reserves, even temporarily without a pass. Section 15 of the Charter of Rights and Freedoms helped to remove many of the discriminatory acts that were in the Indian Act. The last Section that I want to discuss is section 27. It states that the charter will be interpreted in a manner â€Å"Consistent with the preservation and enhancement of the multicultural heritage of Canadians† One example of how this section is influential in helping minority groups was in the â€Å"Keegstra Incident† James Keegstra was a teacher who taught his students many anti-Semitic theories. He was charged with promoting hatred contrary to criminal code. He challenged the criminal code on the basis that is violated his freedom of expression guaranteed in the Charter of rights and freedoms. The court refereed to section 27 when they rejected Keegstra’s argument, noting that promotion of hatred contradicts the principles, which recognize the dignity and worth of minorities. (Schneiderman: 1997) There are other sections of the Charter that are useful in protecting minority groups such as Section 3 that gives everyone the right to vote in an election and to be qualified for member of parliament. Chinese and Japanese Canadian were denied the right to vote until the 1940s, and native persons were not allowed to vote until1960. Section 6 gives every Canadian citizen the right to leave remain, and enter Canada. This offers protection against such act as the War measures Act that was invoked in WWII when Canada attempted to deport Japanese Canadians. (Cohen: 1987) The last thing I would like to talk about in Canada’s war against discrimination is the Human Rights Acts. The human rights acts are the most significant legal protection in the field of race relations. The prohibit discrimination in such fields as accommodation, facilities, services, contracts, and employment. The first Human Right Act in Canada was the Racial Discrimination Act of 1944. This act prohibited the publication, display or broadcast of anything indicting an intention to discriminate on the bases of race or creed. This act was ment to get rid of such sign like â€Å"No Jews or Dogs Allowed† which were in shop windows. The Fair employment and accommodation acts came next. In the 1950s these acts set the basic structure for human rights. These acts were ineffective because there was no real enforcement it was up to the individual to pursue discriminatory acts by themselves. The real revolution came in 1962 with the Ontario Human rights Code. This code prohibited discrimination on the bases of race, creed, colour, nationality, ancestry, or place of origin. Today all the Canadian provinces and the Territories have anti-discrimination laws. (Knopff: 1989) There are some people who say that Canada has not come as far as they think. In the case of immigration even though people are being evaluated all on the same basis there are some people who come from countries where they can not obtain the necessary requirements to come to Canada should these people be excluded because their country does not offer education, or they can not find a job. The immigration act does however provide away for these people to get around the points system by applying to become an immigrant using refugee standing. Another argument is that the Charter of Rights and Freedoms is not absolute. A person must appeal to the courts when they feel their rights have been violated it is then up to the court to decided whether or not a persons rights have been violated and whether they should be compensated. Therefore in the end it may come down to one judge’s interpretation of the charter. However at least now minority groups do have the resources available to ! fight back. In the end it is clear that Canada is winning the war it is fighting within its country. Although we are not raising arms and we are not killing people we are beginning to advance. Through the creation of the Charter of rights and Freedoms, the establishment of human right legislation and the changes we have made in the immigration act Canada can honestly say it is trying to create a county were multiculturalism is word you can use to describe the population. A place where a person can live, as an individual without discrimination. It is just to bad we need laws to ensure this. Bibliography Backhouse Constance, Colour- Coded: A Legal History of Racism in Canada, 1900-1950, Toronto, Osgoode Society for Canadian Legal History, 1999 Boyko John, Last Steps to Freedom: The evolution of Canadian Racism, Manitoba, Watson Dwyer Publishing ltd., 1998 Cohen Tannis, Race Relation and the Law, 1987 Comack Elizabeth and others Locating Law, Halifax, Fernwood Publishing, 1999 Driedger Leo and Shiva Halli, Race and Racism Canada’s Challenge, Kingston, McGill-Queen’s University Press, 2000 Knopff Rainer, Human Rights Social Technology, Ottawa, Carlton University Press, 1990 Schnederman David and Kate Sutherland, Charting the Consequences: The Impact of the Charter of rights on Canadian law and Politics, Toronto, University of Toronto Press, 1997. Walker James, â€Å"Race,† Rights and the Law in the Supreme Court of Canada, Wilfred Laurier University Press, 1997 Research Papers on Racism and the lawWhere Wild and West MeetComparison: Letter from Birmingham and CritoQuebec and Canada19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionHip-Hop is ArtCapital PunishmentPETSTEL analysis of IndiaEffects of Television Violence on ChildrenRelationship between Media Coverage and Social and

Time, Gentlemen, Please!

Time, Gentlemen, Please! Time, Gentlemen, Please! Time, Gentlemen, Please! By Maeve Maddox Our lives are defined by time. I challenge you to keep track of the number of times you say the word â€Å"time† in the course of a single day: What time is it? How much time do I have? It’s about time! We spend time, waste time, lose time, and save time. When we’re ready to go home from work, we say it’s time to call it a day. When we’re ready to go to bed, we say it’s time to call it a night. When we’re having fun, time flies. When we’re sad or bored, time drags by. The following examples of â€Å"time† expressions are for our ESL readers. He thinks his heart is broken, but time heals all wounds. (He’ll get over it when enough time has passed.) She seems to be a good choice; time will tell if she can do the work. (When she has been in the job long enough, her ability or lack of it will be apparent.) He graduated a year ago; it’s past time he looked for a job. (He should have looked for work before now.) The firemen got to the house just in time to save the residents. (A few minutes later and they residents would have died.) A year ago, the doctor gave him three months to live; he’s living on borrowed time. (He’s living longer than was expected.) He was unable to travel for nine years; now he’s making up for lost time by visiting every continent. (He’s going to extremes in an effort to experience what he could not at an earlier time.) Getting the transplant organ from California to the hospital in Kenya will be a race against time. (The organ will be useless if it does not reach its destination within a limited period.) Charlie is never in a hurry. He will answer the telephone in his own sweet time. (He will answer when he is ready.) Shakespeare’s works have stood the test of time. (to stand the test of time is to prove valuable or popular or useful for a very long time.) He won’t give you a definite answer because he’s playing for time. (He is deliberately practicing delay.) Now that you’re retired, I suppose you have time on your hands. (You don’t have anything that you must do.) If you’re not some kind of celebrity, she won’t give you the time of day. (She won’t pay any attention to you.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Math or Maths?The Six Spellings of "Long E"Appropriate vs. Apropos vs. Apt

History Essay Example | Topics and Well Written Essays - 1500 words - 1

History - Essay Example The Jewish police even shot at sight if they spied the inmates trying to escape. For example, they had shot at Leib Zelkowicz with a 7.65 pistol in July 1941, when he tried to escape. Leib had been at the Litzmannstadt Ghetto since June 1940, but made his escape in 1941 and thereafter worked on the farms in the county of Gostynin. The speech by Chaim Rumkoivski on May 15th 1944 (L9) sheds light on the deportation of the Jews. He explains that though the ghetto already had a population of 140,000 people, yet they were going to take in an additional 23,000. Nevertheless, the authorities have taken a decision of deporting about 10,000 from their ghetto. The people assigned to be deported are those individuals who were harmful to the ghetto and the underworld dons. Chaim refers to these people as a ‘festering boil’ and because of their behavior they asked for this kind of fate. (L9) He tells them that his commission of trusted aides chooses the people for deportation and he asks them not to make an appeal to remain at the ghetto. He also assures them that these deportees will not remain behind wire but would be given a chance to work on the farms. In the (W2) document by Michael Berenbaum2 (ed.) we come to understand how innocent people in the ghetto face the death row even though they were not guilty of any crime. The order that was passed was that 100 Jews and 10 Order Service men would be executed because they had opposed order by the German policemen. The atrocity was that the 10 patrolmen were not guilty of any crime but yet were given orders by the German City Police to be executed. Though a petition was put in for a curfew, the action taken for it was very slow. In the (W4) document we get a clear picture of the brutality exhibited by the Jewish police. They were violent and merciless and dragged women and children by their hands and feet and threw them on the wagons to be executed. The police also beat those who tried to escape. The Jewish poli ce did not mind killing their own kind too. They meted out inhuman treatment to those criminals who refused to go voluntarily to their death. In the (W4) the document gives evidence of ‘The Jewish Council’ being part and parcel of the illegal activities of the police and this was the group that took many decisions involving the deportation of the ghetto inmates. The following sentence in (W4) is proof of their nefarious activities - The officials of the Jewish Council also cooperated in the "operation," as did the service of the KAM-City Aid Committee. The Jewish police were considered to be the ‘chief culprits’ for the mass slaughters that took place. (W4) According to the documents of (K1) about the Kovino Ghetto,3 there was a great massacre of around 10,000 people at one time on 28th October, 1941. Neither the Jewish Council nor the police show any sympathy during the ‘selection’ (K1) The heartrending screams and cries of the people fell onl y on deaf ears as they were led to their miserable death. These details we come to understand through the (K1) document which was a letter from a father to his daughter who was an eye witness to the