Legalazation Of Cannabis :: essays research papers

These are some of the reasons that prohibition is a failure. When we realize that prohibition is a failure we can move on to more and better uses of cannabis. Abraham Lincoln once said this famous quote â€Å"Prohibition will work great injury to the cause o temperance. ...for it goes beyond the bounds of reasons In that it attempts to control a mans appetite by legislation and makes a crime out of things that are not crimes. A prohibition law strikes a blow at the very principles that our government was fo ded.†   Ã‚  Ã‚  Ã‚  Ã‚  If you would recall the government trying to prohibit alcohol in the earlier part of this century. Crime soared, criminal organizations became rich. People died or were crippled by unregulated products. Millions of untold tax payers dollars were spent the so called â€Å"Drug Wars†. The results had no effect on the wars and just dissipated tax payers money.   Ã‚  Ã‚  Ã‚  Ã‚  Foreign drug cartels earning as much as the Gross National Product of some countries, only to send their illegal unregulated products to America. They tried to prohibit their drugs as well, but had the same results.   Ã‚  Ã‚  Ã‚  Ã‚  Children killing children with auto-automatic weapons. HIV spreading like a plague. The absurd waste of tax payers dollars on a prohibition that doesn’t even work. Our prisons filling up over the edge. Why? For a prohibition of cannabis.   Ã‚  Ã‚  Ã‚  Ã‚  Cannabis is one of the single most versatile important agricultural products next to the soybean. Growing cannabis helps the environment as well. Lady bugs, which we all know helps everything, provide a source of extermination for the bugs that plague he cannabis crop. If you are running low on cash and are growing it you can sell it for a pretty penny. Of course you can’t until it gets legalized.   Ã‚  Ã‚  Ã‚  Ã‚  Medical properties of cannabis are well documented. Just think how many people would benefit if cannabis was readily available for use. Why criminalize, or restrict access to find relief from suffering. Cannabis can ease the pain and sometimes take it ay. Why criminals for use as medicine?   Ã‚  Ã‚  Ã‚  Ã‚  Now you will hear some peoples thoughts of why cannabis should not be legalized. Many of the people that want it to stay illegal are mothers of people under the age of 18. In fact 66 percent of those mothers want it to stay illegal. Most say cannabis smoked for fun or because of addiction. People kill for it and people kill each other for money for it.

In the 15th Century the idea of schooling began Essay

It is used during the process of ‘streaming’ within school subjects. For example pupils who the teacher feels is good or poor at a certain subject, will be taught in a high or low ability group, this has criticisms at it encourages pupils to think of themselves as having fixed educational ability. A pupil can also be given a label from their behaviour, such as ‘trouble maker’ or ‘thick’, either at home or school. This can damage a child’s self esteem or make them rebel, which leads to them believing the label they have been given, this is called the ‘Self-fulfilling prophecy. For what ever reason they were given the label, they find it hard to be looked at without the label, so end up behaving in a way that fits to their given label. Working class not only have had inequalities in the past but also still do today. Although there are more opportunities in the education system, home life also plays large impact on how well a child does achidemically at school. Douglas (1964) conducted a study on middle and working class children through primary and secondary school. He found that children of a similar measured ability at age 7 varied a great deal in their educational achievement by the time they were 11. He claimed that the greatest influence on attainment was parental attitudes in the working class. He measured this by the number of times these parents visited the school, family size, early child-rearing practises, health and the quality of the child’s school. Working class children are more likely to have a part time job whilst at school and likely to leave education at 16. The Plowden Report (1967) noticed in working class households there was an absence of books, educational toys, lack of finance, lack of motivation, no parent support of due to own experiences or as a need to work long hours. This has been described as Material and Cultural deprivation. Jackson and Marsden (1962) published a study, ‘Education and the working class’. It showed that working class children tend to be slower in learning how to read and write, they start school at a disadvantage and this normal continues throughout. Marxists would say that this is because there are less opportunities for some classes and that the education system just helps to reproduce the existing class structure, e. g. , the ruling class (upper and middle class) and the workers (the working class), thus conflict and inequalities will continue. Success at school depends heavily on language, for reading, writing, speaking and understanding. Bernstein argues that ‘there is a relationship between language use and social class, and that the language used by the middle class is a better instrument for success at school than the language used by the working class’, (Browne 2005). In his view there are two different language codes: Â  The restricted code- This language is used by both classes, but is more characteristic of the working-class people. It is used everyday amongst friends and family, which is informal and simple (such as slang). Bernstein argues that lower-class-working people are mainly limited to this form of language use. Â  The elaborated code- This is mainly used by the middle-class, and is spoken in a formal context, with explanation if required. It has a much wider vocabulary than the restricted code, and is the language that would be found in textbooks, essays and examinations. Bernstein has argued that as the language used in schools by teachers and in textbooks is the elaborated code, working class children are disadvantaged. They may find it hard to understand the elaborate language used in school, therefore their work will suffer. Unlike middle class children who are used to the language so will find the work easier. Differences have been found amongst the achievements of people from different ethnic backgrounds, possible reasons for this could be the differences in their cultural backgrounds, language barriers and understanding or suffering from racism. If English were not the first language for someone this would give him or her a large disadvantage in the understanding of the language, which would affect their work in most areas. Suffering from racism in or out of school would cause the pupil upset, which could affect their schoolwork. Many Pakistani, Bangladeshi and African Caribbean children have large families and are working class, so are likely so have deprived social conditions. These groups mentioned appear to have a below average reading ability and tend to get fewer and poorer GCSE results than white or Indian pupils. It can be seen on the below table they are the overall lowest achieving ethnic groups. Students that achieved 5 or more GCSE grades A*-C (%) Race Group 1989 1998 2002 Indian N/a 54 60 White 30 47 52 Bangladeshi N/a 33 41 Pakistani N/a 29 40 Black 18 29 36. (Department for Education and skills, 2004: in Livesley et al, 2005) From the data above it is clear that black children are the lowest achievers. In the past racist remarks have been made claiming that problem was they had lower levels of inherited intelligence. Which is untrue, in 1985 the Swann Report found that ‘there was no significant difference between the IQs of black and white children’, (Thompson et al, 1982). Black boys are often given labels such as ‘unruly’ and ‘difficult to control’, due to how the teacher has interpreted them by their dress, manner or speech, and find them challenging. They are more often to be given detention than other pupils, and often feel unfairly treated, then respond in accordance with their label, self-fulfilling prophecy. Although they do not achieve well at school, the number of black women staying in education past the age of 16 is increasing, which may be influenced by the many future career opportunities available today. Kamala Nehaul (Parenting, Schooling and Caribbean Heritage Pupils’ 1999) has noted how black parents ‘valued education for the enhanced life chances it offered’. She also mentioned the encouragement and commitment from parents, talking about the school day and providing provisions needed for their child to study. Indian children do well within the education system, there is a strong emphasis on self-improvement through education within this culture. Many of these children have professional backgrounds, so have good role models and supportive parents and they also have material advantages. Differences in the achievement between gender, race and class will continue to be compared, though surely the person should be treated as an individual. Post-modern thinkers such as Elkind (1998), suggest ‘a key characteristic here is the idea of difference and, in a sense, the fragment of identities. In other words, students want to be recognised and treated as unique individuals rather than as groups’, (Livesey et al, 2005). Although a students background may effect their achievement, as evidence suggests, it must be remembered that everyone is an individual with their own abilities, no matter what race, class or gender they are, have the potential to achieve in education. A girl, black or white from a working class background may not have had any opportunities for a good career after education 50 years ago, due to inequalities in the system, but this is not the case today. Overall the educational achievements for all groups of people have improved. There will always be some people in all of the groups mentioned previously, that ‘fail’ in education, as a result of ‘self-gratification’ and ‘now culture’, they are more focused on ‘living for the moment’, and not thinking about how their actions during their education can effect their future life.

French Accent Homographs

French Accent Homographs You may not realize it, but French accents have a purpose. While some accents just signify that an S used to follow that vowel in Old French (e.g., à ©tudiant used to be spelled estudiant), most French accents indicate the correct pronunciation of the letter they modify. In addition, there are dozens of French word pairs which are spelled (though not always pronounced) the same other than accents. To avoid confusion, you should always distinguish between these words by using the correct accents. Note: It is grammatically acceptable to leave accents off capital letters. However, since missing accents may cause confusion in pronunciation and meaning and are technically spelling mistakes, I feel that one should always write with accents. a - third person singular of avoir (to have) - (preposition) to, at, inacre - acreà ¢cre - (adjective) acrid, pungentà ¢ge - ageà ¢gà © - (adjective) oldaie - first person singular subjunctive and second person singular imperative of avoiraà ¯e - (interjection) oucharrià ©rà © - (adjective) overdue, backward; (noun) backlog, arrearsarrià ¨re - back, stern, rear, aftbronze - bronze objectbronzà © - past participle of bronzer (to tan, bronze)à §a - (indefinite demonstrative pronoun) that, ità § et l - here and therecolle - gluecollà © - past participle of coller (to glue)congres - eelscongrà ¨s - conference, congresscote - quotation, quoted value, ratingcotà © - highly thought of / rated (past participle of cà ´ter)cà ´te - rib, slope, coastlinecà ´tà © - sidecrà ªpe - crepe (thin pancake), crepe papercrà ªpà © - past participle of crà ªper (to backcomb, crimp)cure - cure, treatmentcurà © - priest; past participle of curer (to clean out)de - (preposition) of, fr omdà © - thimble, diedes - (indefinite article, partitive article) some; contraction of de lesdà ¨s - (preposition) fromdiffà ©rent - differentdiffà ¨rent - third person plural conjugation of diffà ©rer (to differ)du - contraction of de ledà » - past participle of devoir (to have to)-e vs à ©At the end of -er verbs, the accent is the difference between the first and third person singular present tense and the past participle-e - à ©tudie, parle, visite-à © - à ©tudià ©, parlà ©, visità ©entre - (preposition) betweenentrà © - past participle of entrer (to enter)es - second person singular of à ªtre (to be)à ¨s - contraction of en lesà ªtes - second person plural of à ªtreà ©tà ©s - summerseut - third person singular passà © simple of avoireà »t - third person singular imperfect subjunctive of avoirferme - farmfermà © - past participle of fermer (to close)fut - third person singular passà © simple of à ªtrefà »t - third person singular imperfect subjuncti ve of à ªtre gà ¨ne - genegà ªne - trouble, bother, embarrassmentgà ªnà © - (adjective) short of, embarrassed; past participle of gà ªner (to bother) grade - rank, degreegradà © - officerhaler - to haul inhà ¢ler - to tanillustre - illustrious, renownedillustrà © - illustratedinfecte - (fem adjective) revolting, filthy, obnoxiousinfectà © - infected, contaminatedinterne (adj) internal, inner; (noun) boarder, interninternà © - inmate (of a mental hospital), internee (politics)jeune - (adjective) youngjeà »ne - fastingjuge - judgejugà © - past participle of juger (to judge)la - (definite article) the; (direct object pronoun) her, itl - (adverb) therelevà © - survey; past participle of lever (to lift, raise)là ¨ve - first and third person singular of lever (applies to many stem-changing verbs)liquide - liquidliquidà © - past participle of liquider (to settle, pay; to liquidate, sell off; [inf] to finish off)mais - (conjunction) butmaà ¯s - cornmarche - walking, step, stairmarchà © - market; past participle of marcher (to walk, march; to work)masse - massmassà © - past participle of masser (to assemble, mass, group)mat - checkmate; (adjective) matte, dullmà ¢t - mast, polemater - to subdue; (familiar) to ogle; to caulk; (familiar noun) mom, mummà ¢ter - to mastmà ©mà © - (baby talk) grannymà ªme - (adverb) samemeuble - piece of furnituremeublà © - (adjective) furnishedmodelà © - contours, relief; past participle of modeler (to model, shape, style, mold)modà ¨le - model, designmur - wallmà »r - (adjective) ripenotre - (possessive adjective) ournà ´tre - (possessive pronoun) oursnuance - shade, hue, slight difference, nuancenuancà © - (adjective) qualified, balanced, nuanced; past participle of nuancer (to shade, qualify, nuance)ou - (conjunction) oroà ¹ - (adverb) wherepà ¢te - pastry, paste; pà ¢tes - pastpà ¢tà © - pà ¢tà ©pà ©chà © - past participle of pà ©cherpà ªche - peach, fishingpà ©cher - to sinpà ªcher - to fishpà ©cheur - sinnerpà ªcheur - fishermanprà ªte - (feminine adjective) readyprà ªtà © - past participle of prà ªter (to lend)rate - spleenratà © - past participle of rater (to fail, miss)relà ¢che - rest, respiterelà ¢chà © - loose, laxreste - rest, leftoverrestà © - past participle of rester (to stay)retraite - retreat, retirementretraità © - retired person; past participle of retraiter (to reprocess)rot - belch, burprà ´t - (archaic) roastroue - wheelrouà © - (adj) cunning, sly; un rouà © - cunning/sly person; past participle of rouer (to beat/thrash)roule - first and third person singular of rouler (to wheel/roll along)roulà © - curved, rolledsale - dirtysalà © - saltysinistre (adj) gloomy, sinister; (m noun) accident, disaster, damagesinistrà © (adj) stricken, devastated; (m noun) disaster victimsublime - sublimesublimà © - sublimatedsuicide - act of suicidesuicidà © - victim of suicidesur - (preposition) onsà »r - (adjective) suretache - mark, spot, staintà ¢che - taskvalide - able-bodied, fit, validvalidà © - validatedvide - emptyvidà © - worn out; past participle of vider (to empty; to wear out)votre - (poss essive adjective) yourvà ´tre - (possessive pronoun) yours

HUNT Surname Meaning and Origin

HUNT Surname Meaning and Origin As it sounds, the Hunt surname is generally considered to be an occupational name for a hunter, from the Old English hunta, meaning to hunt. Its also possible that the Hunt surname is an mis-translation of the Irish surname Ó Fiaich (due to confusion with fiach, the modern spelling of fiadhach, meaning to hunt), or an Anglicized spelling of the German surname Hundt. Surname Origin:  English Alternate Surname Spellings:  HUNTER, HUNTAR, HUNTE, HUNTA, HUNTT, HUNDT Where in the World is the HUNT Surname Found? According to  Forebears, the Hunt surname is most prevalent in the United States, where over 172,000 people bear the name. It is more common based on rank in the nation, however, in New Zealand (ranked 78th), Wales (84th) and  England (89th). Historical data from the 1881 census in England shows the surname Hunt was most common in Wiltshire (11th most common surname), Dorset (12th), Berkshire (17th), Somerset and Oxfordshire (23rd), Hampshire (24th) and Leicestershire (25th). WorldNames PublicProfiler  identifies the Hunt surname as being especially common in the United Kingdom, followed by Australia and New Zealand. Within the UK it is most common in southern England, especially the counties of Dorset, Somerset, Wiltshire, Oxfordshire, Warwickshire, Monmouthshire and Derbyshire. Famous People with the Last Name HUNT Linda Hunt - American actress, born  Lydia Susanna HunterHelen Hunt - American actressJames Hunt - British race car driver famous in the 1970sE. Howard Hunt - former CIA agent, famous for helping to organize the Watergate breakinAlfred Hunt - American steel magnateHenry Hunt - British radical speaker and politicianBonnie Hunt - American actressLeigh Hunt - English author and criticWilliam Morris Hunt - American painter Genealogy Resources for the Surname HUNT How to Research English AncestorsTrace your British roots back to England and beyond with the steps outlined in this English genealogy guide. Learn how to locate your ancestors county and/or parish in England, plus how to access vital records, census records and parish records. The HUNT DNA WebsiteOver 180 individuals with the Hunt surname and variants such as Hunte, Hunta, Huntt, Hundt, etc. have tested their Y-DNA and joined this project to help identify various Hunt families. Hunt Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Hunt family crest or coat of arms for the Hunt surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. FamilySearch - HUNT GenealogyExplore over 4 million historical records and lineage-linked family trees posted for the Hunt surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. HUNT Surname Family Mailing ListsRootsWeb hosts a free mailing lists for researchers of the Hunt surname. DistantCousin.com - HUNT Genealogy Family HistoryExplore free databases and genealogy links for the last name Hunt. The Hunt Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the popular last name Hunt from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.    Back to  Glossary of Surname Meanings Origins

Discourse on the Method Essay Example | Topics and Well Written Essays - 1500 words

Discourse on the Method - Essay Example Rene Descartes was a Frenchman who was born to a wealthy family in Touraine in 1596 CITATION Des08 \l 1033 . Faithful to the characteristics of a true Renaissance man, Descartes was knowledgeable and able in the academic fields of mathematics and philosophy, and in the worldly caprices of gambling and adventure. His financial stability afforded him the opportunity to fully concentrate on philosophical meditation and mathematical quest. In 1637, he published â€Å"Discourse on the Method of Rightly Conducting the Reason, and Seeking Truth in the Sciences,† or more concisely known as â€Å"Discourse on the Method,† a philosophical and autobiographical treatise CITATION Des08 \l 1033 . From a first person point of view and providing personal experiences from his own ventures, Rene Descartes provides a self-proclaimed effective method of intellectual development in â€Å"Discourse on the Method.† The lengthy treatise is divided into six parts, each focusing on a particular aspect of Descartes’s philosophical path. In Descartes’s own words, the Discourse is divided as such CITATION Des08 \l 1033 : â€Å"in the first, will be found various considerations touching the Sciences; in the second, the principal rules of the Method which the Author has discovered, in the third, certain of the rules of Morals which he has deduced from this Method; in the fourth, the reasonings by which he establishes the existence of God and of the Human Soul, which are the foundations of his Metaphysic; in the fifth, the order of the Physical questions which he has investigated, and, in particular, the explication of the motion of the heart and of some other difficulties pertaining to Medicine, as also the difference between the soul of man and that of the brutes; and, in the last, what the Author believes to be required in order to greater advancement in the investigation of Nature than has yet been made, with the reasons that have

Laguna Art Museum Research Paper Example | Topics and Well Written Essays - 500 words

Laguna Art Museum - Research Paper Example Roscoe Shrader (painter specializing in post impressionistic landscapes, figures and still life), Sean Duffy (installations), a tribute to Megan Hart Jones (daughter of John Paul Jones,specializes in paintings and ceramic sculpture) and Masterstrokes (members of Laguna Plein Air Painters Association). I was intrigued by the artworks of Megan Hart Jones who died at an early age of 20. Her Soul Portrait was sublime with an essence of ethereal beauty that captivates the viewers by her looks. Her painting was fairly simple in style, color and design (portraits, flowers, cloud studies) but are a beauty to behold. The Pierced Red Square by Suzanne Williams is a painting in oil on canvass appears very simple in design with geometric triangular shapes in red predominantly appearing. Painted in 1998, the painting actually appears timeless due to the utter simplicity in style. Kevin Arcell’s Media Miracle in 1999 combined elements of contemporary subjects in Maverick surf sport and the images of cherubs or angels descending from the sky. The Two Headed Coin by Travis Somerville is a contemporary rendition of oil, oil stick, collage on blueprints, mounted on canvas. The collage had prominent images of a rabbit, an old man, and some shadowed figures in the center. It is unique in its expression and style but not as beautiful as traditional paintings in oil. The Untitled acrylic on canvas by Tim Ebner, created in 1988 was mostly monochromatic with the color green seen predominantly in geometric columns of diverse shades. It does not provide opportunities to highlight the creative talent of the artist. A Piece of Cake by Scott Hess was disturbing in message being relayed by the artist due to the focal point of the painting, a black woman seated and indicated that she was recently raped. The spectators at the party offered her the piece of cake with others curiously appearing to get information from her. Michael

Goals and Intentions Research Paper Example | Topics and Well Written Essays - 1000 words

Goals and Intentions - Research Paper Example While these art genres constitute overarching modes of production, there exists tremendous intention and variability within these genres. This essay compares Edouard Manet’s impressionist work ‘A Bar at the Folies-Bergere’ with Jules Bastien-Lepage’s ‘The Haymaker’ and examines both works for the artists’ intentions of creation. Comparative and Contrasting Elements Overarching Elements Edouard Manet was one of the most prominent impressionists working in the 19th century. While his work is seminal as an artifact of impressionism, it also has a number of notable individual elements. In this context of understanding one considers Manet’s ‘A Bar at the Folies-Bergere’. Created in 1882 this was Manet’s last major work. While Edouard Manet’s ‘A Bar at the Folies-Bergere’ is firmly rooted in the impressionist genre, Jules Bastien-Lepage’s ‘The Haymaker’ is understood to rooted in naturalism. This specific work was created in 1878. There are a number of comparative and contrasting elements to these works’ outward intentions. Manet’s outward intention in the creation of the work is to depict the Folies-Bergere nightclub from Paris, France. The work itself contains a great amount of materials that function to situate it as a visual depiction of the Folies. Researchers noted a pair of green feet in the upper right hand corner; these are the depiction of a trapeze artist that is performing at the club. In addition to this visual element, the specific ale featured is also reminiscient of the Folies-Bergere, namely Bass Pale Ale; this is noted by the red triangle on the bottle. Conversely, Bastien-Lepage’s work ostensibly depicts a woman sitting in a field, with a man passed out beside her; the obvious understanding is that they have been making or gathering hay. When considered in contrast to Manet’s work a number of notable elements emerge. Perhaps the most notable consideration outside of genre is the divergent socio-economic depiction. While Manet’s work is concerned with urban Parisian existence, Bastien-Lepage’s painting explores notions of the rural working class. Lombardi notes the woman is a peasant and considers that, â€Å"She is exhausted by hours of work, certainly not dreaming, but bearing all the signs of her human condition† (Lombardi, pg. 28). Ultimately, the most notable difference is this divergent depiction of socioeconomic status. Thematic and Artistic Intentions While there are divergent depictions of socioeconomic class, the two works demonstrate a number of convergent thematic concerns. One connotation as articulated in both works is an underlining sexuality. Referring to his creation of the work Bastien-Lepage wrote a letter to a woman noting, â€Å"You make one feel the scent of the hay and the heat of the meadow† (Bastien-Lepage, pg. 37). This statement carr ies with it a number of interpretive possibilities. For instance, the woman’s exhaustive state, while ostensibly demonstrating her exhaustion from work, could also function as a metaphor from the post-sexual act. Similarly, one considers the woman’s face in the Manet work wherein she contains a contemplative and tired look, perhaps reflecting on her sexual interaction with the man depicted in the mirror. One consideration is the nature of the bar as a marketplace. It’s understood that the Bass Pale Ale is a beer that tourists would drink rather than regular Parisians. When one considers the