The Cost of the Vietnam War :: Papers

The Cost of the Vietnam War The Vietnam War was the longest and most unpopular war in which Americans ever fought. And there is no reckoning the cost. The toll in suffering, sorrow, in rancorous national turmoil can never be tabulated. No one wants ever to see America so divided again. And for many of the more than two million American veterans of the war, the wounds of Vietnam will never heal. Fifty-eight thousand Americans lost their lives. The losses to the Vietnamese people were appalling. The financial cost to the United States comes to something over $150 billion dollars. Direct American involvement began in 1955 with the arrival of the first advisors. The first combat troops arrived in 1965 and we fought the war until the cease-fire of January 1973. To a whole new generation of young Americans today, it seems a story from the olden times. In 1983, the unfolding of the Vietnam tragedy was the focus of an extraordinary documentary series broadcast on public television. When first aired, the series was recognized immediately as a landmark. It had taken six years to make. Researchers had combed film archives in eleven countries and the result was a stunning record of the conflict as it happened. Program Notes Roots of a War The end of World War II opened the way for the return of French rule to Indochina. Despite the ties he had forged within the American Intelligence community, and his professed respect for democratic ideals, Ho Chi Minh was unable to convince Washington to recognize the legitimacy of his independence movement against the French. French generals and their American advisors expected Ho's rag-tag Vietminh guerrillas to be defeated easily. But after eight years of fighting and $2.5 billion in U.S. aid, the French lost a crucial battle at Dienbienphu - and with it, their Asian empire. America's Mandarin With a goal of stopping the spread of communism in Southeast Asia, America replaced France in South Vietnam - supporting autocratic President Ngo Dinh Diem until his own generals turned against him in a coup that brought political chaos to Saigon. LBJ Goes to War With Ho Chi Minh determined to reunite Vietnam, Lyndon Baines Johnson determined to prevent it, and South Vietnam on the verge of collapse, the stage was set for massive escalation of the undeclared Vietnam War. America Takes Charge In two years, the Johnson Administration's troop build-up dispatched 1.

Classroom Observation Reflective Summary Essay

Throughout my class lectures and discussions in many of my classes, I recall one of my professors accenting the fact that teachers need to be flexible in their schedule and need to conform to the changes that are associated with the career. Upon hearing this, I didn’t accept this fact she was giving me and never associated the term, â€Å"teacher† and â€Å"flexible† together. Nevertheless, after my observations this semester in the classroom, I understand why you need to be flexible in the teaching profession. Every class I observed this semester was dissimilar from each other. Some class’s harbored students who comprehended the material better, were ethnically diverse, special education, motivated and lazy students. Each time I observed, there were particular occasions that I had anticipated to occur and other instances that I was astounded. I found it intriguing to see how the teacher responded when something in the classroom did not go as planned and t hen observe them trying to not let it affect their teaching plan for the day. After my observations, I am self-assured and avid that I want to become a teacher and will be a good one at that. As a teacher, I believe you need to set the tone of the classroom and let them know that you are in control. The medium or atmosphere of the classroom needs to be accepting and eager to learn. All of the classes that I observed had great classroom atmospheres. By saying â€Å"great classroom atmospheres†, I mean that most of the students were attentive to the teacher, eager to learn, asking questions and that no one person in the class was omitted from the class discussion or the learning of that particular day. Being the â€Å"student observer†, I was curious to see how the students would act toward me and treat me in their class. Infrequently, I caught a couple gawks during instruction from prying students. For the most part, I was much embraced in their classrooms, as they frequently asked me questions about their school work or of me in general. I remember my first observations, I was very nervous upon entering the classroom. After that day I always felt comfortable in the classroom. During my observations, I never saw the teacher leave any students out of the lecture that they taught to their students that day. I was very impressed to see that no students were neglected, but instead were incorporated into the learning plan for that day and got a chance to ask questions of the teacher to help further their learning. Throughout my  time in the classrooms with different teachers, I observed many different lessons that each teacher was teaching to the students. Some of the lessons included daily math skills, reading tasks, and working together at recess to rescue a dog. One of the most important aspects of being a teacher is having a good teacher-student interaction. All of the classes I observed had a good interaction between the students and teachers. As a future educator, I believe my biggest challenge will be trying to become flexible with my schedule and trying to motivate each student to learn and be active in class. Much of this depends on where I will be teaching, whether that is urban, rural, or city. I’ll address these challenges by becoming more organized and doing projects where participation is graded and required, so then each student will be learning and never feel left out. My strengths include being very determined, goal driven, hard working, learning, good people skills and motivating others. I will use these strengths to the best of my ability when I have my own class in the future. I want to continue with my teaching and learning process and obtain my teaching certificate in the near future. After observing this semester, I realized that I would like to work with 5th grade students because I think I would respond better to them. These observations were very interesting and helped me better appreciate the teaching profession.

Consumption of Caffeinated Beverages

[pic] UNIVERSITI TEKNOLOGI MARA (UiTM SHAH ALAM) FACULTY OF BUSINESS MANAGEMENT BEL422 REPORT WRITING GROUP REPORT COMSUMPTION OF CAFFEINATED BEVERAGES AMONG UiTM STUDENTS PREPARED BY: |NAME |MATRIX NO. GROUP |SIGN | | |2010528723 |BM2254A | | |NAWWAR KHALEEFUR RAHMAN | | | | | |2010729017 |BM2254A | | |NUR KHALIJAH ZAIDAN | | | | | |2010572149 |BM2254A | | |NURANIKA SHAMIMI SHAMSDIN | | | | | |2010549887 |BM2254A | | |YUSMAH YUSOF | | | | PREPARED FOR: MADAM ASHA LATHA B.S. BEL422 LECTURER (BM2254A) UiTM SHAH ALAM DATE OF SUBMISSION: 12TH DECEMBER 2012 (WEDNESDAY) ACKNOWLEDGEMENTS We have taken a lot of efforts in completing this report. However, it would not have been possible without the kind support and help of many individuals who have been there for us along this journey as to complete this report in time. Alhamdulilah, first of all we would like to thank God for given us the strength and wisdom as finally we were able to complete our report effectively and efficiently. Thank God for letting us through all the difficulties and have experienced His guidance day by day. A special appreciation to our family.Words can not express how grateful we are to our mother, father, and our siblings for all of the sacrifices that they have made on our behalf. Their prayer for us were what sustained us thus far. We would like to express our special appreciation and thank to our BEL422 lecturer, Madam Asha Latha B. S. for the valuable advice and support she has given to us in the writing of this report apart from being a tremendous mentor for us through out this semester. This report had been done with all afford by group members eventhough there were constraints while doing this report. Fortunately, all the constraints are settled due to our group members co-operation and ideas.We are highly indebted to our friends for their support as well as they diligence extended in providing us necessary information in completing this report. Last but not least, our deepest thank t o our respondents for their understanding and support. THANK YOU ( [pic] SUMMARY This study was conducted to gauge on consumption of caffeinated beverages among UiTM students. It was requested by our BEL422 lecturer Mdm. Asha Latha B. S. to fulfill the course requirement. It was requested on 19th September 2012. The investigation was done by distributing questionnaires to 20 respondents comprising Business and Law students at UiTM Shah Alam. Data was collated and analyzed using a basic frequency analysis derived from Microsoft Excel Software.Secondary sources were also referred to, to obtain background information required for this report. The main finding _______________ TERMS OF REFFERENCE On 19th September 2012, Nawwar Binti Khaleefur Rahman, Nur Khalijah Bt. Zaidan, Nuranika Shamimi Binti Shamsdin and Yusmah Binti Yusof, from the Faculty of Business Management, UiTM Shah Alam, were instructed by Mdm. Asha Latha B. S. , the Report Writing lecturer (BEL) to write a report on consu mption of caffeinated beverages among UiTM students on questionnaires. The report which includes the background information, findings, conclusions and recommendations is to be submitted on 12th December 2012.TABLE OF CONTENT |No. |Title |Pages | | |Acknowledgement | | | |Summary | | | |Terms of Refference | | | |List of Illustrations | | |1. |Introduction | | | |Background of study | | | |Statement of The Problem | | | |Research Questions | | | |Objective of The Report | | | |Scope of Report | | |2. 0 |Literature Review | | |3. 0 |Methodology and Limitation | | |4. 0 |Findings | | |5. 0 |Conclusions | | |6. |Recommendations | | | |Bibliography | | | |Appendices | | LIST OF ILLUSTRATIONS |No. |Title |Pages | |1 |Figure 4. 1 | | | |Respondents’ gender | | |2 |Figure 4. | | | |Age of tertiary students | | |3 |Figure 4. 3 | | | |Tertiary students who consume caffeinated beverages | | |4 |Figure 4. 4 | | | |Number of respondents who consume caffeinated beverages | | | 5 |Figure 4. | | | |Types of caffeinated beverages | | |6 |Figure 4. 6 | | | |Frequency of tertiary students drinking caffeinated beverages | | |7 |Figure 4. 7 | | | |Awareness of the contents of caffeinated beverages | | |8 |Figure 4. | | | |Addictiveness towards caffeinated beverages | | |9 |Figure 4. 9 | | | |Reasons why respondents consume caffeinated beverages | | |10 |Figure 4. 10 | | | |The consequences if the respondents cut down caffeinated beverages | | |11 |Figure 4. 1 | | | |Respondents’ response towards statement on caffeinated beverages | | 1. INTRODUCTION 1. 1 Background of the Study The report was written to gauge and identify the consumption of caffeinated beverages among tertiary students. It has been observed that some students drink caffeinated beverages and after it has become a habit among students. This report identifies the short term and long term effects of taking caffeinated beverages and determines why these students are reluctant to stop consum ption of these caffeinated beverages. This report was requested by Madam Asha Latha B. S on 19th September 2012. 1. 2 Statement of the ProblemThe meaning of â€Å"caffeinated beverage† is â€Å"a drink that contains caffeine. † Coffee is the most common one. Black, green and white tea also contain caffeine. Some sodas have caffeine added to them (Coke, Pepsi, Mountain Dew, for instance), as do many energy drinks. There are variety reasons why people like drinking caffeinated beverages. Many folks have coffee to help wake up in the morning. College students are known for knocking back coffee and caffeinated sodas to keep them up for studying the night before a big test. In some studies, caffeine has been shown to help concentration and memory. Too much consumption can increase person nervousness.If they drink cheap coffee that's made with robusta beans instead of 100% arabica beans, they may suffer stomach problem. If there is an addiction, measures must be suggested to reduce this and to introduce other form of healthier beverages. 1. 3 Research Questions This report seeks to answer the following questions: 1. 3. 1 What is the definition of caffeinated beverages? 1. 3. 2 What types of caffeinated beverages are popular among tertiary students? 1. 3. 3 Why are such beverages being consumed by tertiary students? 1. 3. 4 Are the tertiary students aware of the effects of heavy consumption on caffeinated beverages? 1. 3. 5 What are the drawbacks or setbacks experienced when attempting to stop caffeinated everages? 1. 3. 6 What are the suggestions for tertiary students to reduce the consumption of caffeinated beverages? 2. 0 LITERATURE REVIEW Caffeinated beverages have always been consumed by adults. However, nowadays, most tertiary students are consuming these beverages. Caffeine products are so widely distributed these days that abuse of the substance may be unnoticed. In fact, caffeine is the world’s most widely consumed stimulant, with 54 per cent of adults in America consuming on average three cups of coffee a day (Chen and Parrish, 2008). Diet Health Club on September 2011 identifies these beverages as: Any drinks which contain caffeine.This caffeine is a stimulant that is legal and is one of the most popular stimulants in the world especially among the developed countries. Some of the common caffeinated content beverages include teas, coffees, various kinds of energy drinks and soft drinks. Tea and coffee are found to naturally have caffeine. Whereas some of the popular drinks like cola have intentionally used this caffeine stimulant as one of the ingredients. The relationship between an individual’s amount of caffeine consumption during his/her study session and the individual’s study habits were investigated by Hope (2009). Most of the students revealed their personal consumption of caffeine as well as their study habits when preparing for a test or examinations.As determined by the researcher, it has been hypothesized that the more the caffeine a student consumes while studying, the more accurately his or her study habits would be labelled as ‘unhealthy’. To keep them ‘up’ for late night sessions, many college students rely on caffeine-packed sodas and coffee drinks which will increase vigilance, sadly this is unhealthy. A research by the (â€Å"National Council On Strength and Fitness), it shows that caffeinated beverages have become gradually more accepted within the diets of tertiary students. That shows the consumption of caffeinated beverages can cause long-lasting effects on brain function when utilized during the formative years.However drinking too much of caffeine can cause health problems or side effects to drinkers. Some side effects from caffeine use can be mere irritation. Others are downright dangerous. For smokers, caffeine can be especially harmful. Nicotine will raise blood pressure and increase the risk of cardiovascular complications . This is because caffeine is the drug used in the world and is part of everyone’s daily life-style, it has gone unnoticed as a potentially harmful substance to most people’s health. An article â€Å"Caffeine Awareness Association†(2010) also indicates that excessive coffee drinking can increase a person’s risk of heart attack. Thus, caffeine can also cause irregular heart rhythms.And some researchers believe it can increase a woman’s chances of getting cancer. Caffeine has also been linked with central nervous system disorders, Parkinson’s disease, diabetes, and incontinence. The medical community has recently taken caffeine withdrawal quite seriously. It is estimated that one in eight people will experience symptoms that will interfere with ability to work or function for at least a couple of days. Jordan (2004), suggested including caffeine withdrawal as a verifiable condition in the Diagnostic and Statistics Manual of Mental Disorders (D SM). However, caffeine withdrawal is seldom dangerous, though it can make one uncomfortable for a few days. The most frequent symptom ssociated when we attempt to stop caffeinated beverages is moderate to severe headaches. This can occur between 12 and 24 hours after the last intake of caffeine. It usually lasts for one to two days, though some may have a headache for longer. Furthermore, according to Lee (2006), drinking too much of caffeine will impact one negatively. It causes palpitations and withdrawal systems that include headache and drowsiness. Tertiary education often requires students to study for extended hours, especially during periods of increased workload prior to tests and examinations. Removing caffeine from one’s daily routine can be done by approaching the task of lowering the intake of caffeine.Switching to a coffee with less caffeine and checking labels on medications are the approaches to gradually reduce the amount of caffeine consumption for each day, (â€Å"Fit Day†, n. d). According to Haupt (2012), suggests go for an espresso shot because it contains only about half the amount of caffeine as a cup of regular coffee. 3. 0 METHODOLOGY AND LIMITATIONS 20 respondents were chosen randomly. The respondents were required to answer a questionnaire. These questionnaires were distributed on ______ and collected on ____. Data was collected and analyzed using a basic frequency analysis that was derived from Microsoft Excel software. Various secondary sources and materials were also looked into as differences and guides.Although this research was carefully prepared, there were still limitations and shortcomings. This report was done on a small scale involving 20 respondents. Since the population was small, the findings presented may not be applicable as general representations. To do so a large sample would be required. The period given to conduct and complete this report was 11 weeks only. Background information for the report was limited to articles from various websites. 4. 0 FINDINGS 4. 1 RESPONDENTS’ GENDER [pic] Figure 4. 1 The pie chart in Figure 4. 1 shows the gender who consumed caffeinated beverages. The gender is divided into two categories which are females and males.Based on the pie chart, it shows that the percentage of females who consume caffeinated beverages among tertiary students is higher than males where by females involve 70% and male 30% only. 4. 2 AGE OF TERTIARY STUDENTS [pic] Figure 4. 2 The table in Figure 4. 2 shows the age of the respondents who consume caffeinated beverages. It shows that the age of 19 – 21 years old has the highest no of respondents at 12 respondents while the age of 30 – 32 years old has the lowest number of respondents at 1 respondent only. 4. 3 TERTIARY STUDENTS WHO CONSUME CAFFEINATED BEVERAGES [pic] Figure 4. 3 The diagram above shows the number of students from universities that consume caffeinated beverages.It shows that University Tec hnology Mara has the highest no of respondents who consume caffeinated beverages among all tertiary students at 9 respondents. The lowest numbers of respondents who consume caffeinated beverages are tertiary students for University Malaya at only 3 respondents. 4. 4 NUMBER OF RESPONDENTS WHO CONSUME CAFFEINATED BEVERAGES [pic] Figure 4. 4 The pie chart above shows the number of respondents who consume caffeinated beverages. It shows that 20 respondents answered â€Å"yes† in this questionnaire. 4. 5 TYPES OF CAFFEINATED BEVERAGES [pic] [pic] Figure 4. 5 Figure 4. 5 shows the types of caffeinated beverages that are taken by tertiary students.According to the chart, tea is the highest for the types of caffeinated beverages at 52% followed by coffee at 25% and sodas at 25%. Sodas are divided into four types which are Coke at 23%, Pepsi at 59%, Mountain Dew at 10% and others at 9%. 4. 6 FREQUENCY OF TERTIARY STUDENTS DRINKING CAFFEINATED BEVERAGES IN A WEEK [pic] Figure 4. 6 Figu re 4. 6 shows the frequency tertiary students drink caffeinated beverages. Based on the chart above, it shows that 40% of tertiary students drink caffeinated beverages 2 – 4 times in a week. 25% of tertiary students drink it once a week, 20% drink it every day and only 10% of the tertiary students drink it 5- 6 times in a week. 4. 7 AWARENESS OF THE CONTENTS OF CAFFEINATED BEVERAGES [pic] [pic] Figure 4. 7 Figure 4. shows the awareness of the contents of such beverages by tertiary students. According to the chart, it is clear that most students are aware of the contents of caffeinated beverages since 64% answered so. Another 36% of tertiary students are not aware of the contents of such beverages. Therefore, for those who are aware of the contents in caffeinated beverages, the results show that 41% realise the sugar, 23% know of their preservatives, 9% the colouring and 27% the caffeine contents. 4. 8 ADDICTIVENESS TOWARDS CAFFEINATED BEVERAGES [pic] [pic] Figure 4. 8 Figure 4. 8 shows the addictiveness towards caffeinated beverages by tertiary students.From the chart above, it is clear that 55% of the tertiary students are not addicted to caffeinated beverages. Only 45% of tertiary students are addicted to caffeinated beverages. When they are addicted to caffeinated beverages, most of them control addiction by carrying with plain water (60%), followed by 30% who revert to de-caffeinated beverages and 10% who resort to junk food / fast food. 4. 9 REASONS WHY RESPONDENTS CONSUME CAFFEINATED BEVERAGES [pic] Figure 4. 9 Figure 4. 9 illustrates the reasons why respondents consume caffeinated beverages. Firstly, 8 out of 20 respondents say they find caffeinated beverages tasty. Next, 30% of the respondents consume such beverages because find them inexpensive. respondents ranked they find caffeinated beverages convenient. Moreover, no respondents ranked finding such beverages inexpensive or tasty. Meanwhile, 40% of the respondents rank they follow their frien ds as the reason why they consume caffeinated beverages. 4. 10 THE CONSEQUENCES IF THE RESPONDENTS CUT DOWN CAFFEINATED BEVEREAGES [pic] Figure 4. 10 Figure 4. 10 shows the percentages of the consequences if the respondents cut down on caffeinated beverages. 60% of the respondents will feel sleepy if they cut down their consumption on such beverages. Meanwhile, only 10% of them feel moody after they reduced their intake. None of them feel sick easily if they cut down their consumption. Statements |Strongly Agree |Agree |Neutral |Disagree |Strongly | | | | | | |Disagree | |Caffein|6 |30% |9 |45% |3 | |ated | | | | | | |beverag| | | | | | |es have| | | | | | |adverse| | | | | | |effects| | | | | | |on the | | | | | | |body. | | | | | |   |   | Universiti Teknologi Mara | | | |   | |   |   | Sunway College University | | |   | |   |   | Taylors College University | | | |   | |   |   | University Malaya | | | |   | |   |   | Others ( Please state : __ _____________ ) | |   | |   | | | | | |   |   | Yes |   | |   |   | Coffee |   | |   | |   |   | Coke |   | |   |   | Once a week | | | | | |   |   | 5 – 6 times a week | | | |   | |   |   | Everyday | |   |   | Yes|   | |   | |   |(Tick v for suitable options) | |   | |   | |   | |   |   | Yes|   | |   | |   |(Tick v for suitable options) | |   | |   | |   |   | Seek medical help | |   | |   | |   |   | Carry with me plain water |   | |   | |   |   |Revert to de-caffeinated beverages | |   | |   |   | Replace these drinks by chewing gum or sweets | |   | |   |   | Resort to junk food / fast food |   | |   | |   |   | |   |( Rank 1 for major reason and 6 for least major reason) | |   | | | | | |   |   | | | | |   |   | I find them convenience |   | I consume them to help | |   | | |   |   | become moody | |   | become sick easily | |   |   | become less alert / active |   | become sleepy / lazy | |   |   |   |   |   |   |   | | | | | | | | | |13) |Consumption of caffeinated beverages leads to emotional disturbances.    |   | |   |   | | | | | | | | | |14) |I find it difficult to cut down on my consumption of such beverages. |   |   |   |   |   | | | | | | | | | |15) |I require help to overcome my addiction towards caffeinated beverages. |   |   | |   |   | | | | | | | | | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | | THE END THANK YOU

Dramatic techniques in A Raisin in the Sun & As You Like It essays

Dramatic techniques in A Raisin in the Sun & As You Like It essays In the plays, As You Like It, by William Shakespeare and, A Raisin In The Sun, by Lorraine Hansberry, there are various dramatic techniques that are employed by the playwrights. Some of the techniques developed in both of the plays include contrast, satire, irony, sarcasm, parody, music and dance. Other techniques being employed, appearing in William Shakespeares, As You Like It include puns, asides and soliloquies. As You Like It is a comedy, which mainly employs parody, irony, satire and contrast, whereas A Raisin In The Sun, is a tragi-comedy also mainly employing the dramatic techniques of contrast, parody and sarcasm. The techniques that both playwrights employ are fitting, however, given the period in which the plays were written. As You Like It, was written and performed in about 1599 whilst A Raisin In The Sun was written in 1959. A Raisin In The Sun can be seen as a satire to expressively bring out the ridiculous in some of the characters and their seemingly archaic ideals. In this play Lorraine Hansberry eloquently displays the meaninglessness behind the animosity between the whites and blacks and the strained relations of the men and women in the play. She uses parody and sarcasm to explore the themes of racism and gender relations in a way that would affect positive change. Hansberry indirectly explains the motive behind the path of the play, through the use of the newspapers and general reports by the characters on how racism has affected many in the play. The black families being bombed in white neighbourhoods are such an example. Walter and the way in which he treats the Younger women is such an example. Walter believes that women should have no great ambition in life as he distastefully says to Beneatha, Who the hell told you had to be a doctor. Walter goes on to say, Go be a nurse like other women or just get married and be quiet. This statement is sarcastic and ...

Example Sentences With the Verb Meet

Example Sentences With the Verb 'Meet' Youre probably familiar with the irregular verb  to  meet from learning about introductions, but might not know the proper form for each tense. This page provides example sentences of the verb to meet in all tenses in English. Test out your new knowledge with the quiz at the end. Examples of Meet for Every Tense Base Form meet / Past Simple met / Past Participle met / Gerund meeting Present Simple We usually meet on Friday afternoons.Where do you usually meet your friends for lunch?They dont usually meet many new people when they travel. Present Continuous We are meeting with a new client this morning.Are they meeting with anyone at the moment?She isnt meeting with the director. Shes meeting with Tom. Present Perfect My friends have met me for lunch every day this week.Have you met Cheryl yet?Jeanne hasnt met Peter yet. Present Perfect Continuous We have been meeting new people for more than two hours.Where have they been meeting each other?She hasnt been meeting with the board for long. Past Simple My wife and met at an English school.When did you meet your best friend?They didnt meet each other until last year. Past Continuous We were meeting with Tom when he interrupted with the news.Were you meeting with clients at three oclock yesterday?She wasnt meeting with anybody when he arrived. Past Perfect Janet had already met Jack when I introduced them.When had they met to discuss the issue?Jeff hadnt met her before they attended the conference last week. Past Perfect Continuous We had been meeting for two hours when he finally arrived.How long had you been meeting when she called?They hadnt been meeting for long when he interrupted the meeting. Future (Will) She will meet Jack at the airport next week.When will we meet your new boyfriend?She wont meet me for lunch tomorrow. Future (Going to) Nancy is going to meet Fred in Pairs next week.When are you going to meet my friend Alice?She isnt going to meet anyone new at that party. Future Continuous We will be meeting the new clients this time tomorrow.Where will he be meeting you for lunch at one oclock?They wont be meeting me at the hotel tomorrow afternoon. Future Perfect Our friends will have met many challenges by the time they finish the project.How many people will you have met over the next few days?They wont have met any of their obligations before the deadline. Note on the Passive Voice Each of the examples sentences demonstrates sentences in the active voice. The active voice is by far the most common voice in English. In the active voice, the subject does something. In contrast, the passive voice demonstrates what was done to the subject. Heres a quick example of the difference: Active voice - Ive met a famous actor before. Passive voice - Cars are manufactured in Detroit. As you can see, the passive voice doesnt focus on who does something. The passive voice focuses on what was done to something. The passive voice is formed by conjugating the verb to be. In sentences with to meet, conjugate the verb to be followed by the appropriate form of to meet. Guests will be met at seven oclock.Peter will be met at the airport by a car service.   Quiz: Conjugate With Meet Use the verb to meet to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. They _____ at the airport by company representatives.Fred _____ with Alyssa  when Peter burst into the room with the news._____ Cheryl  _____ any of your friends yet?We usually _____ on Friday afternoons.We _____ for two hours when he finally arrived.Management usually _____ with new employees on Monday mornings.My wife and _____ at an English school.Our friends _____ many challenges by the time they finish the project.If she _____ me at the airport, she would have given me a ride home.Nancy _____ Fred in Pairs next week. Quiz Answers were metwas meetingHas Cheryl metmeethad been meetingmeetsmewill have methad metis going to meet

Criminal and Civil Litigation Essay Example | Topics and Well Written Essays - 1500 words

Criminal and Civil Litigation - Essay Example The scenario of Foster and Powell falls under the Anti-Trust laws. The Civil Litigation Process has the following stages a) Stages of Civil Litigation i) Issuing the Statement of Claim; the litigation process always starts with issuing a statement setting out facts and legal grounds supporting the Plaintiff’s claim against the defendant (The Law Society, 2012). ii) Replying to the statement of defense; the moment the Defense has been submitted to the Plaintiff, the Plaintiff has a chance to reply the statement of defense. iii) Affidavit of Documents; this process is always after all parties have received their claims; for instance at this stage the parties will prepare, swear and serve their Affidavit of Document (Heydary Hamilton PC, 2011). This is a sworn document containing all the documents that each party has in possession and are relevant for the litigation process between the parties. In the case of Foster where we have a disputed contract, the documents required are a copy of the contract, and letters between the parties must and should be included in the Affidavit of Documents (The Law Society, 2012). ... or Discovery; in case the parties are unable to clear their differences at the mediation meeting, the lawyers of the Plaintiff get an opportunity to ask defendants questions under oath and vice-versa (Heydary Hamilton PC, 2011). vi) Undertakings and Motions before trial; during the examination for discovery stage, some information especially of the party answering questions may not be readily available. Given this situation, parties can provide answers and copies of the missing documents following the discovery (Heydary Hamilton PC, 2011). On agreement to do this, the parties are given an undertaking. However, if a party refuses to comply with the undertaking he is likely to face punishment of a Judge or Master. vii) Trial Scheduling Court; after all refusals and undertakings have been dealt with, the litigants will attend in front of a Judge to get a trial date. With regard to the simplicity or complexity and length of trial, will determine how fast the litigants can have their matt ers resolved (Heydary Hamilton PC, 2011). viii) Settlement Conference; this occurs before trial and is always before the Judge. Normally, the settlement conference takes place after all parties have agreed to go to trial and hence they will be possessing documents that they will be relying on together with reports from their respective experts (Heydary Hamilton PC, 2011). ix) Trial; in many cases, litigation cases do not reach the trial stage as it is expensive and hence majority of litigation disputes are resolved early enough. However, if the disputes are not resolved early, then the trial is inevitable (Heydary Hamilton PC, 2011). The trial stage is the last step in litigation. b) i) Application made in case of the missing agreement The dispute between Foster and Powell, if Foster

UK LAW POLITICS Essay Example | Topics and Well Written Essays - 1750 words

UK LAW POLITICS - Essay Example He was from France and at that time France was ruled by a Tyrant King. He saw people in his country in deplorable condition as a result. On the other hand, he visited many countries where people enjoyed great freedom and liberty and concluded that their happiness was a result of separation of powers in the government of those countries. He presented his doctrine of separation of powers in his famous book, The Spirit of Laws in 1748. In his book he explained his theory in the following words;- "In every government there are three sorts of power: legislative, executive and judicial. The liberty of individual requires that neither all these powers nor any two of them should be placed in the hands of one man or one body of men. When the legislative and executive are united in the same person or body of person, there can no liberty, because apprehension may arise that the king, who is also the law-make might end up making and enforcing law in a tyrannical manner. He further stated that if the judicial power is joined with the legislative power, the life and liberty of the people would be exposed to arbitrary control, for the judge would then be the legislator and would interpret laws as he pleases. If the judicial power is joined to the executive power, the judge might behave with violence and oppression and, there would be an end of everything if the same man or the same body, were to exercise those powers that of enacting law, that of enforcing them and of trying the cases of individuals. Many English writers and thinkers imitated him in their own way and we can see the perfect example of the doctrine of separation of powers in England. The English jurist, Blackstone, expressed the idea of separation of powers in the following words: "Whenever the right of making and enforcing the law is vested in the same man or one and the same body of men, there can be no public liberty. In Britain also, there are various authorities who hold some degree of power but not absolute power. These authorities are: Royal Crown, Parliament, Prime Minister and his cabinet, judicial system of Britain. All these constitute different forms of powers, which we are going to discuss in the later part of our essay. The powers that are held by the Royal Crown are contained in a body of laws known as "Royal Prerogative". These are actually formal powers that are granted to the Britain's Royal Crown in the executive and British politics. However, one must remember all the time that even these powers are not absolute powers and are checked by many limitations upon them. The following powers are given to the Royal Crown, and if we analyze them in detail, we will find out that the principle of separation of powers even apply to the Royal Prerogative. For example, The Queen reigns over Britain and chooses and dismisses the Primer Minister. However, she cannot choose just anyone for the post of Prime Minister, but only after the election are held, only then she could choose the leader of the party securing majority in the party as the Prime Minister of Britain. This law limits her powers that she cannot own on her own accord but instead she only acts on the accord and willingness of general public. In theory, the Royal Preroga