Interview With A Language Learner English Language Essay

Interview With A Language Learner English Language Essay To begin with, I read my assignment to interview an English Language Learner. This seemed like it was going to be a challenge since I did not know an ELL. I shared this assignment with my husband. He told me there was a parent on my sons wrestling team who spoke Spanish. This seemed like a great idea so I went to the wrestling practice on Wednesday with my son. When I arrived I seen the lady talking, but was nervous about approaching her since I had never met her. Finally after about 10 minutes I walked over to her and introduced myself. Then I told her I needed to interview an English Language Learner for my college class. She told me she would be happy answer any of my questions. The person I interviewed was Marietta. Marietta was born in San Juan, Puerto Rico on May 21, 1968 to Maritza Suarez and Angel Benero. She has two brothers and one sister. Spanish was the main language spoken in her home as a child. As a child she began learning English in the private preschool she attended. There she learned to read and write English. While I school learning came slow to Marietta since she was dyslexic and didnt learn to read or write until she was 13 years old. Textbooks were written in English in Puerto Rico. English is taught different in Puerto Rico than in Spain since it is close to America. Marietta married November 29, 1997 to Juan Navarro. They have three children. Two sons Jorge and Luis and a daughter Paola. Juan is in the United States Coast Guard. Jorge is the oldest. He is in the 12th grade. Academics are difficult for him while he is in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a 6th grade and she is on the A/B honor roll. Only Jorge and Paola are able to speak Spanish and understand it. Luis can understand Spanish, but isnt able to speak it. Both English and Spanish are spoken in their home. As a family they watch both English and Spanish television shows. I have to declare this was a wonderful interview. Even though, I was nervous about interviewing someone I didnt know it was a pleasant experience. Marietta was very eager to share with about her family. She advised me when I teach ELL students it is helpful to use graphics with Spanish to English vocabulary. It was exciting to hear Marietta mention that she was attending Florida State College of Jacksonville to get a degree to be a Chef. For the summer term she was taking English Composition I. After she told me about her attending college I told her I would be happy to help her with the English if need me to. Questions In what country were born? When is your birthday? At what age did you learn to speak English? Was English spoken in your home as a child? Do you have trouble speaking the English Language? When did you learn to write English? Was English difficult for you to learn? Do you have any children? Does your husband speak English? What is the primary language spoken in your home? Can your children speak your native language and English? Is there any advice you would give teachers who are teaching English Language Learners? Multicultural Activity Title: Winter Holidays around the World Grade level 2nd grade Topic: Winter holidays are not celebrated the same everywhere. Summary: These 3 day lessons are designed to teach students about the culture of Mexico, Israel and China; and the winter holidays celebrated by their cultures. Students will learn about Las Posadas, Hanukkah and Chinese New Year. Materials required: Mexico: a balloon, newspaper, glue, candy, recipe for Mexican hot chocolate. Israel: Dreidel pattern, dreidel game rules, bag of dry beans, recipe and ingredients for potato latkes China: black construction paper, paint, drinking straws, glue, glitter, 18X12 pieces of colored construction paper, stapler, yellow tissue paper, crepe paper streamers World globe, individual coloring sheets of the flag for each country. Books needed: Mexico; The People by Bobbie Kalman Nine Days to Christmas by Maria Hall Israel: Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn China: Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low Objectives: Students will recognize how three different countries and their winter celebrations. Students will be able to locate each country on the globe. Day 1 I will tell the students we are going to pretend to be world travelers for the next three days. We are going travel to Mexico, Israel, and China to learn about their Winter celebrations. Today we are going to visit Mexico. Does anyone know where Mexico is located? Lets find it on our globe. I want to tell you about Mexico before we read our books. We will learn that in Mexico their winter celebration is called Las Posadas. They start celebrating nine days before Christmas. They celebrate every night from December 16th to December 24th. Each night children and their families reenact the story of Mary and Joseph trying to find a place to stay for the night. Then finally they went to a home and were welcomed by the innkeeper. At this place there is a celebration on the final night of Las Posadas. The families and friends celebrate with special food and Mexican hot chocolate. There is a pià ±ata for the children. Now I will read some books about Mexico before we go to our centers. Read books to the class. The People by Bobbie Kalman Nine Days to Christmas by Maria Hall I would have three centers set up for the students. Role play center, pià ±ata center, and flag center. Role play center students would pretend they were Mary and Joseph looking for a place to stay. The students would take turns being Mary, Joseph and the innkeeper. Pià ±ata Center- Students would take turns adding newspaper dipped in glue to a balloon which has already been blown up. Flag Center- Students would color and label their flag of Mexico. Teacher would write on the board the colors and their meaning. Green=independence, white=purity, red=blood, eagle with snake=fight for independence. At the end of the day we will have a special drink Mexican hot chocolate which will have already been made using the recipe below Mexican Hot Chocolate 3 (1 ounce) squares unsweetened chocolate 6 cups milk 1/4 cup granulated sugar 2 teaspoons ground Mexican cinnamon 1/4 teaspoon salt 1 1/2 teaspoons Mexican vanilla extract Using a sharp knife, break up chocolate squares into smaller pieces. In a medium saucepan, combine chocolate, milk, sugar, cinnamon and salt. Heat and stir until chocolate melts and milk is very hot.  Ã‚   Do not allow to boil. Add vanilla extract and beat until frothy with a rotary beater, or with an electric mixer on low speed. Pour Styrofoam cups. Makes 48 ounces. http://www.authenticmexicanfoodrecipes.com/mexican_hot_chocolate_recipe/ The students will take turns hitting the Pià ±ata which will have candy in it. When the Pià ±ata is busted students can get the candy and put it I their backpacks to be eaten at home. Assessment Have students write an informative paragraph about Mexico and Las Posadas. Collect and grade paragraphs. Day 2 Today we are going to pretend to visit Israel. Does anyone know where Israel is located? Give students time to answer. Lets locate it on our globe. Would you like to know what winter celebration happens in Israel? I would be happy to tell you. In Israel they celebrate Hanukkah. This is a Jewish holiday. It is also called The Festival of Lights. We will find that this holiday is celebrated for eight days during the month of December. The eight day celebration is significant because when it was time to light the temple lamp a long time ago there was only enough oil to keep it lit for one day. Amazingly, the oil burned for eight days which gave them time to find more oil. For this reason, Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night to honor the eight day miracle. A menorah is a candle holder which holds nine candles on of them is called the servant candle because the other are lit by it. After the candles are all lit there is a party to celebrate. Children play with dreidel while enjoying a favorite treat called potato latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes. Now I want to read some books to you about Hanukkah. Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn I would have three centers set up. The centers would be a game center, map center, and cooking center. Students would take turns going to each center. Game center -Students would make a dreidel from a pattern. A dreidel has four sides marked with Hebrew letters: Nun, Gimel, Hei, and Shin. These letters stand for the Hebrew phrase Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the oil. Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (half) and shtell (put). Everyone puts in a bean. A person spins the dreidel. If it lands on Nun, nothing happens; on Gimel person gets all the beans; on Hei gets half the beans; and on Shin, you put a bean in. Game ends until someone has all the beans. Map center- Color and label map of Israel. Blue and white are the colors on the Jewish prayer shawl and the Star of David is the traditional symbol of the Jewish people. Cooking center will be manned by a parent volunteer. Recipe for Potato Latkes 3 cups Simply Potato hash browns 1 cup frozen chopped onions (thawed and drained)  ½ cup egg whites  ½ cup flour 1 tsp baking powder 1 tsp each salt and black pepper Vegetable oil Directions: Mix hash browns with eggs, mix well. Add flour gradually while mixing until batter is doughy, not too dry. Add baking powder, salt and pepper. Mix well again. Then heat about  ½ inch of oil to medium high heat. Form the batter into thin patties about the size of the palm of your hand. Fry batter in oil. Flip when the bottom is golden brown. Place finished potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat. Assessment Students will answer the following questions. Where did this holiday originate? ______________________ When is this holiday? ______________ How many days is Hannukah celebrated? _________________ Why is it celebrated? ______________ What is name for the candle holder?_________________ Answer key Jerusalem December 8 8 days oil burned Menorah Day 3 Wow, we are about to travel to another country. Lets pretend we are going to visit China. Does anyone know the location of China? We will locate it together. In China they have a celebration called Chinese New Year or Spring Festive. This important holiday celebration begins about mid-January or mid-February and last about 15 days. It begins with New Years Eve and ends with the Lantern Festival at the full moon. Chinese New Years is celebrated with fireworks. It is believed that the Chinese invented fireworks thousands of years ago. We will now read some books about the Chinese New Year Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low There will be three centers set up painting, map center and creative center. Paint Center Students will each have a black piece of construction paper. They will put small drops of paint on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This will represent fireworks. Map Center Students will color and label map of China. Teachers will write on board. The red color of the flag symbolizes revolution. The large star symbolizes the Communist Party which rules China and the smaller represent the people of China. Creative Center Students will make a lantern. They will color a picture on their piece of 18 X 12 colored construction paper. Fold the paper lengthwise with the decoration out. Starting at the fold, make evenly spaced cuts about 1 apart, ending where you began. Teacher will draw ending lines for students. Open the paper and staple together the short edges. Stuff middle with yellow crumpled tissue paper. Staple a strip 1 X 6 construction paper to make handle. Add crepe paper streamers to bottom. Hang lanterns in the classroom. Assessment Give students a Venn Diagram to complete. They will compare Chinese New Year to New Years in America. www.enchangedlearning.com/asia/china/flag.shtml www.iupui.edu/~geni/lsort/a_mcultural_stude_cny.hmtl http://teacherslink.ed.usu.edu/tlresurces/units/Byrnes-celebrations/Chinese.html www.lessonplanspage.com/SSChristmasAroundtheWorldK1.htm http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/light.html http://www.uen.org/Lessonplan/preview.cgi?LPid=22510 www.jewfaq.org/holiday7.htm 3) Planning Article Summary and Reflection: Classroom Planning with ESL in Mind This article Classroom Planning with ESL in Mind had some strategies, instructional tips, use of language, and information about ESL students with special needs. Also there was information on assessing, evaluating and reporting student progress. First, the strategies and instructional tips discussed the challenges which English Second Language students face. They have three challenges: trying to gain the knowledge need for various subjects, learning the English Language while developing the ability to interact with their peers. Teachers should remember that they are always role modeling the English language while teaching. In doing so they need to make sure their lessons are presented using various formats in order to encourage students to reflect on their knowledge so the can respond effectively in class. Next, a teachers use of language is important in the classroom. They should be cautious of their vocabulary they use since students might have trouble comprehending what is spoken. Idioms can especially present a problem with English Language Learners. A teacher should rephrase idioms or teach their meanings. ELLs would take the idiom literally instead of way its intended meaning. For example, If you tell the students to hit their books They might hit their books with their hands. Instead the meanings you want to convey is start studying or do your work. If idioms are going to be used in the classroom then as a teacher it would be good to have an idiom wall which gave the meanings for each. It would also be a good idea to clearly mark transition times during classroom activities which can prevent confusion to your ESL students to clearly indicate changes. Third, when a question is asked the English as a Second Language students needs to have time to process the question asked before responding. Usually they need to translate it into their first language, formulate the answer in their first language and then translate an approximate answer into English. It is also mentioned how as a teacher I need to teach the vocabulary words and their meaning for subjects such as biology which has words that are not regularly used in everyday communication. A great exercise to help with learning new vocabulary is to use a cloze exercise with the lesson since it will leave out important key word for students to fill in from the passage. A Cloze exercise can reinforce ESL students grasp of the content and new vocabulary. Students will also benefit from written instructions since they might have difficult processing oral information quickly enough to understand. When giving student homework those written notes or directions would be useful. Fourth, ESL students have the same range of abilities as others in the same population. However, some many require extra assistance in other areas. Some may demand consideration for disabilities such as visual impairments, hearing deficiency, lack of psychomotor skills, or certain talents or gifts. There could be ESL students with other requirements that may affect their learning. If a student was a refugee and has been traumatized in the past she might have the need for additional support and counseling. Fifth, you will find information about assessing, evaluating and reporting on student progress in this article. These are important and can be done in the students classroom to make it more comfortable. The evidence of how an ESL student is developing his language proficiency can be determined using short in class test. Avoid multiple choice assessments with ESL students because they involve excessive reading and usually depend on comprehension of slight meanings. ESL students also will need extra time for the test because as with most questions they need to process it into their first language, formulate the answer and translate it back to English before putting it on paper. If you want to check a students comprehension or to clarify a problem speak in their native language. Provide a translation of key words which might be difficult to explain in English. There is a need to find out what the students may know but, have difficult expressing in English. This additional support for th e ESL student is generally for a limited time. Lastly, teachers who have previously taught students with English as a second language have a list of helpful instructional materials. Some of these materials are dictionaries designed for learners of English, bilingual dictionaries, alphabet letters in print in cursive, and games to name a few. These items in a classroom will help students with English as a second language feel more comfortable and independent. There are five points which I found most interesting. The first one is that research states the more highly developed as students first language; the more successful they will be learning a second language. It has been proven; bilingual students who continue to improve their first language are more successful than those how focus entirely on acquiring English. These students also have higher self esteem when they know their first language is valued. Second, it is important how a teacher responds to students language errors. If a teacher is critical a student might be less eager to attempt to speak in English. Instead this article advises teachers to rephrase a students incorrect grammar in a way to provide positive feedback and to model correct usage without drawing attention to their error. For example if a students says Pig are dirty animal. You can respond, Yes, pigs are dirty animals Can you name another dirty animal? If a student continues with this same error then maybe you can work with him on correct subject verb usage. Third, the use of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as a second language. Many times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with each other than with their teachers. The more advanced student can be the translator between the student and teacher when necessary. Forth, I liked the reminder that it can be exhausting and demanding performing all day in a second language. This is helpful to know because as a teacher I would not think of this since I am not bilingual. In addition, the fact that homework can take ESL students two to three times longer to complete because they need to first translate it into their first language, formulate it and then translate it back. Homework might also be frustrating to ESL students since they might not understand the directions. They might feel they had done enough work during the day. Also their parents would probably not be able to help them because they dont know English. Fifth, I like the list of instructional materials from teachers who have previously taught ESL students. This list will help make sure I have these resources available in my classroom for the students to use. More resources a student has to help translate words to English the less they will feel dependent on you the teacher or their classmates. I enjoyed reading this article which had a wealth of useful information for teachers of ESL students planning their classroom. As a new teacher I can benefit from the information in this article. This is an article I will place with other information which I will refer to frequently when I become a teacher. It would also be good for me to share this with other future teachers who are not in this class. 4) Article of My Choice: Language Use by Bilingual Special Educators of English Language Learners with Disabilities Paneque, O. M., Rodriguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education , 63-69. http://www.internationalsped.com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206.doc After reading chapter 9 in our textbook I decided to research an article about Bilingual Education of English Language Learners. I went to the University of West Florida library database. The article I found was Language Use by Bilingual Special Educators of English Language Learners with Disabilities which was from the International Journal of Special Education. My reason for choosing this topic is that I presently work in a special education classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th). This article is about examining the language use of five bilingual special education teachers of English language learners with disabilities which was done as an exploratory case. The data on the language used by the bilingual teachers was received from audio tapes, classroom observation and teacher interviews. Also included in this data was the frequency of the use of English and the other languages in the classroom. The teacher faces challenges when working with students at risk of academic failure. This is particularly difficult when the student has disabilities and is not a fluent English speaker. A teacher must be able to address students language and cultural differences along with their cognitive, emotional, and /or physical disabilities to set them up for maximum success. There is an increasing demand for special education teachers due to the increase of students indentified with disabilities and low retention these teachers. Consequently, this demand for teachers who prepared to work with students with different backgrounds with disabilities stresses the need to provide teachers preparation programs for preservice teachers and professional development opportunities for in-service teachers. This study was conducted in a large, urban school district which offered a vast range of educational programs to include those needed for students with disabilities and who speak English as a second language. Two schools were indentified because of their student population. At the first school, eighty-seven percent of the student body was Hispanic and eighteen percent of the students received special education. At the second school, ninety-five percent of the student body was Hispanic with fourteen percent receiving special education services. Tow teachers from the first school and three from the second school volunteered to be part of the case study. All five teachers were female Hispanics who were employed fulltime as special education teachers. Three of the five teachers had ESOL endorsement but, only two of the five had both special education and ESOL certification. The results from the data collection revealed that the teachers were both using English and Spanish for instruction with their English Language Learners with disabilities. However, further analysis of the data indicated overall that teachers were using English ninety percent of the time while teaching. Spanish was primarily used to clarify instructions with those who did not have fluent English. It was also used to redirect students to their given task as well as to praise and reprimand them. Each of the five teachers felt the use of Spanish for instruction was positive. They planned on using Spanish when the need arose. Furthermore, these teachers expressed they had an advantage when communicating with parents since they were bilingual. Many of the parents were not fluent in English. The teachers ability to speak the native language of the parents helped form better communication. If the students native languages are used for teaching strategies and instruction it can encourage language development because it builds on what they already know. Clearly, when the students native language is used to introduce new concepts and give explanation this will facilitate learning. Therefore, the result of this exploratory case study is the beginning attempt to lend information about the issue of using native language for instruction for children with disabilities. Research explains how special education teachers can use bilingual skills while working with English Language Learners and how their learning is affected by language based differentiated instruction. The findings from this case study indicates that teacher preparation programs should include how teachers can incorporate students native language along with English to accommodated their cognitive, emotional and /or physical needs. In my opinion, this article mentions some important findings from its exploratory case study. To begin with are the qualifications of the five teachers. Only two of the five teachers had both special education certification and ESOL endorsement. These are important certifications when your student population consists of students with disabilities and English Language Learners. Next, teachers using English for instruction with limited use of the students native languages while in the classroom. Their native language is needed as the article states at the end to summarize complex concepts. Lastly, it would be difficult for teachers to accommodate students with disabilities and limited English proficiency without proper training. Certifications are important but, training is imperative for teachers to be equipped to instruct their students. Someone once said a quote I feel applies to everyone including English Language Learners and those with or without disabilities. Everyone deserves an education despite their ability or disability 5) Language Modes Activities Reading- Partner reading- Students take turns reading to each other. Chose a short story to read from http://www.eslfast.com/. This website has 365 short stories for students to choose from. This is good for reading practice. Student can use http://www.starfall.com/. This website has stories that are read to you. You can read along as you listen. Writing- Daily writing in a journal. Write a story about a picture from a book. Have students write down the directions needed to do an activity. Examples: walk to the library, cook something, play a game. The teacher will give students a writing prompt. My favorite birthday memory wasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Students will finish the sentence and add to it. They will write a detailed paragraph answering why, when, where, how, who questions. Speaking- Role playing- Students pretend with another student that they are discussion their day with their mom or dad. Show and tell- students bring in an item from home. They get in front of the classroom and talk about their item. Other classmates can ask questions. Example a child brings in a sharks tooth to share with the class. Be the teacher for 15 minutes- Have the students take turns during the week being the teacher for 15 minutes each. They will teach the class about something they know how to do. For example, a student from China could give a lesson about using chopsticks. Another student could give a lesson about braiding hair. Listening- Play a game of Simon Says- students need to hear the person say Simon says, Touch your head. If they touch their head when someone says ;Touch your head. They are out because Simon didnt say it. The game continues until only one person is left. They are declared the winner and now they are Simon. Listen to books that have been recorded on a compact disc. Teacher can have questions for students to answer while they listen. Students will listen to songs which are used in the classroom. They can also sing along. 6) Graphic Organizers: Venn Diagrams I could use this when comparing two different items. For example, I could compare the traditions of families in Mexico and America. The right circle would be Mexico, left circle America. Traditions for each country would be listed in their circle except for the traditions they both share which would be place in the overlapping circle in the middle. http://www.superteacherworksheets.com/graphic-organizers/venn-lines.pdf KWL Chart This is a great chart to list K-what the student knows, W-wants to know, L-what they learned. They can use this before investigating about the Civil War http://www.edhelper.com/ read new book teachers/graphic_organizers_kwl.htm Event map This will help students to organize who, what, where, when, why, and how of an event. They can use this when they are reading an article about Hurricane Hugo. http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html Timeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This will help them remember the dates if they have the information on the timeline. The timeline can be used as a study guide. http://www.teachervision.fen.com/graphic-organizers/printable/6301.html Story map This story map will help you organizer information from a story. You can list the outcome, problem, events, character, action, and setting. This will help them with their reading comprehension. If they dont remember the information they should go back and scan the story. http://www.educationworld.com/tools_templates/index.shtml StoryMap Persuasive Letter Graphic Organizer This is a great organizer to use when writing a persuasive letter. Students can chart who their audience will be and why they want to persuade them. They can also brainstorm their reasons and then list them from least to most important. This will help them organize their thoughts before writing their letter. The student might want to persuade their parents to let them buy a new video game. P

Boethius :: essays research papers

â€Å"Evil is Nothing† Her argument of Evil is Nothing is very simple. She begins by speaking with Boethius and getting at the definition of what is good and how that is related to God. She starts out by stating that they agree on the fact of God. Then they come to the agreement that God is the good itself. They then state that there is nothing that can go against God and still have power because God is all-powerful and all good. Lady Philosophy then says, â€Å"No one could doubt that God is omnipotent,† and Boethius responds by saying no one in their right mind could deny it. And she says that God can also do evil, which Boethius immediately states â€Å"No.† After that remark she goes on to make her argument by stating that evil must be nothing because God can do anything but God can not do evil so therefore there is no such thing as evil. In this discussion, Lady Philosophy states that because God can do anything and that God cannot do evil then evil is noth ing. Her statement is sound if you believe the statements that they both agreed on. First they said yes there is a God and yes God is good. They then agree on their good God being omnipotent, meaning that their God can do anything. Lady Philosophy then brings up her big argument. She says that God can do anything in the world that he wants to, anything at all, and that he is good. But she also says that God can do evil. This is usually a perspective that humans in general do not look at. We see God as being the good of the world and something to look up to. Her idea of God doing evil is rejected by Boetheius. This meaning that if he believes in evil then he cannot believe in a God that is all-powerful and cannot do good. Therefore Boethius contradicts himself, and Lady Philosophy is found to be correct. However, I agree with this idea and that her statement is sound. However, unlike Boethius I don’t believe that God cannot do evil. If God is all powerful then of course he can do evil, rather he chooses not to, and because of this God is represented as only allowed to do good. But how can anything that is as powerful as that not be able to do something horrible.

International Court Of Justice :: essays research papers fc

Overview   Ã‚  Ã‚  Ã‚  Ã‚  The issue of international terrorism is one that has engulfed the global community. With terrorism on the increase, we have seen that its importance has increased. Whether domestic or international in nature, terrorism is having an ever-increasing impact upon the international community. The United States has fallen victim to acts of terrorism recently, most notably the 1995 bombing of the Alfred P. Murrah Federal Building in Oklahoma City, OK, and the 1998 bombings of U.S. Embassies in Kenya and Tanzania. Upon investigation, it was revealed that the embassy bombings were linked to Osama Bin Laden, a former Saudi Arabian National whose excessive bank accounts fund a worldwide terrorist operation.   Ã‚  Ã‚  Ã‚  Ã‚  Further investigation revealed that Bin Laden was living in Afghanistan in a camp protected by his own 200-man private army and a sub-unit of the Taliban, a quasi-religious organization operating within Afghanistan’s borders (MSNBC, 10/12/99). The United States, backed by other nations who have had terrorist attacks related to Bin Laden, appealed to the United Nations Security Council to call for the extradition of Osama Bin Laden for trial.   Ã‚  Ã‚  Ã‚  Ã‚  In response to the request, the United Nations Security Council unanimously adopted resolution 1267 on October 15, 1999. The resolution called for sanctions to be placed on Afghanistan effective November 14, 1999 unless the Taliban turned over suspected terrorist Osama Bin Laden to the appropriate authorities. Bin Laden is currently a suspect in financing terrorist activities in nation-states such as Algeria, Jordan, Egypt, Israel, Kenya, and even the United States of America. Worldwide intelligence networks have been attempting to maintain constant surveillance of him in order to help deter further acts. However, he is still free, protected by the Taliban, who share many of the same fundamentalist beliefs with him.   Ã‚  Ã‚  Ã‚  Ã‚  International Law has established several procedures for the extradition and trial of international terrorists. Currently, there are eleven documents of international law, which address the issue states’ responsibility for combating terrorism (USIA, Feb. 1999). Bearing in mind the precedence established in international law as well as the nature of these activities that have been associated with Osama Bin Laden, it is appropriate to impose sanctions upon the Taliban for the surrender of Osama Bin Laden to the proper authorities. I.  Ã‚  Ã‚  Ã‚  Ã‚  History of International Terrorism   Ã‚  Ã‚  Ã‚  Ã‚  International terrorism has changed in structure and design over the centuries. Jewish zealots conducted campaigns against the Romans in the first century AD, and the Hashshashin, a Shi’ah Muslim group who gave us the word assassin, systematically murdered those in positions and leadership during the 19th century (CSIS, July 1999).

Analysis and Interpretation of Crickets

Analysis and interpretation of Crickets In the short story Crickets by Robert Olen Butler, we are introduced to the main character of the short story, Ted. Ted is not his real name, but a nickname that was given to him by his coworkers at the refinery where he works. He does not particularly like his nickname, but he does not hate it either. His real name is Thieu just like the former president of the Republic of Vietnam. He wasn’t named after the president though; his mother named him after his dead uncle.Thieu grew up in the Mekong Delta in Vietnam, but later fled to the U. S. He witnessed the fall of Saigon in 1975 – and that was when he decided to fight against the North. The north was communistic, and Thieu was throwing rocks at the tanks driving through the streets of Saigon. Because of the situation in Vietnam, Thieu and his wife fled to the U. S. in hope of a better life. They ended up in Louisiana just like many other refugees from Vietnam. He works at the refi nery and has been working there for more than a decade.He is considered the best chemical engineer of the refinery, even though he doesn’t always feel that his coworkers give him the right or appropriate amount of recognition, which he (in his own opinion) knows that he deserves. He likes his job at the refinery despite his coworkers giving him a American nickname and only using that. Thieu believes that it’s probably because they don’t like the fact that he is from Vietnam where American troops have just been fighting in a war against his fellow-countrymen. Thieu doesn’t believe in the values of the Northern regime, which is also his reason for fleeing to the U.S. Thieu’s wife has, while living in America, given birth to their first and only son. The name of his son is perhaps the most non-Vietnamese name that they could find, Bill. Bill is ten years old, and is: â€Å"[†¦] the product of the first night my wife and I spent in Lake Charles, in a cheap motel with the sky outside red from the refineries. † (p. 25, l. 27-28). Bill is a very typical ten year-old, American boy. Like many other young boys he does not always think that his father is the coolest person to hang out with, and when Thieu propose the idea of them doing something together he answers with : â€Å"†Sure, Pop. † He said, though there was a certain suspicion in his voice, like he didn’t trust me on the subject of fun. † (p. 26, l. 5-6). He probably reacts in this way because he would much rather sit in front of the television, watching cartoons which has superheroes, who are fighting the battle of good vs. evil instead. Thieu and Bills relationship to one another looks very ordinary from an outside perspective, but it is actually quite complex from an inside perspective. When Bill says goodbye to his father in the morning he is doing it in a very ‘Louisianic’ way: â€Å"Have a good day, y’all. (p. 25 , l. 30) – you can almost hear the southern accent when you read it. And when Thieu says goodbye to him in Vietnamese he just giggles like it’s a joke. It is clear that Thieu wants Bill to learn Vietnamese because at the moment he only speaks English; he is an American and Thieu and his wife are Vietnamese and to Thieu this is creating some sort of ‘cleft’ between them that is making it harder for them to bond like father and son. Thieu wants to teach Bill one of the games that he used to play as a child. It involves catching crickets and then have them fight each other.But when they go ‘hunting’ for these crickets Thieu realizes that his son and himself has completely different values and that they’re obviously different from one another. For a brief while Thieu believes that he has his son interested in his game. The game involves catching crickets, either charcoal or fire crickets. When they are out in the wild to catch these cricket s his son’s Americanization shines through. He does not want to touch the crickets that he finds, like Thieu did when he was a child. So Thieu has to pick them up for him.And it only goes downhill from there. Bill worries more about getting his new Reebok sneakers dirty than having fun and playing with his father – and he only worries about if the mother can get them clean again. Thieu is obviously disappointed. He is not disappointed because of the sons lack of interest, but rather because he has not been able to give his own son some Vietnamese ballast, it seems like he has no idea where his parents are from or what they have gone through for him. It might be because he is only ten years old.The title Crickets represents the two types of crickets, charcoal and fire, which represents the two different civilization that Thieu and Bill are part of. Just like when Thieu was a child, his son and himself they keep crickets in matchboxes and kept them agitated by continuous poking and flicking. This resulted in them fighting each other to death. The charcoal crickets represent the U. S. : They’re large and strong, but can easily become confused – and he makes them appear rather unintelligent. The fire crickets on the other hand represent Vietnam, or perhaps Asia in general.They’re not particularly strong or big like the charcoal crickets, but they’re smarter and faster than them – just like Thieu is smaller than his fellow American coworkers, but he’s smarter than them. When these two different crickets aren’t agitated they can live in peace, but when they’re constantly agitated at one another they’ll end up fighting, and it will often end with someone dying. Thieu has indeed achieved The American Dream. He has moved to a better place and he has shaped/created his own future with hard work and determination.But while achieving this has he lost some of the Vietnamese values from his upbrini ng in the Mekong Delta? Perhaps. His son is one-hundred percent American in the way he dress and act; he only speaks English and this bothers Thieu to some extent. But is that alright, shouldn’t he be happy that his son does not have to go through the same that he did – one might wonder. Thieu wants to relive his Vietnamese childhood ‘through’ the son, but he does not seem to succeed, probably because the son is too American to understand or appreciate these values.

Copying Morality? Essay

Software piracy and illegal file shares is becoming a bigger issue in modern day society, more likely with the youth of society. All computers now come with burn-ware technologies in which the user can take a product and create copies of that software. Originally, this process was created in order to provide methods of backing up a person’s computer files, in case of hardware crashing and system reboots. However, the situation has changed. People are now able to copy any type of media file (DVDs, CDs, operation systems, etc) and give out these products, free of charge. Do you like that CD that your friend bought the other day? Ask him to burn you a copy, then you can have it too. Did your latest version of Microsoft Windows crash on you and you don’t have the recovery discs? No problem. Get a friend to burn you a copy of their recovery discs. And what’s the best thing about these transactions? You don’t have to pay for anything! Broke college students rejoice! In Bernard Gert’s essay, Is it Moral to Make Copies of Software for my Friends? ,the ethics of this trend are discussed. What are the ethical guidelines when it comes to computers? Is it acceptable to copy software? Gert’s conclusion is that it is not morally acceptable to copy software, no matter who the software is for and regardless if it is free of charge. It is an illegal action, as there are laws against such activity, and therefore it is unacceptable to partake in such action. Although still possible to perform while still illegal, this doesn’t mean that it is acceptable. A law cannot be broken just because someone has the means of doing so. Gert first explains the ethics of breaking the law. He states that â€Å"one cannot limit the subject matter of the law to a particular law one dislikes. † He uses the example of smoking by minors to back up this argument. The law is that you must be 18 years old in order to buy cigarettes. However, minors cannot just go out and buy cigarettes and smoke because they dislike the law. It’s still a law; not liking the law isn’t a justifiable reason to try and break it. The only time that it is acceptable to break a law is in the situation in which the law is unjust. If a law is unjust and has a negative effect on society, then it should not be a law in the first place, thus making it acceptable if the law is to be broken because eventually, this will cause the law to be overturned. However, current software copying laws are not unjust, and if they are to be considered unjust, there is no clear and valid reason of why they are unjust. Copying laws are not morally unacceptable, making it unacceptable to break these laws. Gerts compares this issue to speed limits. Speed limits are the accepted law of whatever state they are set in. These speed limits are not hurting society and are morally acceptable within the community. Because of this, it is looked down upon when a driver breaks the speed limit, becoming so unacceptable that legal action can take place. Speed limits are not suggestions, they are laws. These laws are in no violation of morality and therefore they must be followed. Gert also believes that it is not acceptable to break a law in the event that one thinks that some other law would be better. If society allows violation of the current law due to the fact the society is in favor of other laws that are not passed, then it becomes acceptable for everyone to break every law. If everyone has this mentality, then law becomes obsolete. Why even bother having any laws if everyone feels that they can break them because they don’t agree with them? Gert believes that this mentality will lead into anarchy. As for software laws, Gert believes that because these laws are not unjust and are not causing any harm, it is not morally acceptable for anyone to be breaking the law. He claims that he does not know enough about the current laws to admit that there may be other more suitable and better laws that for this issue. However, that does not mean that software copying shouldn’t be illegal or have penalties. Gert states that illegally copying software cannot be described solely based on the â€Å"morally relevant issues, as it brings in one’s biases with regard to software†. People may only see it as doing a favor for a friend when they copy software. How can an act with good intentions possibly be immoral? According to Gert, it doesn’t matter of what the intentions were; motives don’t determine the morality of an action. In conclusion, for these reasons, Gert determines that copying software is not morally acceptable. II. Evaluation According to Gert, it doesn’t matter of what the intentions were; motives don’t determine the morality of an action. Here, I find myself agreeing with Gert. Just because you have good intentions, it doesn’t mean that it’s acceptable to violate the law. Hitler had good intentions, didn’t he? He wanted to cleanse his country and make his country better for the people he deemed valuable. Sure, he killed millions of people, but the good intent was there, right? Wrong. His intentions do not justify anything that he did. A person could justify burning software by saying that he is doing it to help out his friend, but his good intentions mean nothing. He still did something that was against the law, and therefore it is wrong. The second and last thing that I agree with Gert about is that it normally should not be acceptable for a person to break the law. The only time it is permissible is when the law is an unjust one that brings more harm than good to society. In America’s early years, did the settlers not eventually find King George’s rule to be unjust? Did we not find his laws and policies unbearable? Did we not oppose them and fight them? America was born by breaking the law! And this is acceptable! Why? Because it was against injustice. The only time a law can be broken is when it is unjust. We, as Americans, cannot argue with this. However, are piracy laws unjust? Gert certainly doesn’t think so. I’m not sure if I agree with him. A weakness that Gert has is that he admits that he does not know much about the piracy laws. He knows that there are laws making copying illegal, however, he does not explain them because he does not know enough about them to do so. It makes me wonder â€Å"if you don’t know everything about your subject, then why are making such an effort to persaude me to believe your opinion? † He loses credibility and this hurts him. If you are going to argue a viewpoint, I would prefer that the person pleading his case knows a lot about the subject matter. To be honest, I don’t think Gert knows a lot about the situation. He rarely actually talks about the core subject: copying software. Instead, he talks about the morality of breaking the law in general. He just happens to throw software piracy in there to add another example of the morality of breaking the law. This severely hurts his thesis and essay in general. Another weakness in this paper is the ‘slippery slope’ argument that he makes about breaking laws in favor for other laws. He claims that this will lead to anarachy. If people don’t want to obey the law because they think some other law would be better, how will this lead to anarchy? Couldn’t it be possible that it will just lead to the replacement of laws? If there is such replacement, how will it lead to chaotic anarachy? He does not explain why such a process will lead to anarachy; he just states that it will lead to it. Not only is his argument flawed, there is a flaw within the flaw. He can’t even explain his wrong reasoning. But then again, maybe that is the whole point of illogical reasoning: there is no logical reasoning! A final weakness that I found a couple of times in Gert’s essay is that he uses some faulty analogies. He compares software laws to speeding laws and drinking laws, among other breif examples. He uses these examples in his arguments about the morality of breaking the law. If one does not agree with the speed limits, he is not obligated to break them simply because he does not like them. If an 18 year old wants to drink when the legal drinking age is 21, he cannot do so just because he doesn’t agree with the law. Thus, if a person wants to copy a CD for their friend and it is illegal, he cannot do so. I don’t believe that piracy laws fall in the same field as speed limits and underage drinking. I think those problems impact society much more than a burned copy of Blue Oyster Cult’s â€Å"Don’t Fear the Reaper†. These are just different situations and they shouldn’t be compared on the same level. So it is morally acceptable to copy software for my friends? I personally believe so for a couple of reasons. I am guilty of illegally copying music and movies, and I see nothing wrong with anything that I have done. I’m a criminal justice major and I understand the piracy laws. I still see nothing wrong with it. If burning a CD or a DVD is so morally wrong, then why do stores provide the means of doing so? Stores sell burnable discs in which you can copy anything onto them. How can anyone be expected NOT to burn software or a CD? These discs aren’t illegal, but the act of copying is illegal. Yes, I understand that the original purpose of these rewritable CDs and DVDs were to be storage devices for personal work, but the times have changes as the technology has evolved. Do not provide the means of a crime if you do not want the crime to happen. I’m positive that the main reason why people burn software is because of the money involved. Downloading something is free. If I have a free option, then why should I bother buying something? If I only like one song on a CD, why should I have to shell out twenty-five dollars to buy the whole thing? CDs only cost companies ten cents to burn, and an additional two dollars for the packaging. I understand that there are labor fees to be paid as well, but why does the media industry have to charge their consumers, their lifeblood, these ridiculous prices? My laptop crashed recently. Nowadays, laptops are being sold with the software already installed onto the hard drive. This has added a hidden cost to the overall cost of the laptop. Along with this, no discs are provided. You’re paying for software that you have no legal copy for. When your laptop crashes, you no longer have the software. So when my laptop crashed, resulting in me buying a new hard drive, what did the technical support people tell me to do? They told me that I had to buy the operating system separately. It was an annoyance to do so, but it was an option. Do you know how much Windows Vista goes for? Two hundred fifty dollars. Well, there goes that option for this poor college student. My solution to my problem? I found a friend with Vista and I got him to copy the software for me. If the legal copy did not cost so much, I would have purchased it. I think that’s the root problem of this issue. If companies didn’t sell their software at such an absurd price, more people would turn away from illegal means of obtaining said software and actually acquire it legally. I see no problem with downloading software because of this key reason. Illegal copying and downloading of software, music, and movies is just something that isn’t possible to monitor. There are millions of people all over the world doing this. How can officials possible prosecute these people? How can they possibly track them down? Contrary to popular belief, there is no such thing as email tracking and there is no such thing as download tracking. There is no such technology to know exactly what illegal site someone has been on and downloaded something from. If you take my mp3 player, there is no way that you would be able to tell which songs I purchased and which ones I have illegally downloaded. It is the same situation if you took a look on my computer. Which files were obtained illegally? You’ll never know.

Fraud and Highest Embezzlement Case

Embezzlement: Attempting to Find the Easy Way Out Name School Envy and greed has existed since the beginning of time. Maybe we are born with those traits or maybe we are taught through life’s lessons. The rich are perceived as having a carefree un-stress-filled life. The reality shows and news stories of the wealthy buying yachts, taking lavish vacations with their Barbie doll mate, summer homes that are actually castles and extravagant parties. The rest of the world seems to be the servants of the wealthy. How can society not be envious or greedy to obtain what the few have in their life?Part of society is happy with their position in life; just being able to pay the bills, and take care of their family is what drives them. However, the other part of society wonder, â€Å"How have some individuals been gifted with monetary wealth? †, and their resentment builds. The â€Å"Get Rich† schemes are created. The individuals trying to make the quick buck will pressure their friends and family into buying the Mary Kay, Tupperware, or lending money to place bets on Sport games or a gambling weekend at the casino. All this under the assumption that they will make a great deal of money, and earn the respect of the wealthy elite.The most well know form of money schemes is embezzlement. An understanding definition of embezzlement comes from Global Legal Resources; it states: Embezzlement is a criminal offense which involves the fraudulent and secret misappropriation of money or assets by an agent to who the property has been entrusted. This occurs when a person obtains possession of the goods or money in legal, proper manner, but then appropriates them for his/her use without the rightful owner’s permission. Six (6) cases of embezzlement stand out in Modern day History.The first case is about Yasuyoshi Kato in 1997 who managed to steal $132 million from Day-Lee Foods, Inc. of Santa Fe Springs, California. At the time, Yasuyoshi was the Chief Fin ancial Offer of Day-Lee Foods. He managed to keep the game up for six (6) years by fraud and forged checks. Yasuyoshi, a Japanese citizen, wrote checks to himself and his wife, from the various companies’ accounts over the six (6) years. He even was so arrogant that he took out bank loans under the company’s name and manipulated the accounting books to cover the theft. Yasuyoshi bought umerous luxury homes, a citrus ranch, premium vehicles, unstable business ventures that failed, jewelry and extraordinary animals. He blamed his wife in court on the reasoning on why he performed the embezzlement. Stating she was always unsatisfied. Yasuyoshi was even so ignorant that when he was asked where the money was coming from, he stated he was a secret inventor of Nintendo. In 1997, Yasuyoshi Kato plead guilty to six felony counts. They ranged from mail fraud (Statute 18 U. S. C. Section 1341) to wire fraud (Statute 18 U. S. C. Section 1343).In the end, he was sentenced to 63 mon ths in a federal state prison and an additional five years of probation. This was the maximum sentencing at this time. (Marquet, 2010) The second largest case of embezzlement was Gilbert Beesmyer of Guarantee Building & Loan Association of Hollywood, California. He was found guilty in December of 1930 (Statute 18 U. S. C. Section 981), and length of the fraud is unknown but assumed to be less than one year. Beesemyer was able to steal the equivalent of $100 million in 2010 dollars using his position within the company as the founder, general secretary and manager.The Guarantee Building and Loan Association went broke because of Beesemyer’s actions. He stole the money in form of overdraft penalties, and repeatedly stated he planned to repay the money. Even though he was sentenced to 10 to 100 years to the San Quentin prison, he was released under parole in 1940. The community that had invested in Beesemyer’s bank was destroyed. Businesses failed, 2,500 families went bro ke, individuals went to asylums and thirty committed suicide. In the end, Beesemyer was able to live his life out to the fullest at age 97 in Baltimore Maryland. Marquet, 2010) Ricardo Carrasco, a Uruguayan national, was able to embezzle $97. 7 million from the BankBoston Corp located in Boston Massachusetts. As the same as the Beesemyer’s case, officials were unable to determine the length of the fraud. He was uncovered in 1998 at the age of 41. Yet, Carrasco suspected that the bank officials finally caught on to him, so he went into hiding. Carrasco started his association with the BankBoston Corp in 1977 at the Uruguayan branch. In 1998, the bank transferred him the Boston location. Carrasco executed fraudulent loans to an Oldemar Laborda in Argentina.Oldemar Laborda has been known for having a highly suspicious past. The FDIC ordered Carrasco to repay $73 million. The bank wrote off $66 million and even offered a $10,000 reward for information leading to his arrest. But t o this day, he remains a fugitive. (Marquet, 2010) The Chief Operating Officer of Tenens Corp. , dba Essex Street Associates of Beverly Massachusetts embezzled for seven years the amount of $72. 3 million. John Doorly started with the company as a clerk, and with hard work, was able to rise to the CFO position. The clients trusted him, the company trusted him.In the seven years, he transferred assets from the clients trust accounts to his own personal accounts. Doorly established personal credit cards that the company unknowing paid for. He even overcharged clients in the excess of $61 million for his services and so-called expenses on over-seeing their accounts. Doorly spent the money on gifts for his wife and mistress, and apartment for his son, vehicles, travel, airplanes and numerous failed business ventures. He forged the statements that were mailed to the clients, and even went as far as to deceive the outside auditors.Doorly’s new assistant, Kim Borans, was the one who found irregularities in the accounts. She immediately went to one of the officers of Tenens Corp to report her findings and suspicion of embezzlement. Doorly was fired and a forensic internal audit was conducted of his accounts. On March 201, Doorly was sentenced to 17-1/2 years to a federal prison. (Marquet, 2010) The fifth highest embezzlement case is Ausuf Umar Siddiqui, the vice president of Merchandising and Operations of Fry’s Electronics located in San Jose, California. He pled guilty of vendor fraud and kickbacks in the theft of $69 million.The scheme began in January 2005 and ended when he was finally caught in November 2008. Siddiqui had a base salary of $225,000 a year and was the supervisor of 120 employees in purchasing department. His department was responsible for purchasing merchandise on all Fry’s 34 locations. Siddiqui even went as far is to set-up a dummy vendor where he could embezzle the money. He stole the money to satisfy his gambling habit and the need to live the high life. At the time Siddiqui was caught he was being sued by three casinos, Planet Hollywood, Palms Casino and Trump Taj Mahal, for outstanding debt on gambling.Venetian Resort and Casino in Las Vegas reported that he gambled $17. 9 million dollars with them alone. An investigation showed that his gambling debt over a ten-year period is approximately $167 million. (Marquet, 2010) A case the hits close to home is the Koss Corporation. Sjuata Sachdeva was the Chief Financial Officer of Koss Corporation located in Milwaukee Wisconsin. She began her career with the company as a temporary worker, and within one year was promoted to vice president of finance. Over a span of twelve years, Sachdeva was able to embezzle $40. million by fraudulent funds transfers. She approved at least 204 wire transfers of funds from the company bank accounts to her personal American Express credit card. Also, Sachdeva issued more than 500 cashier’s checks from the company†™s accounts to pay for personal lavish expenses. On top of this, she informed other Koss employees to make fraudulent entries into the company’s books to conceal her theft. The theft was only caught after American Express notified Koss of unusally high volume of large transactions.Sachdeva used her illegally obtained money for a vacation home in Hawaii, a new Mercedes Benz, luxury travel, furs, designer shoes, art and jewelry. She had purchased some many items that she had two storage containers rented in Milwaukee. During the investigation, some luxury stores come forward stating that she had purchased items ans asked the store to hold the item for her until she came and picked it up. However, she never showed up. Sachdeva even had enough nerve to hold various fundraisers to flaunt her wealth in hopes of joining the socialate circle of Milwaukee.The Board of Trustees of Cardinal Stritch University was so impressed with her that she was offered a position to sit on their bo ard. To cover her theft, Sachdeva informed her friends that her husband, a pediatrician, made a couple million a year, and she made only half a million and they both came from wealthy Indian families. On Sachdeva’s sentencing day she made a statement of, â€Å"I stand before you today truly remorseful. You have been my family, my friends, and my co-workers for many years. I know you have been deeply hurt by my dishonesty in ways that I never intended. For eleven years she will sit in prison for her greed and envy. (Marquet, 2010) In every case examined, the US Code that has been violated is Chapter 31: Embezzlement and theft. Twenty-nine Sections of the Code have been created to cover every type of theft from public money, property or records to major theft of livestock. The state sentencing of embezzlement ranges anywhere from 45 months for felonies, six months for misdemeanors or 38 months of probation and including repayment of money and fines.The sentencing is determined by the monetary amount that is stolen. (US Code) The Federal Government oversees accusations of embezzlement for public agencies, banks, US courts, credit agencies and any program that received money from the Federal Government. Yet, Federal punishment is anywhere between two years to 30 years in prison. However, if the dollar amount of the embezzlement is less than $1000, then the sentence will be less than one year with a fine of only $1000. (Embezzlement Cases) People always are caught when it comes to greed and envy.The embezzler’s keep stealing thinking they are good enough to keep getting away with it, or maybe it is the lavish lifestyle that blinds them to the consequences. Why are the not happy with the large amount of salary that they receive as income from their careers? It is always more and more until they sit behind metal bars with nothing but a prison issued jumpsuit and a boyfriend named ‘Butch’. References Country. (n. d. ). Embezzlement Law. Law yers, Attorneys, Law Firms A– Find Legal Information. Retrieved April 20, 2012, from http://www. g. org/embezzlement. html Embezzlement Cases. (n. d. ). Defending your rights in the criminal justice system. Retrieved April 20, 2012, from http://www. defending. com/embezzlement-cases Marquet, C. (n. d. ). The Top 10 Embezzlement Cases in Modern US History. Marquet International. Retrieved April 20, 2012, from www. marquetinternational. com/pdf/top_10_embezzlement_cases_in_us_history. pdf US Code – Chapter 31: Embezzlement and theft. (n. d. ). US Code. Retrieved April 20, 2012, from http://codes. lp. findlaw. com/uscode/18/I/31

Cells Study Guide Biology

Soon of existing cells. Janet Plow demonstrated that the cell membrane is a physical structure, not an interface between two liquids. Lynn Amaryllis proposed the idea that certain organelles were once free living themselves. Cell Theory: All living things are composed of cells. Cells are the basic units of structure and function in living things. New cells are produced from existing cells. 2 Types of Cells: Eukaryote are cells that contain nuclei. They contain a nucleus in which their genetic material is separated from the rest of the cell.Prokaryote are cells that do not contain nuclei. They have genetic material the at is not contained in a nucleus. Section: An organelle is a specialized structure that performs important cellular function eons within an eukaryotic cell. A plant cell has a cell wall and a cell membrane while a animal cell has just a c ell membrane. Organelles: Nucleus: Contains nearly all the cell's DNA & with it the coded instructions for making proteins & other im portant molecules. (Both) Ribosome: small particles of RNA & proteins found throughout the cytoplasm m. Proteins are assembled on ribosome.Both) Endoplasmic Reticulum: internal membrane system, the site where lipid come moments of the cell membrane are assembled, along with proteins and other materials that are e exported from the cell. (Both) Googol apparatus modifies, sorts and packages proteins & other materials from the ERE for storage in the cell or secretion outside the cell. (Both) Lissome: small organelles filled with enzymes. Breaks down lipids, carboy drapes & proteins into small molecules that can be used by the rest of the cell. Also involved in b reeking down organelles that have outlived their usefulness.A) Vacuoles: sickle structures that store materials such as water, salts, proteins and carbohydrates. (P) Mitochondria: organelles that convert the chemical energy stored in food into compounds that are more convenient for the cell to use. Enclosed by two membranes (ou ter and inner) (Both) Chloroplasts: organelles that capture the energy from sunlight and convert it I onto chemical energy in a process called photosynthesis. (Plant) Cytoplasm: portion of the cell outside the nucleus. (Both) Cytokines: network of protein filaments that helps the cell to maintain its shape.The cytokines is also involved in movement. The two principal protein filament s that make up the cytokines are nonconformists and microbes. (Both) Centurion: One out of two tiny structures located in the cytoplasm of animal CE ASS near the nuclear envelope. (A) Cell Membrane: Regulates what enters & leaves the cell & also provides proto action & support. (Both) Cell Wall: provides support and protection for the cell. (P) Both chloroplasts and mitochondria are surrounded by two membranes. The y both contain their own genetic info in the form of small DNA molecules.