December 19 , 2017 Essays - Identity Documents, Government, Passport

December 19 , 2017 Efficiently Getting a Passport Traveling around the world is not as traveling in your home country . Many people may want to travel out of their countries for different purposes like vacation, tourism , curative , job, or immigration . In local traveling, you often use ID for showing your identity. Countries' governments have established passports as they are travel documents that certify the identities and nationalities of their holders. Although some people think the process of getting a passport is complicated, it can be easier and faster getting a passport by gathering required documents , preparing application and fees , and attending interview . Gathering required documents is the first step to efficiently get a passport . Documents like birth certificate and estate ID . They have to be original copies , otherwise they will reject. Attach with the original copies black white copies for all documents and two passport photos for you. My friend lost the original copy of the birth certificate so the USCIS informed him to apply for a birth certificate then he could come back to apply for a passport. Preparing application and fees is the second step to apply for a passport. Passport application is free and you can download it online then print it out or go in person to any post office and obtain one for free. Application should be filled with the correct and exact data as in birth certificate and it must not be singed. My cousin forgot to read the application instruction as he applied for a passport for the first time and signed the application. This led to that USCIS reject his application and asked him to start over again with new application . Attached the cash money or check with the application. Find Post office nearby and submit all documents in person. The post office clerk will give you back the original copies after he confirms them. Collecting all needed documents is the first thing you should do. Attending an interview appointment is the last step to efficiently get a passport . After USCIS reviewing your documents and confirm s your eligibility , it will schedule you for an interview appointment. You should be prepared and organized. There will be so easy questions and you will be asked to do fingers print. After all that you will be notified with the date that you will be received your passport. USCIS sometimes takes four to six weeks to print your passport, so you should apply for a passport weeks earlier from your trip. While some people think procedures of getting passport are hard and confusing , it can be efficiently easy by gathering required documents, preparing application an d fees, and attending interview . Some people said that they didn't need passports but unexpected things happened and they changed their minds. They needed to be more extra fees for expedite the process of issuing passports. Resources: https://www.usps.com/international/passports.htm

Examples of the Verb Ride, Including Ride Past Tense

Examples of the Verb Ride, Including Ride Past Tense The verb ride means to sit on and control the movement of a means of transportation such as a bike, car, or a horse, as well as to be a passenger being conveyed in or on such a means of transportation. The verb is used in English to express how a person or thing is using that transportation, such as, I rode in a car or He rides a horse. Ride is an irregular verb because it does not take a regular conjugation pattern. For example, the verb want is a regular verb in English, where the present tense is simply the verb, itself, often preceded by a pronoun, such as I want, or an infinitive, such as to want. For a regular verb in the past tense, you would simply add ed, as in I wanted. By contrast, ride is an irregular verb because its conjugations do not follow the pattern of a regular-conjugation verb such as want. The verb takes the same conjugations as the irregular verb drive, for example, which conjugates with a pattern of drive-drove-driven, depending on the tense. The verb ride, then, is the same as a regular verb in English, taking the form ride in the present tense. But in the past tense, the root changes, with the i changing to o, to form the verb rode. The past participle is completely different, but more on that below. Key Takeaways: The Irregularity of Ride The verb ride does not follow a regular conjugation pattern.  Its conjugation pattern is the same as for the verb drive, which conjugates as drive-drove-driven, depending on the tense.In the present tense, the conjugation of ride is the same as for a regular verb taking the form ride.In the past tense, the root changes, with the i swapping out for o, to form the verb rode. The past participle is ridden, as in: He has ridden the bike. Conjugating the Verb Ride It can be helpful for English learners to view the basic conjugations of a verb. The table provides conjugations for ride in the present, past, and past participle tenses. Present I ride you ride he/she/it rides we ride you ride they ride Past I rode you rode he/she/it rode we rode you rode they rode Past Participle I/you/he/she/it/we/you/they (have) ridden Note that the base form is  ride, the simple past tense is rode, and the past participle is  ridden. Example Sentences of the Verb Ride Here are sentences of the  verb  ride in nearly all  tenses  including active and passive forms, as well as  conditional  and  modal  forms. The tense is indicated in bold, followed by a brief explanation of when to use the particular tense, together with three example sentences. Present Simple This is the basic present tense. Use it to indicate something that occurs in the present. He rides his motorcycle to work.They ride to work together.I like to ride my horse. Present Simple Passive Though using passive voice is not considered the best practice for writing, there are conjugations for this voice, including for the verb ride. Use this form of the passive voice to express something that is happening to or being done by someone. That horse is ridden by Tom.The mower is ridden by Joe.The bus is ridden by the passengers. Present Continuous The present continuous is used to express an ongoing action. Were riding our bikes to the park this afternoon.They are riding the horses to the track.Sally is riding her scooter. Present Continuous Passive This tense is similar to the present continuous but in passive form. The horses are being ridden by tourists at the moment.The scooter is being ridden by Sally.The horses are being ridden to the park by them. Present Perfect The present perfect connotes an  action or situation that started in the past and continues in the present. Have you ever ridden a horse?They havent ridden their scooters for years.She has ridden her bike to work for six months. Present Perfect Passive This tense is similar to the present perfect but in the passive voice. Has that horse by ridden yet?The scooters havent been ridden by them for years.The bike hasnt been ridden for months. Present Perfect Continuous This tense is used to  refer to an unspecified time between before now and now. We have been riding bikes since 9 a.m.She has been riding the open road since last night.He has been riding his scooter for the past three hours. Past Simple The past simple is, as the name implies, the simple past. It expresses an action that occurred and was completed, in the past. He rode his bike to work last week.She rode her scooter to work.The passenger rode in the car. Past Simple Passive This tense is the same as the simple past but in the passive voice. That motorcycle was ridden by Elvis.The scooter was ridden by her.The horse was ridden by the equestrian competitor. Past Continuous The past continuous shows that an ongoing  action was happening at a specific moment in the past. He was riding his bike when his cell phone rang.She was riding her scooter to work when the police officer gave her a ticket.The equestrian competitor was riding her horse when she was stopped by a fan. Past Continuous Passive As in the other tenses, the past continuous passive is the same as the past continuous but in the passive voice. The horse was being ridden by Jack when it fell.The scooter was being ridden by her when a policeman stopped her.The bike was being ridden by him when his cell phone rang. Past Perfect The past perfect refers to something that occurred in the past before another action in the past. They had already ridden the horse before they bought it.She had already ridden the scooter before she got into an accident.He had already ridden the bike when he got a flat. Past Perfect Passive This tense is the same as the past perfect but in the passive voice. The horse had been ridden before it was sold.The bike had been ridden before its tire went flat.The scooter had already been ridden when it was in an accident. Past Perfect Continuous This tense expresses  something that started in the  past  and continued until another event happened, also in the  past. They had been riding for two hours when the accident happened.She had been riding for an hour before she received a ticket.The competitor had been riding for two months before her first fan approached her. Future The future tense expresses something that will happen in the future. She will ride her bike to work.He will ride with the other passengers.The competitor will ride the horse at the nationals. Future   passive The future passive expresses a future action but in the passive voice. That horse will be ridden by the queen.The scooter will be ridden by her.The bike will be ridden by the commuter. Future Continuous This tense expresses an action that will start and continue in the future. This time next week we will be riding our motorcycles down the highway on holiday.By next year, we will all be riding scooters to work.By the time I get to Phoenix, Ill be riding a train. Future Perfect The future perfect expresses an action that starts and finishes at some point in the future. She will have ridden all the horses in the stable by the end of the month.The commuters will have ridden the scooters to work 100 times by the end of the year.By the time I get to Phoenix, I will have ridden for 66 hours. Future Possibility The future possibility expresses something that might happen in the future. She might ride Lucky.The gambler might break even.The commuter might save time if he takes a different route. Real Conditional The real conditional expresses uncertainty about whether an action will occur. If she rides her motorcycle, she will change her clothes.If he commutes by bike, he will save money.If the jockey rides the horse Affirmed, he will win the race. Present Modal Modal verbs are  auxiliary (helping) verbs that  express ability, possibility, permission, or obligation. The present modal expresses these things in the present. She should ride that horse.I may ride that scooter.She might get a ticket if she rides too fast. Past Modal The past modal is similar to the present modal but in the past tense. She cant have ridden her bike!I might have ridden that scooter, but Im not sure.She might have ridden to fast before receiving a moving violation. Quiz: Conjugate with Ride Use the verb to ride to conjugate the following sentences. The quiz answers are listed below. In some cases, more than one answer may be correct. That horse _____ by Tom._____ you ever _____ a horse?He _____ his bike when his cell phone rang.She _____ her motorcycle to work next week.If she _____ her motorcycle, she will change her clothes.He _____ his bike to work last week.That motorcycle _____ by Elvis!He _____ his motorcycle to work.We _____ bikes since nine this morning.If she _____ her motorcycle, she will change her clothes. Quiz Answers is riddenHave riddenwas ridingis going to rideridesrodewas riddenrideshave been ridingrides

Retailing Fast Food Industry Essay Example | Topics and Well Written Essays - 5250 words

Retailing Fast Food Industry - Essay Example Fast-Food Industry, Encyclopedia Article, 2007 In 1950 expansion of street network and motor industry exhibited transformation in standard of living to balance it with food provision and first ham burger companies' projected this change of life style. Subsequently, increased mobility and modern way of living gave importance to work and women work force sprouted into power. Thus there was no time left for women to prepare food at home. Money was spent in buying fast food meals instead, as women could not find sufficient time to cook at home, they preferred buying it. As nature and scope of business changed so did fast food industry. It went through recognizable transformation in the last decades. Presentation and preparation of food was linked with technological improvements which enhanced the preservation of uncooked and precooked food. For example introduction of microwave helped prepare food quickly. Presentation and preparation of food transformed with the influence of technological and electrical appliances. Thus the use of cutlery and crockery was replaced by modernized concept of "eat with your fingers ". Another technological influence over the fast food customers was packaging. This trend of packaging allowed disposal of material which was made of plastic, cardboard, and polymers. This paved a channel for uniformity of expectations to ignite. Undoubtedly, Presentation of food and variables became fundamentals of traditional restauranteuring. Schlosser, 2001. Richardson, Aguiar, 2004 pg1 According to Rault -Wack and Bricas 2002 cultural and collective identities can be formulated through the medium of food and its impact on ones lives. Names can be associated with particular products and service to crave corporate identity through symbolism. Primarily brand association and identification targets evolution and consolidation of strong corporate identities. In the UK American hegemony in presentation and preparation of food formulates a model of cultural and collective identity. This ideal provides consumers with uniformity and repeated experience. Richardson, Aguiar, 2004 pg1 Credit of the standardized chain-owned fast-food concept goes to the American subsequent innovations which improved the efficiency of their functioning, leading to their efflorescence through franchising. Emergence of standardized chain can be traced to White Castle Company and the first store opened by Walter Anderson and Edgar Ingram in 1921. Fast-Food Industry, Encyclopedia Article, 2007 Food industry is associated with provision of food in restaurants, outlets or in packed form being available to the customer in the shop or at home in packed shape. It is linked with hotel and catering industry. Fast food retail implies the sale of the end product or completed project with four generic characteristics. Generic quality of fast food puts hamburgers, fish and chips, scooped ice cream, kebabs, fried and broiled chicken, chips or French fries, pizza, Chinese and Indian takeaway food, sandwiches, and drinks and food products into one category. Traditional retail outlets can be seen

Outline the key features of cultural criminology Essay

Outline the key features of cultural criminology - Essay Example In other words it can be understood that crime is very much a human act and if we take out the civilization clause from the dictionary of human society and make it equivalent to the savagery, this crime is not exactly something which can be termed inhumane. It's something present in very nature of humans and they technically possess every characteristic of an animal. It is a threat that is comparable to anything that has been faced by the society in past but is actually a very intelligent form of threat that waits for the opportunity to transform its ability into an act of crime under the influence of desire. Hence this phenomenon of crime is basically an action which involves at least two human beings with one being the perpetrator and the other one is the victim. Crime prevention is another part of the solution that has to tackle the social complexity of crime. Though the legal procedures and enforcement agencies are very much present to redress the problem, they have miserably failed to provide something which will have some long term impact. They actually provide security either through prosecution or through prevention. Prosecution leads to arrest and a whole lot of legal procedures including the judgment and imprisonment. Prevention deals with stopping a criminal from committing something heinous. The option of committing a crime is to be closed. Hence the target issue is the creation the hindrance for a criminal through wide spread precautionary measures being implemented through every single home to any of the working place or public place present in the locality. The important point is to shield oneself from being a victim. The crime and its different techniques have to be made understood to each and every person. Right from the begin ning i.e., during childhood, one should be made aware of the prevention procedures and the importance of it has to be made a part of the complete thought process. But still after this much precaution the outcome of these procedures has been found to be very much limited and the crime rate is on its way to rise and rise. The most important thing is to act against the cause that make a criminal rather than reducing the opportunities for him to commit some crime. We have to realize that this criminal has been developed from this society only and the problem is in the social pattern and due to these patterns we have to face certain people who have got out of the normal way of social life and are acting against the group of which it is a very important part. So the new crime prevention should deal with the very cause of creation of a criminal and factors fuelling its growth. Criminology for Crime Prevention The humans have reached to the current age of information after getting a number of destruction and wars. Initially, it had to fight adversities of earth and its surroundings and after the formation of some civilization, it had to fulfill the expectations of the society and associated challenges as well as the responsibilities that came up along with the evolutionary process. The criminal instinct is the outcome of the

Video Games and Violence Essay Example for Free

Video Games and Violence Essay Video Games and violence a topic that has caused many a spirited debate both in the classroom, and amongst parents and children. There are plenty of arguments both for, and against the issue. However, there is research out there that shows that large amounts of time spent playing violent video games can contribute to aggressive behaviors, poor academic performance, and desensitization to violence in adolescents. The debates all begin withviolent video games contributing to aggressive behavior both in and out of the classroom. Reports show clear evidence that exposure to violent video games increases aggression in terms of behavior, cognition, and effect, including serious real world aggression, and violence. (Kutner, Baer, Beres, Warner, Nicholi II, 2009). Things such as trait anger increase the odds. Violent game play was linked to high aggression in people that had high anger traits, as well as to a lesser extent to those with moderate and low anger traits. (Kutner, Baer, Beres, Warner, Nicholi II, 2009). Studies showexposure to M rated games is a strong and significant predictor for adolescents engaging in aggressive behaviors like bullying, and fighting. Results also showthat the results are dose related, meaning the more time the child spends playing the game the higher the odds. The numbers go up as much as 45%. M rated game play was an even stronger predictor for this behavior appearing in adolescent girls. (Kutner, Baer, Beres, Warner, Nicholi II, 2009). The classroom is also where the effects of violent video games can be seen. Concerns are rising among parents, educators and health care professionals that there is a dark side to 1 excessive game play. Studies show that parts of the brain that trigger feelings of addiction are activated during game play. Sign of video game addiction include lying about time spent playing, plummeting grades, loss of key relationships, scholarships, and isolation. Children begin to choose the game over participating in school activities, social activities, chores, and homework. For example a ninth grader plays a game with members of the group from around the globe, his parents tell him it’s time to get homework and chores done. The child sends an email to the group saying he is dropping off line. This causes chaos, he gets responses like† are you nuts! We are in the middle of a mission. † The group dynamic takes priority over everything else. An anonymous mother and physician tells of howher son went from a thriving student to user. His grades plummeted, he failed all his classes, lost his scholarship, and is now trying to rebuild his life. Membership becomes so important it becomes hard for the child to separate the fantasy from reality. The more they play the more they begin to identify with the character, and members of the group. Once this happens some type of intervention is usually needed. (Wagner, J. (2008). Professionals feel that violent video games can also contribute to desensitizing adolescents to every day violence, and human suffering. What are seen as horrific, and violent events are just an everydayoccurrence. Most people would never expose their children to violent, or mature content depicting killing law enforcement, and civilians. However, one of the most top cited, and played games among adolescents is Grand Theft Auto, which includes all of the above, and more . (Kutner, Baer, Beres, Warner, Nicholi II, 2009). Professionals feel games like this have an even greater effect on adolescents than slash, and gore movies. Studies show that games like Quake IIeffect how a child sees things after gameplay. If they were angry going into the game, it affected their outlook after gameplay. 2 The debates will continue on video games and violence. Will there be problems with every child? No, of course not. However, evidence is out there to support the fact that video games and violence cancontribute to aggressive behaviors, poor academic performance, and desensitization to violence in adolescents. Parents, educators and Medical professionals can work together to lessen the odds. However, monitoring, boundaries, and playing an active role in the child’s activities are still the best defense. 3. References Kutner, L. A. , Baer , L. , Beres Olson, C. K. ,in, E. V. , Warner, D. E. , Nicholi II, A. M. (2009). M-Rated Video Games and Aggressive or Problem Behavior Among Young Adolescents. Applied Developmental Science, 13(4), 188-198. doi:10. 1080/10888690903288748 Green, J. , Dunn, E. C. , Johnson, R. M. , Molnar,B. E. (2011). AMultilevel Investigation of the Association Between School Context and Adolescent Nonphysical Bullying. Journal Of School Violence, 10(2), 133-149. doi:10. 1080/15388220. 2010. 539165 Report, Wagner, J. (2008). When Play Turns to Trouble. U. S. News World 144(14), 51-53.

Laptop Computers: School Utilization and Student Achievement :: essays papers

Laptop Computers: School Utilization and Student Achievement It has become all too evident in today’s society that there is a need for a quality, successful education system. The need for skills in technology are also obvious. Schools across the nation are now trying to achieve both of these goals by providing a laptop computer to each student. Principal John Kozusko, an administrator at one such school claims, â€Å"It’s like a world apart. It’s changed the way teachers teach†¦the way they think about kids.† (Chute, 2000  ¶4) According to Speaker Rick Johnson of the Michigan House of Representatives, â€Å"Students have progressed from learning about computers to learning from them.† (Johnson, 2003,18) This paper will examine how laptops are being utilized in schools and the effect that they have on student achievement. Participation The movement to use laptop computers to provide a first-rate education to all students has quickly been spreading across the nation. Throughout the United States, Microsoft has counted more than 125,000 students and teachers at 800 schools participating in such programs. (Chute, 2000) In researching this topic, I have found documentation of programs in elementary schools, middle schools, and high schools in a number of different states. These states include, but are not limited to, New York, Maine, Pennsylvania, California, Michigan, and Texas. Some schools fund the program on their own, often starting with a pilot program and expanding as funds become available. (Seeing is, nd) Others collaborate with corporations such as Microsoft and Netschools. (Chute, 2000) Additional funding has come from sources such as business donations, personal monies, federal funds, and bond money. (Corcoran, 2002) Laptop Usage The cases described throughout this paper all include schools that provided laptops for students and/or teachers so that the student to computer ratio was 1:1. As stated above, for some schools this was done with a pilot group, while other schools provided computers to all students. Students are then required to bring their laptop to class, ready to use, just as they must bring their textbooks, pencils, and other necessary materials. (Chute, 2000) They are also responsible for charging the battery for their computer and transporting their computer to and from school on a daily basis. How the computer is equipped varies depending on the make of the computer and the operating system and firewalls set up by the schools.

Psychology discussion Essay

The findings from this research that trigrams in an organised list will be recalled better than those in a disorganised list have supported the evidence of Millers theory. Miller (1956) found that the magic number 7+-2 can be increased using the method called chunking. This would relate to this piece of research as the amount of individual letters remembered was a lot bigger than the value 7+-2. Participants in the organized condition on average recalled about twenty one letters, and in the disorganized condition they recalled about nine letters. This supports Millers view; that more items can be remembered if they are recalled in â€Å"chunks†. This experiment can be extended to investigate the theory of expert chess players having better chunking abilities than novice players (Chase and Simon (1973)). The expert chess players could recall more information about the relationship of chess pieces than those of amateur chess players, the expert’s could recall up to 30 pieces of information, compared to only seven pieces for amateur players. This links to my experiment because using the technique chunking on an organised and disorganised list of words, led to an improvement in the number of trigrams recalled in the organised condition rather than the disorganised condition. In the organized list around 21 individual letters were recalled, compared to only 9 in the disorganized list. This supports Chase and Simons view that chunking can lead to better recall. My experiment was based on a previous study by Bowers in 1969; the results produced are similar to those obtained by Bowers. Table comparing the result of my study and Bowers study: This Study Bowers Study Average words recalled % of Words Average words recalled % of Words Organised 7. 1 71% 16. 9 65% Disorganised 2. 9 29% 4. 94 19% The results are quite similar although the results above have a higher percentage of words recalled for both the organised and disorganised list compared to Bowers results, however this is due to the fact that more words were involved in Bowers list: – 26 compared to the 10 words used on my list. This will have had an affect on memory as the participant is challenged to remember more words. Bower used a theme of minerals; whereas in my experiment it involved a mixture of random trigrams. This could have affected the ability to recall; especially if Bowers’ participants had greater knowledge than others. However this problem did not occur in my experiment as it was not based around one particular theme. On the whole my results are similar to those obtained by Bowers. E2- Strengths and Weaknesses of the investigation: A strength of this investigation was the method used. This was a laboratory experiment. This method was very reliable and accurate as it allowed manipulation and full control over the variables (i. e. whether the participant is given the organised or disorganised list of trigrams). Therefore the results which were obtained were reliable, and the experiment could be easily replicated by another researcher. A strength of this experiment was that ethics was taken into consideration as informed consent was used to gain approval from the participant, to take part in the experiment. Participants were told they were taking part in a psychology experiment. Also confidentiality was abided by as well as all participants had the right to withdraw there results at any time, also none of their personal details were taken such as names and address. A weakness of this experiment could be the design; as an independent groups design was used; there may have been individual differences between participants. As those participants in the organized condition may have been more intelligent than those in the disorganized condition; this could have lead to them recalling more trigrams than those in the disorganized condition. E3- Consideration of alternative method: An alternative method could be used to test the affect of organisation on memory recall rather than an experimental method. A field experiment can be used so the test can be carried out in a natural setting. The new test can be carried out in school; for example a teacher can carry out an examination on students by testing a group of students to remember a list of abbreviations. This would be testing the ability to recall organized trigrams. Another classroom could be asked to play a game; where their partner gives them three random letters; if they answer a question wrong in a quiz they must recall the three letters they were told at the beginning. A new disorganized trigram would be used every time a question was answered incorrectly. This would then allow you to test the ability to recall disorganized trigrams. An advantage of this over the other method is that it would be carried out in participant’s everyday settings; therefore it would be more realistic, which would give the experiment more ecological validity. This method will also reduce demand characteristics. Students will believe that this is a real test, and therefore they will pay attention and take the task seriously. Although they will not know it is a task into memory; they will believe it is an important test. This method would be relevant for the aim and hypothesis of the study, as it would show if there is a clear difference, in the organized and disorganized trigrams recalled and it would also improve the reliability of the results. E4- Application of findings and suggestion for future research: In conclusion, this investigation has found that 16-18 year olds on average recall more trigrams from an organised list than a disorganised list. This research has proven that chunking and organization does increase the capacity of short-term memory. Therefore a link can be made to the real world for example if someone has to remember security numbers or phone numbers. Short codes can be chunked into one unit, although longer series of numbers like phone numbers may be chunked into two or three sections. This will help to aid recall, also chunking and organisation can help with revision. For example, by revising from notes arranged in an organised style this should organise the data in the brain and encourage better recall in exams and therefore good exam results. This research can also be applied when people do daily shopping. For example items of a similar nature can be chunked together into one group, e. g. , peas, cabbage and broccoli could be chunked under a vegetables group, so that they can be remembered as one chunk rather than three individual units. This research can be applied to future research by investigating if using chunking technique for exam revision can aid better recall thus better exam results. For example teachers could hold revision session’s using call cards which are chunked into small amounts of detail for the student to remember. They can then test to see if students with revision aids did better than those without.