SWAT team Essays

SWAT team Essays SWAT team Essay SWAT team Essay More SWAT teams sprang up around the nation throughout the sixties seventies, where they were most needed. For instance, in 1975, the Fresno Police Department put together a SWAT team that consisted of ten men – two sergeants and eight deputies. They armed themselves with weapons confiscated from properties and evidence. That same year, in San Jose, California, Fred Solomon stabbed and tried to rape a woman in her home. When her children called police, he led his pursuers on a chase across San Jose. During the chase, Solomon stole three vehicles, threatened various people, kidnapped and shot a doctor. Finally, Solomon hijacked a Continental Airlines 727. He was brought down by a sharpshooter on San Jose’s SWAT team (UPI, 1975). The SWAT concept was so new in 1975 that newspapers had to explain to their readers what the initials stood for. In 1977, a group called MOVE holed themselves up in a house, along with rats, dogs and excrement. When neighbors complained about the smell, inspectors had gone to investigate, but were blocked by MOVE protestors. Police then went in to aid the inspectors. When one of the officers spotted a gun in the hand of a MOVE member, he asked her to throw down her gun. Instead, MOVE opened fire on the SWAT team below. The members then threw a little girl out of their basement window as a shield. A plainclothes officer rescued her, and the SWAT team managed to capture automatic weapons and ammunition that the group had stored in its house. Some of MOVE’s members were then charged with murder. Their children were taken, given baths, and turned over to Welfare, because MOVE was against soap, and burying garbage (UPI, 1978). In 1979, a San Diego sixteen-year-old, who had received a gun as a Christmas present from her father, opened fire on teachers and students at an elementary school. She killed the school’s principal, a custodian, and an officer who attempted to bring a wounded child to safety. She also wounded children from age six to age twelve. The school was across from her home, which SWAT officers surrounded. Through negotiation, they convinced her to come out from her barricade. The girl claimed she had been trying to â€Å"cheer up† a Monday (UPI, Sniper kills two in school yard, 1979). In 1980, prisoners in Santa Fe, New Mexico took over the New Mexico state prison. Prisoners began fighting other prisoners, leaving more than twenty-seven inmates dead, before the SWAT team went in and regained control. The deaths were brutal and caused by mutilation and burning. Reports said that the brutality was unthinkable. The SWAT team managed to keep all the hostages alive, overcoming the power of around 250 inmates. Here, the SWAT team demonstrated that the usual police power was not enough for specialized cases. The ability of SWAT officers to avoid unnecessary violence was showcased as well (UPI, 1980). In 1984, the SWAT team was called in, when Olympic athlete, Kari Swenson was kidnapped by mountain men as she was jogging. When Swenson’s friend Alan Goldstein found her and tried to free her, the men shot and killed him. Swenson herself was also shot in the gunfire, and nearly bled to death, but the athlete was found in time and rushed to the hospital. Her captors, Don and Dan Nichols managed to escape. Therefore, the SWAT team, using high-technology equipment and flying helicopters, were asked to search for them (Anez, 1984). Although the team did not succeed in its initial attempts, the two mountain men were brought into custody later in the year (Hauser, 2008).

Make Spanish Your Browser Preference

Make Spanish Your Browser Preference Are there are some websites that are made in more than one language. Is there a way you can make them automatically appear in Spanish rather than English when you go to them? How to Set up Your Browser to a Spanish Default It is usually fairly easy, especially if your system is less than three or four years old. Here are the methods you can use with the most popular browsers. All of these have been tested with Microsoft Windows 7 and/or the Maverick Meerkat (10.10) Ubuntu distribution of Linux. Approaches here are likely to be similar with earlier versions of the software or with other operating systems: Microsoft Internet Explorer: Select the Tools menu on the upper-right of the page. Under the General tab, click on the Languages button near the bottom. Add Spanish, and move it to the top of the list. Mozilla Firefox: Click on Edit near the top of the screen and select Preferences. Select Content from the menu, then pick Choose next to Languages. Add Spanish and move it to the top of the list. Google Chrome: Click on the tools icon (a wrench) on the upper-right of the page, then select Preferences. Select the Under the Hood tab, then Change font and language settings under Web Content. Select the Languages tab, then add Spanish to the list and move it to the top. Apple Safari: Safari is designed to use the language that the operating system has as its preference, so to change the browsers preferred language you end up changing the language of your computer menus and possibly the menus of other applications as well. An explanation of this is beyond the scope of this article; various hacks of Safari also are possible. Opera: Click on the Tools menu and then Preferences. Then go to Select your preferred language at the bottom of the General tab. Add Spanish to the list and move it to the top. Other browsers: If youre using a browser not listed above on a desktop system, you generally can find a language setting by selecting Preferences and/or Tools. Mobile browsers, however, generally rely on the system settings, and you may not be able to change the preferred language of the browser without also changing the preferred language of your entire system. Try Your Preferences To see if your change in language preferences has worked, simply go to a site that offers content in multiple languages based on browser settings. Popular ones include the Google and Bing search engines. If your changes worked, the home page (and search results if youre testing on a search engine) should appear in Spanish. Note that this change works only with sites that recognize your browser configuration and act accordingly. For other multilanguage sites, which usually display in English or the main language of the home country by default, youll have to pick the Spanish-language version from the menus on the site.

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

EU law - Essay Example All of these rights were previously established in the EC Treaty. Also relevant in relation to citizens’ rights is article of the European Charter of Fundamental Rights, which binds the institutions, bodies and the Member States when they implement EU law. This paper examines the effects of Lisbon treaty. An overview of other treaties Before the signing the Lisbon treaty, the European Union entered into different treaties that lead to the Lisbon one. This section outlines these treaties. The European Coal and Steel Community treaty (ECSC) (Treaty of Paris): this treaty was signed in 1951 in Paris creating regional institutions meant to manage trade of coal and steel. Members who signed this treat included France, Italy, West Germany, Netherlands, Belgium and Luxembourg (Chalmers, 2006). European Economic Community (EEC) Treaty (treaty of Rome): This was signed in 1957 by the same countries that formed treaty of Paris. On the same day, another treaty European Atomic Energy Comm unity (the EURATOM Treaty), was signed by the six countries. Other important treaties that followed included. European Communities (the Merger Treaty of 1965): This treaty merged the three previous treaties (ECSC, EURATOM and EEC) to create the European Communities, as known as the community Market, which was signed in 1967 (Chalmers, 2006). Upon the signing of this treaty, key institutions of the European Union were formed; this included the European Commission, the European Parliament, the Council of Ministers and the European Court of Justice. Single European Act: this important treaty was reached in 1987, which amended the previous three founding treaties, thus creating an â€Å"internal market† for member states; the market was implemented in 1992. The goals of this treaty included forming a single currency and creating a free market. The Treaty on European Union (the Maastricht Treaty): this was reached in 1992 but was enforced in 1993, creating the European Union, whic h was based on the European Communities. This particularly treat founded a â€Å"three pillar† system. The last treaty signed before the Lisbon treaty was the Treaty of Amsterdam, signed in 1997 that was enforced in 1999.this treaty amended and also renumbered the European Union and the European Community (Chalmers, 2006). Lisbon Treaty: provisions on Democratic Principles Democratic principles provided in the Lisbon Treaty fundamentally purposed to enhance the democratic authority of the Union in the Preamble. These new reforms mainly strengthened the role of the European Parliament, country parliaments, as well as providing for citizen’s initiatives, with an aim of increasing democratic legitimacy of the European Union. The Treaties contained provisions focused at cementing democracy in its representatives as well as their participatory dimensions by founding new participatory mechanisms, like the European citizens’ initiative, and new guides of communication and information with the European civil society. The European Parliament (EP): The Lisbon Treaty moved one step ahead in regard to the idea of representation by establishing that the European Parliament should be composed of representatives of the Union’s citizens, appointed for five years through direct universal suffrage in a free and fair secret election. According to these regulations, the European Council had to determine through accord, on the initiative of its Parliament, future composition of the latter

FDT 1 week 4 Essay Example | Topics and Well Written Essays - 250 words

FDT 1 week 4 - Essay Example Pena-Nieto’s administration should consider applying border initiative-operation Rio Grande. Rio Grande centralized local, state, county and federal law enforcement intelligence. Similarly, Pena-Nieto’s government should use current available assets including the National Guard under the supervision of Texas Homeland Security Director (Hesterman, 2013, p. 153). There should be viable strategies aimed at enhancing security at the Mexico-Texas border. Sustainable techniques include paying officers overtime to enhance patrols, coordinating state agencies, and sharing information with federal agencies (Hesterman, 2013, p.154). Pena-Nieto’s government should initiate programs that offer ammunition and training to law enforcers and oversight of security agencies operating at the Mexico-Texas border. Currently, Pena-Nieto’s government uses the army to conduct police related activities, in contradiction of provisions outlined under the Posse Comitatus law. Nieto has an established and healthy working condition with bordering countries. The administration employs foreign-based agents to work in coordination with Interpol and other international organizations on drug-related issues (Gaines, 2011, p. 231). Employment of more law enforcement agents is a key success of the administration in addressing challenges of drug cartels along Mexico-Texas

Describe the Expected Pattern of Children Essay Example for Free

Describe the Expected Pattern of Children Essay Gradually develops ability to hold up own head. Makes movements with arms and legs which gradually become more controlled. Rolls over from front to back, from back to front. When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms. Watches and explores hands and feet, e. g. when lying on back lifts legs into vertical position and grasps feet. Reaches out for, touches and begins to hold objects. Explores objects with mouth, often picking up an object and holding it to the mouth. Enjoys the company of others and seeks contact with others from birth. Gazes at faces and copies facial movements. e. g. sticking out tongue, opening mouth and widening eyes. Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements. Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears. Responds to what carer is paying attention to, e. g. following their gaze. Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin. Turns toward a familiar sound then locates range of sounds with accuracy. Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Looks intently at a person talking, but stops responding if speaker turns away. Listens to familiar sounds, words, or finger plays. 1 – 2 years Walks alone and stands on tiptoe Climbs on furniture and begins to run Builds a tower of six or more blocks Empties objects from a container Becomes aware of his or her identity as a separate individual May become defiant Becomes interested in playing with other children Separation anxiety begins to fade Speaks about 50 words Links two words together Uses some adjectives (big, happy) Speaks clearly enough for parents to understand some of the words Begins to play make-believe Begins to sort objects by shape and colour Scribbles Finds hidden objects 2 – 3 years Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Builds a tower of nine or more blocks Manipulates small objects and turns book pages one at a time Imitates parents and playmates Takes turns Expresses affection openly Easily separates from parents Speaks 250 to 500 or more words Speaks in three-and four-word sentences Uses pronouns (I, you, we, they) and some plurals States first name Asks why questions Correctly names some colours Copies a circle Understands the concepts of same and different 3 – 4 years Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Uses scissors Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Answers simple questions Speaks in complete sentences Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understand Becomes involved in more complex imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night 4 – 5 years Stands on one foot for at least 10 seconds Hops, swings and somersaults May learn to ride a bike and swim Brushes own teeth and cares for other personal needs Wants to be like friends Follows rules Understands gender Wants to do things alone Understands rhyming Uses compound and complex sentences Uses future tense States full name and address Uses imagination to create stories Correctly counts 10 or more objects Copies a triangle and other geometric patterns Understands the concepts of time and sequential order. 6 years Jumps over rope 25cm high Learning to skip with rope Tie own shoes Eager for fresh experiences More demanding and stubborn, less sociable Joining a ‘gang’ maybe important May be quarrelsome with friends Needs to succeed as failing too often leads to poor self esteem Reading skills developing well Drawings more precise and detailed Figure may be drawn if profile Can describe how one object differs from another Mathematical skills developing, may use symbols instead of concrete objects May write independently years Hand-eye coordination is well developed Has good balance Can execute simple gymnastic movements, such as somersaults Skills constantly improving More dexterity and precision in all areas Desires to be perfect and is quite self-critical Worries more; may have low self-confidence Tends to complain; has strong emotional reactions Understands the difference between right and wrong Takes direction well; needs punishment only rarely Avoids and withdraws from adults Is a better loser and less likely to place blame Waits for her turn in activities Starts to feel guilt and shame Read independently and with increasing fluency longer and less familiar texts Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters Moving towards abstract thought Draw together ideas and information from across a whole text, using simple signposts in the text Read whole books on their own, choosing and justifying selections Engage with books through exploring and enacting interpretation 8 -12 years Movements well coordinated Physical skills improving Takes part in team games Drawings become more complex Friendship becomes more important Independence increasing More understand to self Concentration improves Able to read fluently May think scientifically Able to play complex games such as chess 12 – 19 years Hormonal changes Puberty Skin changes Growth spurts Body hair develops Girl; menstruates; breasts develop, hips broaden Boy; facial hair develops; voice deepens, growth of penis and testes Skills develops depending on interest and practice, for example play a musical instrument Adolescents start to think about the future and if motivated will use all their intellectual ability to achieve their educational goals

Alchemy :: Expository Essays Research Papers

Alchemy The science by aid of which the chemical philosophers of medieval times attempted to transmute the baser metals into gold or silver. There is considerable divergence of opinion as to the etymology of the word, but it would seem to be derived from the Arabic al=the, and kimya=chemistry, which in turn derives from the late Greek chemica=chemistry, from chumeia=a mingling, or cheein, 'to pour out' or 'mix', Aryan root ghu, to pour, whence the word 'gush'. Mr. A. Wallis Budge in his "Egyptian Magic", however, states that it is possible that it may be derived from the Egyptian word khemeia, that is to say 'the preparation of the black ore', or 'powder', which was regarded as the active principle in the transmutation of metals. To this name the Arabs affixed the article 'al', thus giving al-khemeia, or alchemy. HISTORY OF ALCHEMY: From an early period the Egyptians possessed the reputation of being skillful workers in metals and, according to Greek writers, they were conversant with their transmutation, employing quicksilver in the process of separating gold and silver from the native matrix. The resulting oxide was supposed to possess marvelous powers, and it was thought that there resided within in the individualities of the various metals, that in it their various substances were incorporated. This black powder was mystically identified with the underworld form of the god Osiris, and consequently was credited with magical properties. Thus there grew up in Egypt the belief that magical powers existed in fluxes and alloys. Probably such a belief existed throughout Europe in connection with the bronze-working castes of its several races. Its was probably in the Byzantium of the fourth century, however, that alchemical science received embryonic form. There is little doubt that Egyptian trad ition, filtering through Alexandrian Hellenic source\s was the foundation upon which the infant science was built, and this is borne out by the circumstance that the art was attributed to Hermes Trismegistus and supposed to be contained in its entirety in his works. The Arabs, after their conquest of Egypt in the seventh century, carried on the researches of the Alexandrian school, and through their instrumentality the art was brought to Morocco and thus in the eighth century to Spain, where it flourished exceedingly. Indeed, Spain from the ninth to the eleventh century became the repository of alchemic science, and the colleges of Seville, Cordova and Granada were the centers from which this science radiated throughout Europe.

Language & Human Communication

Of all human skills, language is one of the most valuable because it allows us to communicate with one another. Human communication is important to society, enabling business and interpersonal relationships, as well as teaching and learning. Language is also important because it allows people to create new words for a changing society, like â€Å"Internet,† according to Palomar College. About Language 1. Languages are, essentially, systems of symbols that have meaning. Language is a means of human communication, whether it be expressed verbally, it writing or through sign language. All languages have a system of rules and meanings and can express an infinite number of ideas or meanings within that system. Human Language Development 2. Language is a part of human development, beginning its development in early childhood. Human language begins with what is called â€Å"babbling,† when infants make repetitive sounds like â€Å"mah mah† and â€Å"dah dah† that mark the beginning of speech development. Language is an important part of intellectual development and the development of communication skills. Communication, in turn, is vital to human language development. According to Palomar College, studies show that parents can help infants develop language skills by communicating with them often using and encouraging appropriate language rules. As the child's language skills continue to develop, he may begin to use language, albeit incorrectly. Gently correcting the child's speech can help her improve. If a child says, â€Å"I seen it,† for instance, correct by saying something like, â€Å"Yes, that's good, you saw it. I saw it, too,† thus illustrating the appropriate form of the verb â€Å"to see. † Communication and Language 3. Even though language is standardized, the interpreted meaning of the words that being communicated is influenced by a variety of factors about the situation. The way something is phrased, the tone in which it is said and the volume all matter. These â€Å"hidden† parts of communication affect way the listener interprets the speaker, according to Palomar College. Other Parts of Language 4. The message delivered through language may also be mediated by nonverbal or non-linguistic factors like body language and gestures. According to Palomar College, linguists and other language experts refer to nonverbal elements of language like tone of voice, smiling, frowning, use of personal space and other unspoken means of communication as â€Å"paralanguage† elements. Paralanguage can be just as important to human communication as language itself. In-Person Communication 5. While words are powerful, the power of in-person communication cannot be overlooked. According to Palomar College, it is estimated by researchers that up to 70 percent of the meaning derived from in-person communication comes from paralinguistic expressions. This is because paralanguage communicates the emotional and personal aspects of human communication that can be unseen in written and impersonal forms of language use.