Mapping Migrations Essays - Diving Ducks, Aythya,

Mapping Migrations Sometime this winter, waterfowl experts from across Canada will gather for their annual "wing bee." Their task will be to sort through a small mountain of duck wings obtained from a randomly selected group of hunters, and assign the wings to piles by species, age and sex. Together with statistics from similar shindigs held in the United States, this information will provide a picture of the year's kill and will also offer hints about the ups and downs of duck populations. That may seem like a lot to learn from a heap of dried-up remains but, to Len Wassenaar of the National Water Research Institute in Saskatoon, a room full of duck wings is like an archive that can be studied for clues about each bird's life history and movements. Wassenaar and his colleague Keith Hobson of the Canadian Wildlife Service have developed a technique for reading a feather's chemistry and tracing it onto a map. The story begins with rain, which always contains a minute percentage of heavy water. That's regular H2O burdened with deuterium, a rare isotope of hydrogen. In North America, the amount of deuterium in rainfall is greatest along the Paci?c coast and decreases to the east and south, as weather systems sweep across the continent. Every region has a unique "hydrogen isotope signature" - a characteristic ratio of ordinary hydrogen to deuterium - imprinted onto the ecosystem, passing from the rain into soil, soil into plants, plants into birds and animals. When the hydrogen is incorporated into hard tissues, it provides a lasting clue to where those tissues were made. Last year, Wassenaar and Hobson used this fact to resolve a mystery that has troubled researchers for decades. Since the mid-1970s, we've known that monarch butterflies congregate for the winter in a dozen remote locations in central Mexico. Several hundred million monarchs from Eastern Canada and the U.S. settle onto the hillsides in orange drifts. But once the insects have landed, they all look the same to us, and we have no way of knowing their precise origins. Which ones came from Ontario? Which from Ohio? If one of the wintering sites were logged, how would this affect the breeding stock? The tried-and-true technique of tagging, which has taught us so much about the migratory movement of birds, has been disappointing with monarch migration. Over the past 50 years, hundreds of thousands have been marked with tiny identi?cation stickers, yet fewer than 130 have ever been recovered in Mexico. "The tag recoveries are really appalling," Wassenaar laments. The beauty of the new technique is its directness. By gathering dead butterflies from the wintering sites and analyzing them in the lab, Wassenaar and Hobson were able to read each individual's hydrogen signature. This in turn revealed where the butterflies had grown up. As a result, we now know that the monarchs at the winter roosts are of mixed origins (Ontarians and Ohioans crammed in wing by wing) and that most of the overwintering flocks come from the midwestern U.S. The discovery of the midwest's crucial importance in maintaining the breeding stock will provide an added focus for conservationists. Gratified by this success, Wassenaar purrs with confidence. "The sky's the limit with this new tool," he says. Rather than spend years on banding projects, with uncertain results, why not head for the isotope lab and an immediate outcome? Certainly, that prospect appeals to Bob Clark, also of the CWS, who has urgent concerns about the welfare of the lesser scaup, a diving duck. (That's "scawp," an imitation of the bird's characteristic squawk.) Cute as a rubber ducky with its upturned blue bill, the scaup has traditionally been among the most plentiful of waterfowl, with an estimated population of six million. But its numbers took a downturn in the mid-1980s, a trend that has recently intensified into a seven-year sequence of record lows. Two-and-a-half million birds have vanished. The losses seem to be worst for scaups that nest in the boreal forest of northern Alberta and the southwest Northwest Territories. Is "something funny going on" in the north woods, as Clark suspects, or does the source of the problem lie farther south, along the birds' migration route or on their wintering grounds in Mexico and the U.S.? These perplexities would be easier to cope with if we knew precisely where scaups from the boreal forest go for the winter. Clark thinks the answers may lie in the scaup wings that are submitted for the annual bees. Scaups grow new feathers before leaving their breeding range, so their

Gun Rights Under President Ronald Reagan

Gun Rights Under President Ronald Reagan President Ronald Reagan will forever be remembered fondly by Second Amendment supporters, many of who are among the American conservatives who consider Reagan a poster child of modern conservatism.  But words and actions of Reagan, the 40th President of the United States, left behind a mixed record on gun rights. His presidential administration did not bring about any new gun control laws of significance. However, in his post-presidency, Reagan cast his support to a pair of critical gun control measures in the 1990s: 1993’s Brady Bill and 1994’s Assault Weapons Ban. Bettmann/ Getty Images Reagan: The Pro-Gun Candidate Ronald Reagan entered the 1980 presidential campaign as a known supporter of the Second Amendment right to keep and bear arms. While gun rights wouldn’t be a primary issue in presidential politics for another decade, the issue was being pushed to the forefront of the American political scene by those, as Reagan wrote in a 1975 issue of Guns Ammo magazine, â€Å"who say that gun control is an idea whose time has come.† The Gun Control Act of 1968 was still a relatively fresh issue, and U.S. Attorney General Edward H. Levi had proposed outlawing guns in areas with high crime rates. In his Guns Ammo column, Reagan left little doubt about his stance on the Second Amendment, writing: â€Å"In my opinion, proposals to outlaw or confiscate guns are simply unrealistic panacea.† Reagan’s stance was that violent crime would never be eliminated, with or without gun control. Instead, he said, efforts to curb crime should target those who misuse guns, similarly to the way laws target those who use an automobile feloniously or recklessly. Saying the Second Amendment â€Å"leaves little, if any, leeway for the gun control advocate,† he added that â€Å"the right of the citizen to keep and bear arms must not be infringed if liberty in America is to survive.† Firearm Owners Protection Act The lone piece of significant legislation related to gun rights during the Reagan administration was the Firearm Owners Protection Act of 1986. Signed into law by Reagan on May 19, 1986, the legislation amended the Gun Control Act of 1968 by repealing parts of the original act that were deemed by studies to be unconstitutional. The National Rifle Association and other pro-gun groups lobbied for passage of the legislation, and it was generally considered favorable for gun owners. Among other things, the act made it easier to transport long rifles across the United States, ended federal records-keeping on ammunition sales and prohibited the prosecution of someone passing through areas with strict gun control with firearms in their vehicle, so long as the gun was properly stored. However, the act also contained a provision banning the ownership of any fully automatic firearms not registered by May 19, 1986. That provision was slipped into the legislation as an 11th-hour amendment by Rep. William J. Hughes, a New Jersey Democrat. Reagan has been criticized by some gun owners for signing legislation containing the Hughes amendment. Post-Presidency Gun Views Before Reagan left office in January 1989, efforts were afoot in Congress to pass legislation creating a national background check and mandatory waiting period for handgun purchases. The Brady Bill, as the legislation was named, had the backing of Sarah Brady, the wife of former Reagan press secretary Jim Brady, who was wounded in a 1981 assassination attempt on the president. The Brady Bill initially struggled for support in Congress  but was gaining ground by the latter days of Reagan’s predecessor, President George H.W. Bush. In a 1991 op-ed for the New York Times, Reagan voiced his support for the Brady Bill, saying the 1981 assassination attempt might have never happened if the Brady Bill had been law. Citing statistics suggesting 9,200 murders are committed each year in the United States using handguns, Reagan said, â€Å"This level of violence must be stopped. Sarah and Jim Brady are working hard to do that, and I say more power to them.† It was a 180-degree turn from Reagan’s 1975 piece in Guns Ammo magazine when he said that gun control is pointless because murder cannot be prevented. Three years later, Congress had passed the Brady Bill and was working on another piece of gun control legislation, a ban on assault weapons. Reagan joined former Presidents Gerald Ford and Jimmy Carter in a letter published in the Boston Globe that called on Congress to pass a ban on assault weapons. Later, in a letter to Rep. Scott Klug, a Wisconsin Republican, Reagan said the limitations proposed by the Assault Weapon Ban â€Å"are absolutely necessary† and that it â€Å"must be passed.† Klug voted in favor of the ban. End Result of Reagan Presidency on Gun Rights The Firearm Owners Protection Act of 1986 will be remembered as an important piece of legislation for gun rights. However, Reagan also cast his support behind the two most controversial pieces of gun control legislation of the past 30 years. His support of the Assault Weapons Ban in 1994 may have directly led to the ban winning the approval of Congress. Congress passed the ban by a vote of 216-214. In addition to Klug voting for the ban after Reagan’s last-minute plea, Rep. Dick Swett, D-N.H., also credited Reagan’s support of the bill for helping him decide to cast a favorable vote. A more lasting impact of Reagan’s policy on guns was the nomination of several Supreme Court justices. Of the four justices nominated by Reagan   Sandra Day O’Connor, William Rehnquist, Antonin Scalia and Anthony Kennedy the latter two were still on the bench for a pair of important Supreme Court rulings on gun rights in the 2000s: District of Columbia v. Heller in 2008 and McDonald v. Chicago in 2010. Both sided with a narrow, 4-3 majority in striking down gun bans in Washington D.C. and Chicago while ruling that the Second Amendment applies to individuals and the states.

Intercultural communication( this is the course I am studying, not the Assignment

Intercultural communication( this is the course I am studying, not the topic) - Assignment Example red disgusted and when I asked her why, she told me she hates the sight of beef and she did not want to hear again any story that pertains to the slaughtering of cows. I later apologized for offending her faith and we reconciled. Indeed, the topic of being overweight remains an elusive subject, especially among the American folks who are known to practice unhealthy lifestyles. In this regard, it is advisable not to tell any American anything related to their weight that is likely to offend them. Nonetheless, one can insinuate to an American about the benefits of checking one’s weight or about an interesting thing about exercise. The bottom line is to avoid direct discussions about personal weight issues with Americans. The art of dating, courtship, and marriage varies according to cultures and some acts may not only be offensive but an abomination to some cultures. Therefore, it is advisable to discuss marriage-related issues selectively, especially with conservative cultures. At no point should one suggest the superiority of his/her culture or point out the mistakes of the other culture as they relate to dating and marriage. It could be offensive to people from such cultures. Therefore, great care should be taken during intercultural

John Q Movie Review Example | Topics and Well Written Essays - 500 words

John Q - Movie Review Example This is where the principle of 'beneficence' comes in, since it deals with the administering of medical help and care to those in need. It not only talks about the administering of medical care, but also of improving the quality of life in terms of health. However, this principle is compromised with, by the doctors portrayed in the movie. Thus, the principle of 'Beneficence' and the compromise made on it, by the authorities of medical care is the motive for the events that take place further ahead in the movie! In the movie, the doctors and medical officials convey that they would treat John Q's son only if he paid a certain amount. This might have been the just thing to do, since they charge the same amount from everyone and John Q is no exception. However, from the egalitarian and idealistic concept of justice, one must charge only according to one's requirement and one's ability in terms of payment. Therefor,e the very purpose of justice in the eyes of providing medical help and improving life is defeated in the movie.

The Black Death Essay Example for Free

The Black Death Essay A virulent plague strikes Europe in the 14th century in addition to its current over-population and malnutrition problems. Preconditions and Causes of the Plague 1. Nine-tenths of the people worked the land in the 14th century of Europe. 2. The 3 field system efficiently rose the production of crops however it was still not enough to meet the demands of the growing population. 3. Estimation shows the European population doubling within the years 1000 and 3000 outgrowing the food supply. 4. In addition to food shortage there was a shortage of jobs, and many Europeans faced extreme hunger conditions. 5. During 1315-1317 crop failures result in the largest famine of the Middle Ages. 6. Populated urban towns and areas, like the industrial towns of the Netherlands suffered the most under these conditions. 7. Overpopulation, economic depression, famine, and bad health coming together for decades surely weakened Europe’s population making it more susceptible to impending plague. 8. The Black Death was called so because of the black discoloration of the skin. It travelled from Asia to Europe through trade routes. 9. The fleas on rats held the plague and ships that travelled from the Black Sea to Europe were the likely cause of the plague spreading to Europe. 10. The Black Death first began appearing in Constantinople in 1346 and Sicily in 1347. Entering the ports of Venice, Genoa, and Pisa in 1348. From then on the plague began spreading through Spain and France and into north Europe. Regions off to the side of trade routes such as Bohemia remained unaffected by the plague. 11. The plague had much reappearance for decades after. Popular Remedies 1. The plague attacked the lungs of the victim while under it. Because it affected the lungs sneezing and wheezing easily passed it on from person to person. 2. Physicians at the time knew little of the body so basic fundamental procedures to prevent the disease failed. 3. Cotemporary physicians cannot explain the plague either and view it to be a catastrophe with no explanation and no defense. 4. Western Europe was greatly affected by an obsession with death and disease and caused a pessimism that lasted even after the plague had been over for years. 5. Some people believed the disease had come from a corruption in the atmosphere while others though it was caused by fumes that earthquakes released. 6. Many people believed a remedy was to wear an aromatic amulet. 7. Some believed a temperate life would be a remedy others gave into their passions; however others still chose flight and seclusion as the best medicine. 8. An extreme remedy believed by flagellants consisted of beating one’s self and that would bring on a divine intervention. The act of this was so socially disruptive and the blood spilled by this spread the disease even more, so the church finally banned these acts.

Oliver Twist - Summary :: essays research papers

During the summer of 1999, I have chosen to read the book, Oliver Twist by Charles Dickens. Reading this book will better prepare me for my upcoming course of global studies because it deals with many of the regions and time periods we will be studying in class. Although this book was a classic that I thought I had known so much about, reading it and paying attention to the setting and surroundings of the young boy’s life, I noticed many historical events and customs from his time period. The following is a report including the answers to the questions provided for my summer reading program. The story begins with a woman giving birth to a baby without the proper instruments necessary and dies. The boy is brought up in a dirty home with little to eat and under poor conditions. No one knows of the boy’s identity. His government caretakers give him the name Oliver. Oliver grows up in a world with no sympathy for poor orphans. He goes to London to escape his mean guardians and to try to make a better life for himself. On his journey he is mixed up with thieves and is caught stealing even though it was the people he was with. He gets sick and is taken care of by the people who he originally stole from and they grow to love him. The thieves find out about him staying with the people and kidnap him. More stealing takes place and Oliver is trained to be a better thief. One time, during a robbery, Oliver is shot and left for dead by the thieves. The people at the house Oliver was to rob took him in and gave him a home. Oliver’s identity is found. It turns out that O liver was supposed to receive an inheritance from his father and one of the people who got him caught knew this. After confessing, Oliver received his inheritance and lived a happy life from then on. After reading this book and studying the surroundings of the main characters as well as the other characters, I am lead to believe that this book takes place in two different sections of England in the late seventeen hundreds to the early eighteen hundreds. Most of the story takes place in warehouses and in broken down buildings or other hideouts. Other scenes take place in the home of wealthy people in London.

How effective is 99 Cents Only Stores’ strategy for IT infrastructure investments? Essay

Management Information Systems Tenth Edition provides a number of case studies for you to analyze. Included in these cases are questions to help you understand and analyze the case. You may, however, be assigned other case studies that do not have questions. This Hands-on Guide presents a structured framework to help you analyze such cases as well as the case studies in this text. Knowing how to analyze a case will help you attack virtually any business problem. A case study helps students learn by immersing them in a real-world business scenario where they can act as problem-solvers and decision-makers. The case presents facts about a particular organization. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization. Students are then asked to identify alternative courses of action to deal with the problems they identify. A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps: 1. Identify the most important facts surrounding the case. 2. Identify the key issue or issues. 3. Specify alternative courses of action. 4. Evaluate each course of action. 5. Recommend the best course of action. Let’s look at what each step involves. 1. Identify the most important facts surrounding the case. Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant that others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The â€Å"correctness† of your conclusions may depend on the assumptions you make. 2. Identify the key issue or issues. Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company. You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization. You will need to explain why the problem occurred. Does the problem or challenge facing the company come from a changing environment, new opportunities, a declining market share, or inefficient internal or external business processes? In the case of information systems-related problems, you need to pay special attention to the role of technology as well as the behavior of the organization and its management. Information system problems in the business world typically present a combination of management, technology, and organizational issues. When identifying the key issue or problem, ask what kind of problem it is: Is it a management problem, a technology problem, an organizational problem, or a combination of these? What management, organizational and technology factors contributed to the problem? To determine if a problem stems from management factors, consider whether managers are exerting appropriate leadership over the organization and monitoring organizational performance. Consider also the nature of management decision-making: Do managers have sufficient information for performing this role, or do they fail to take advantage of the information that is available? To determine if a problem stems from technology factors, examine any issues arising from the organization’s information technology infrastructure: its hardware, software, networks and telecommunications infrastructure, and the management of data in databases or traditional files. Consider also the whether the appropriate management and organizational assets are in place to use this technology effectively. To determine the role of organizational factors, examine any issues arising from the organization’s structure, culture, business processes, work groups, divisions among interest groups, relationships with other organizations, as well as the impact of changes in the organization’s external environment-changes in government regulations, economic conditions, or the actions of competitors, customers, and suppliers. You will have to decide which of these factors-or a combination of factors– is most important in explaining why the problem occurred. 3. Specify alternative courses of action. List the courses of action the company can take to solve its problem or meet the challenge it faces. For information system-related problems, do these alternatives require a new information system or the modification of an existing system? Are new technologies, business processes, organizational structures, or management behavior required? What changes to organizational processes would be required by each alternative? What management policy would be required to implement each alternative? Remember, there is a difference between what an organization â€Å"should do† and what that organization actually â€Å"can do.† Some solutions are too expensive or operationally difficult to implement, and you should avoid solutions that are beyond the organization’s resources. Identify the constraints that will limit the solutions available. Is each alternative executable given these constraints? 4. Evaluate each course of action. Evaluate each alternative using the facts and issues you identified earlier, given the conditions and information available. Identify the costs and benefits of each alternative. Ask yourself â€Å"What would be the likely outcome of this course of action? State the risks as well as the rewards associated with each course of action. Is your recommendation feasible from a technical, operational, and financial standpoint? Be sure to state any assumptions on which you have based your decision. 5. Recommend the best course of action. State your choice for the best course of action and provide a detailed explanation of why you made this selection. You may also want to provide an explanation of why other alternatives were not selected. Your final recommendation should flow logically from the rest of your case analysis and should clearly specify what assumptions were used to shape your conclusion. There is often no single â€Å"right† answer, and each option is likely to have risks as well as rewards.