Service Desk :: Personal Narrative Writing

Service DeskI find myself working at the Service Desk about noon on a Sunday afternoon. The church Rush has begun. People with their three piece suits and Sunday dresses on all come to shop. Then this gentleman and his daughter come in and the dreaded happens. They possess a video game, that is opened, with a receipt. One of the toughest situations to deal with. The account, in extreme cases, goes like thisHi, I register.Hello, Id like to final payment this. Here is the receipt, the node replies. I see that it is Mario Party for the Nintendo 64 and it is opened.Okay, I tummy substitution this for another copy of Mario Party, I say.I dont indispensableness another copy. It was to difficult for my kid, the guest says.Well, due to copyright law issued by the Federal government I cannot refund your money or issue an exchange except for an exact copy of this game, I explain.I never have had a problem with returns before at this store, the guest tells you.One moment, I say as I go get the return policy pamphlet. I then point out the phrase which applies to the situation.Well this says I can return electronics with a receipt, says the guest as they point to a different section of the return policy.In certain instances it is that easy, but in this case I can issue you another copy of Mario Party due to copyright, I say.Well, I shop here(predicate) every week. I buy stuff for home, the office, and gifts. Ive never had a problem before. Are you telling me I just threw away $55?? retorts the guest in an angry manner.Im sorry, would you like to blab with the manager? I ask. That phrase is one of my favorite questions in a situation such as this.Yes, I do exclaims the guest. I turn nigh and pick up the walkie-talkie and call for the Lead on Duty.LOD can you come to the service desk? I speak in to the walkie.Be there in a minute, the walkie says back with Brians voice.As I stand there the gentlemans little daughter says in the cutest little voice, If we buy someth ing here and have the receipt we can return it. I just look at her then at her father a give a plan smile. The time it takes the LOD to arrive at the service desk seems like an eternity.

Global Warming and Greenhouse Gas Emissions :: Global Warming Climate Change

Global Warming and Greenhouse Gas EmissionsOverall, emissions of CO2 increased by 0.3% to 6.8 tons per person in the United States. Emissions of greenhouse gases other than carbon dioxide, which account for 17% of total greenhouse gas emissions, declined by 0.6%.Emissions from the industrial sector declined 1.3% even though the U.S. economy grew 3.9% in 1998. However, CO2 emissions from transportation grew by 2.4% while CO2 emissions of regulated utilities expanded by 3.2% as a result of a hotter than universal summer. Overall, 1999 U.S. greenhouse gas emissions were about 10.7 percent higher than 1990 emissions, which are estimated at 1,655 million metric tons carbon equivalent. The 1.1-percent average annual growth in U.S. greenhouse gas emissions from 1990 to 1999 compares with average growth rates of 1.0 percent for the U.S. population, 1.5 percent for energy consumption, 2.2 percent for electric power generation, and 3.1 percent for real GDP tabular array ES2. U.S. Emissions of Greenhouse Gases, Based on Global Warming Potential, 1990-1999(Million Metric Tons Carbon like) Gas 1990 1991 1992 1993 1994 1995 1996 1997 1998 P1999 Carbon Dioxide 1,351 1,338 1,365 1,397 1,422 1,435 1,484 1,505 1,507 1,527 Methane 182 183 183 178 179 179 173 172 168 165 Nitrous Oxide 99 101 103 103 111 106 cv 104 103 103 HFCs, PFCs, and SF6 24 22 24 24 25 29 33 35 40 38 Total 1,655 1,644 1,675 1,702 1,737 1,748 1,796 1,816 1,818 1,833 P = preliminary data.Note Data in this table are revised from the data contained in the previous EIA report, Emissions of Greenhouse Gases in the United States 1998, DOE/EIA-0573(98) (Washington, DC, October 1999).Sources Emissions Estimates presented in this report. Global Warming Potentials Intergovernmental Panel on Climate Change, Climate Change 1995 The Science of Climate Change (Cambridge, UK Cambridge University Press, 1996). Energy End-Use Sector Sources of U.S. Carbon Dioxide Emissions, 1990-1999 Sector Million Metric Tons Carbon Equi valent PercentChange 1990 1999 1990-1999 1998-1999 Transportation 431.8 496.1 14.9% 2.9% Industrial 454.8 481.2 5.8% 0.2% Commercial 207.7 243.5 17.2% -0.4% Residential 254.2 290.1 14.1% 0.4% Note Electric utility emissions are distributed across sectors. Total carbon dioxide emissions from the residential sector increased by 0.4 percent in 1999 (Table 6). Year-to-year, residential sector emissions are heavily influenced by weather. For example, in 1996, a relatively cold year, carbon dioxide emissions from the residential sector grew by 5.9 percent over 1995. In 1997, they declined by 0.

Immersion Schools :: Teaching Public Education

Immersion Schools Immersion schools started for a number of reasons, but predominantly to include primordial language use in the education of language-minority students. This enabled children from other countries to learn slope along with studying in their native language. Immersion integrated native English speakers and native speakers of another language (such as Spanish or French) for intimately of the day, with the goals of promoting academic achievement, language development and cultural understanding of other students.Immersion schools keep on their populations balanced, they hold around fifty percent native English speakers and fifty percent speakers of a non-English language. The academic instruction is held in both languages, with the non-English language world used from fifty to ninety percent of the time. This way the students can be the learners and the teachers at the same time. The two-way immersion creates a bilingual environment for all told students since the first language (for example English) is maintained while the second language (for example Spanish or French) is acquired. Schools are set up to promote this bilingual language learning. Teachers are persuaded to use cooperative learning, hands-on material and visual and graphic displays to teach the content material. The schools are required to have classroom materials in both languages, and school wide materials such as library resources and computer software in both languages. They ask for support from families and the community. They make serious efforts to chequer that both languages and cultures are thought of equally, and the families are included in the school decisions. Schools face some problems with beginning the immersion program. Not many of their teachers had ever experienced this kind of language immersion when they were in school, which makes it difficult to understand how to teach these children. The schools tend to try and create a program for the te achers to attend before orgasm into their own classroom, but there is only so much a program can prepare that teacher for. Traditional teaching and teaching at immersion schools are dramatically different. In Immersion schools language acquisition is important along with the basic teaching skills. Although teaching the second language is the most crucial part of immersion schools, teaching the basics and making sure that the children understand is still very important. Teachers at the immersion schools have four specialised teacher tasks to make the input comprehensible, to provide opportunities for language output, to enhance the comprehensibility of readings and to develop a system for providing constructive feedback.

Emancipations Of Slaves And Women In The Early Nineteenth Century Essay

In three decades prior to the outbreak of Civil War, the Northern United States abounded with movements yearning for tender transformation. The two most important movements, the aces that struck deeply at the arrangeations of American society, that ones that were so influential that they indeed provided the historical background to the two immense issues that Americans underwrite to debate and struggle with, were the crusades for the abolition of slavery and the equality of women.In the early 19th century, the people who challenged the idea of slavery and the adversity of women were usually slaves and women themselves. They were the ones once considered the less-humans without all right to speak, yet they were the ones directly suffered from oppression. The anti-slavery movements took place in the aftermath of the American Revolution and prior to the outbreak of Civil War. Being evoked by the abominable nature of slavery, people like William Lloyd Garrison, a Massachusetts pri nter and editor, began to make verbal actions against slavery. In January 1, 1831, Garrison published the first issue of The Liberator (Rankin 50), which was to be one of the very first vehicles for radical abolitionism. The sentiments of womens rights came afterward the experiences in anti-slavery movements. Sarah and Angelina Grimk were among the very effective anti-slavery speakers. As active reformers, women gradually developed organizational skills that were necessary for another pure(a) social transformation. They learned to appeal persuasively in order to speak to large groups of men and women about the importance of social transformation. In the service of anti-slavery, women had found their voices. At the First Womens Rights Convention in 184... ...s today, the United States is certainly a less racially and sexually unequal society than it was back in the nineteenth century. Even though the American people are still struggling with the true meanings of justice and equalit y and how to soundly apply them to society, the wrongly-driven ideology is decomposed forever. Even though the status of African Americans and women in the United States today still needs improvement, the victories they conquered so far have sparkled the history of human civilization. All these changes do dissemble the hardest efforts that the American people have paid in the past centuries in order to change the United States and the world to a better place for living. deeds CitedRankin, David C. History 40B Reader. Irvine Anteater Publishing, 2003.Roark, James L., et al. The American Promise. Boston Bedford/St. Martins, 2003.

Response to Self-Reliance by Ralph Waldo Emerson Essay -- English Lite

Response to Self-Reliance by Ralph Waldo EmersonI believe that, essentially, intent consists of a series of choices. A grouping of these choices in ane direction or another makes us who we are, and ultimately we have control over our lives. What makes one person different from another is his own cross off of choices. When going through lifes motions, we develop certain worldviews and ideas and values to live by. We develop an eyeshot of what makes a person great. In the well-known essay Self-Reliance, Ralph Waldo Emerson provides a beautiful way of approaching these choices, and he reveals a very inspiring set of values centralized around going through life answering only to yourself. I love the way Emerson evaluates the society we live in, and how he radically encourages being misunderstood and nonconformist. Emerson, like myself, exhibits values of saying exactly what you think and living only by what you believe to be the best. If I can successfully shape my life around ideas of self-reliance I can be exactly who I want to be. I look around me and dont want to conform to societys standards, I recognize that there is an easy way out, but try my best to remain trustworthy to myself by following my heart with pure conviction. Because of my desire to remain true to myself, I closely identify with Emerson in Self-Reliance To believe your own thought, to believe that what is true for you in your private heart is true for all men, - that is genius. Emersons views of soc...

Secrets of Spanish Cuisine Essay -- essays research papers

Two of my favorite foods are S cooking panish strain and homemade flour tortillas. Unfortunately, I have only prepared the Rice-a-Roni version of Spanish rice and used store-bought tortillas because it less time consuming. My feelings changed yesterday when my teacher, Mrs. Hernandez, taught me how to make the rice from scratch. In order to make Spanish rice, you need the following ingredients 2 cups of regular white rice, 1 small onion, cup of oil, 1 small green bell pepper, 1 small tomato, 4 oz of tomato sauce, 2 cloves of garlic, 4 to 5 cups of water, 1 tbsp of salt, and a touch of black pepper. To begin, chop the bell pepper, tomato, and onion into very small dices. Next, turn the stove burner on high and place your pan with the cooking oil added on top to pre-h...

Secrets of Spanish Cuisine Essay -- essays research papers

Two of my favorite foods are Spanish rice and homemade flour tortillas. Unfortunately, I have only prepared the Rice-a-Roni version of Spanish rice and used store-bought tortillas because it less time consuming. My feelings changed yesterday when my teacher, Mrs. Hernandez, taught me how to make the rice from scratch. In order to make Spanish rice, you need the following ingredients 2 cups of regular white rice, 1 small onion, cup of oil, 1 small green bell pepper, 1 small tomato, 4 oz of tomato sauce, 2 cloves of garlic, 4 to 5 cups of water, 1 tbsp of salt, and a touch of black pepper. To begin, chop the bell pepper, tomato, and onion into very small dices. Next, turn the stove burner on high and fundament your pan with the cooking oil added on top to pre-h...