Posse Comitatus Act and the US Military on the Border

Posse Comitatus Act and the US Military on the Border On April 3, 2018, President Donald Trump proposed that U.S. military troops be deployed along the United States border with Mexico to help control illegal immigration and maintain civil order during construction of the secure, border-length fence recently funded by Congress. The proposal brought questions of its legality under the 1878 Posse Comitatus Act. However, in 2006 and again in 2010, Presidents George W. Bush and Barack Obama took similar actions. In May 2006, President George W. Bush, in Operation Jumpstart, ordered up to 6,000 National Guard troops to the states along the Mexican border to support the Border Patrol in controlling illegal immigration and related criminal activities on U.S. soil. On July 19, 2010, President Obama ordered an additional 1,200 Guard troops to the southern border. While this buildup was  substantial and controversial, it did not require Obama to suspend the Posse Comitatus Act. The Posse Comitatus Act limits the Guard troops to acting only in support of the U.S. Border Patrol, and state and local law enforcement officers. Posse Comitatus and Martial Law The Posse Comitatus Act of 1878 prohibits the use of U.S. military forces to perform the tasks of civilian law enforcement such as arrest, apprehension, interrogation, and detention unless explicitly authorized by Congress. The Posse Comitatus Act, signed into law by President Rutherford B. Hayes on June 18, 1878, limits the power of the federal government in the use of federal military personnel to enforce U.S. laws and domestic policies within the borders of the United States. The law was passed as an amendment to an army appropriation bill following the end of Reconstruction and was subsequently amended in 1956 and 1981. As originally enacted in 1878, the Posse Comitatus Act applied only to the U.S. Army but was amended in 1956 to include the Air Force. In addition, the Department of the Navy has enacted regulations intended to apply the Posse Comitatus Act restrictions to the U.S. Navy and Marine Corps. The Posse Comitatus Act does not apply to the Army National Guard and the Air National Guard when acting in a law enforcement capacity within its own state when ordered by the governor of that state or in an adjacent state if invited by that state’s governor. Operating under the Department of Homeland Security, the U.S. Coast Guard is not covered by the Posse Comitatus Act. While the Coast Guard is an â€Å"armed service,† it also has both a maritime law enforcement mission and a federal regulatory agency mission. The Posse Comitatus Act was originally enacted due to the feeling of many members of Congress at the time that President Abraham Lincoln had exceeded his authority during the Civil War by suspending habeas corpus and creating military courts with jurisdiction over civilians. It should be noted that the Posse Comitatus Act greatly limits, but does not eliminate the power of the President of the United States to declare martial law, the assumption of all civilian police powers by the military. The president, under his or her constitutional powers to put down insurrection, rebellion, or invasion, may declare martial law when local law enforcement and court systems have ceased to function. For example, after the bombing of Pearl Harbor on December 7, 1941, President Roosevelt declared martial law in Hawaii at the request of the territorial governor. What the National Guard Can Do on the Border The Posse Comitatus Act and subsequent legislation specifically prohibit the use of the Army, Air Force, Navy and Marines to enforce the domestic laws of the United States except when expressly authorized by the Constitution or Congress. Since it enforces maritime safety, environmental and trade laws, the Coast Guard is exempt from the Posse Comitatus Act. While Posse Comitatus does not specifically apply to the actions of the National Guard, National Guard regulations stipulate that its troops, unless authorized by Congress, are not to take part in typical law enforcement actions including arrests, searches of suspects or the public, or evidence handling. What the National Guard Cannot Do on the Border Operating within the limitations of the Posse Comitatus Act, and as acknowledged by the Obama administration, National Guard troops deployed to the Mexican Border States should, as directed by the states governors, support the Border Patrol and state and local law enforcement agencies by providing surveillance, intelligence gathering, and reconnaissance support. In addition, the troops will assist with counternarcotics enforcement duties until additional Border Patrol agents are trained and in place. The Guard troops may also assist in the construction of roads, fences, surveillance towers and vehicle barriers necessary to prevent illegal border crossings. Under the Defense Authorization Act for FY2007 (H.R. 5122), the Secretary of Defense, upon a request from the Secretary of Homeland Security, can also assist in preventing terrorists, drug traffickers, and illegal aliens from entering the United States. Where Congress Stands On the Posse Comitatus Act On Oct. 25, 2005, the House of Representatives and Senate enacted a joint resolution (H. CON. RES. 274) clarifying Congress stance on the effect of the Posse Comitatus Act on the use of the military on U.S. soil. In part, the resolution states by its express terms, the Posse Comitatus Act is not a complete barrier to the use of the Armed Forces for a range of domestic purposes, including law enforcement functions, when the use of the Armed Forces is authorized by Act of Congress or the President determines that the use of the Armed Forces is required to fulfill the Presidents obligations under the Constitution to respond promptly in time of war, insurrection, or other serious emergency.

Merendar Conjugation in Spanish, Translation, and Examples

Merendar Conjugation in Spanish, Translation, and Examples The Spanish verb merendar means to snack or to have a snack. It is similar to verbs like desayunar, almorzar, and cenar because the verb itself tells you what meal you are having. In the case of merendar, it can be a small snack anytime during the day, but in some cultures it can refer to an afternoon coffee or tea time, usually accompanied by a small snack, or to the meal eaten during a snack break at school. Another way to say merendar is comer una merienda (to eat a snack). Merendar is a stem-changing -ar verb. This means that in some conjugations where the second e of the stem is part of a stressed syllable, the e changes to ie. This is similar to other stem-changing verbs such as querer. This article includes merendar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Merendar Present Indicative In the present indicative, the stem change e to ie occurs in all the conjugations except nosotros and vosotros. Yo meriendo I snack Yo meriendo a media maà ±ana. Tà º meriendas You snack Tà ºmeriendaspor la tarde. Usted/à ©l/ella merienda You/he/she snacks Ella meriendapan con queso. Nosotros merendamos We snack Nosotros merendamos a la hora del cafà ©. Vosotros merendis Yousnack Vosotros merendis fruta para mantener la dieta. Ustedes/ellos/ellas meriendan You/they snack Ellos meriendandos veces al dà ­a en la escuela. Merendar Preterite Indicative There is no stem change in the preterite tense. Yo merendà © I snacked Yo merendà © a media maà ±ana. Tà º merendaste You snacked Tà ºmerendastepor la tarde. Usted/à ©l/ella merendà ³ You/he/she snacked Ella merendà ³pan con queso. Nosotros merendamos We snacked Nosotros merendamos a la hora del cafà ©. Vosotros merendasteis Yousnacked Vosotros merendasteis fruta para mantener la dieta. Ustedes/ellos/ellas merendaron You/they snacked Ellos merendarondos veces al dà ­a en la escuela. Merendar Imperfect Indicative There are no stem changes in the imperfect tense. The imperfect can be translated to English as was snacking or used to snack. Yo merendaba I used to snack Yo merendaba a media maà ±ana. Tà º merendabas Youused to snack Tà ºmerendabaspor la tarde. Usted/à ©l/ella merendaba You/he/she used to snack Ella merendabapan con queso. Nosotros merendbamos We used to snack Nosotros merendbamos a la hora del cafà ©. Vosotros merendabais Youused to snack Vosotros merendabais fruta para mantener la dieta. Ustedes/ellos/ellas merendaban You/they used to snack Ellos merendabandos veces al dà ­a en la escuela. Merendar Future Indicative There are no stem changes in the future indicative, since its conjugation includes the whole infinitive merendar. Yo merendarà © I will snack Yo merendarà © a media maà ±ana. Tà º merendars You will snack Tà ºmerendarspor la tarde. Usted/à ©l/ella merendar You/he/she will snack Ella merendarpan con queso. Nosotros merendaremos We will snack Nosotros merendaremos a la hora del cafà ©. Vosotros merendarà ©is Youwill snack Vosotros merendarà ©is fruta para mantener la dieta. Ustedes/ellos/ellas merendarn You/they will snack Ellos merendarndos veces al dà ­a en la escuela. Merendar Periphrastic  Future Indicative   Yo voy a merendar I am going to snack Yo voya merendar a media maà ±ana. Tà º vasa merendar You are going to snack Tà ºvasa merendar por la tarde. Usted/à ©l/ella vaa merendar You/he/she is going tosnack Ella vaa merendar pan con queso. Nosotros vamosa merendar We are going to snack Nosotros vamosa merendar a la hora del cafà ©. Vosotros vaisa merendar Youare going tosnack Vosotros vaisa merendar fruta para mantener la dieta. Ustedes/ellos/ellas vana merendar You/they are going tosnack Ellos vana merendar dos veces al dà ­a en la escuela. Merendar Present Progressive/Gerund Form The present progressive is formed with the present participle or gerund. Present Progressive ofMerendar est merendando Is snacking Ella est merendando pan con queso. Merendar Past Participle The present perfect is formed with the verb haber and the past participle. Present Perfect of Merendar ha merendado Has snacked Ella ha merendado pan con queso. Merendar Conditional Indicative There are no stem changes in the conditional tense, since it also uses the whole infinitive merendar. Yo merendarà ­a I would snack Yo merendarà ­a a media maà ±ana si tuviera hambre. Tà º merendarà ­as You would snack Tà ºmerendarà ­aspor la tarde pero no tienes tiempo. Usted/à ©l/ella merendarà ­a You/he/she would snack Ella merendarà ­apan con queso si no estuviera a dieta. Nosotros merendarà ­amos We would snack Nosotros merendarà ­amos a la hora del cafà ©, pero nos da hambre ms temprano. Vosotros merendarà ­ais Youwould snack Vosotros merendarà ­ais fruta para mantener la dieta, pero no os importa romperla. Ustedes/ellos/ellas merendarà ­an You/they would snack Ellos merendarà ­andos veces al dà ­a en la escuela si los maestros lo permitieran. Merendar Present Subjunctive Notice that in the present subjunctive the stem change e to ie occurs in all the conjugations except nosotros and vosotros, just like in the present indicative tense. Que yo meriende That I snack La maestra quiere que yo meriende a media maà ±ana. Que tà º meriendes That you snack Tu madre espera que tà º meriendes por la tarde. Que usted/à ©l/ella meriende That you/he/she snack La doctora recomienda que ella no meriende pan con queso. Que nosotros merendemos That we snack El jefe prefiere que nosotros merendemos a la hora del cafà ©. Que vosotros merendà ©is That you snack El nutricionista sugiere que vosotros merendà ©is fruta para mantener la dieta. Que ustedes/ellos/ellas merienden That you/they snack El padre quiere que ellos merienden dos veces al dà ­a en la escuela. Merendar Imperfect Subjunctive There are two different ways of conjugating the imperfect subjunctive. Neither option has a spelling change. Option 1 Que yo merendara That I snacked La maestra querà ­a que yo merendara a media maà ±ana. Que tà º merendaras That you snacked Tu madre esperaba que tà º merendaras por la tarde. Que usted/à ©l/ella merendara That you/he/she snacked La doctora recomendaba que ella no merendara pan con queso. Que nosotros merendramos That we snacked El jefe preferà ­a que nosotros merendramos a la hora del cafà ©. Que vosotros merendarais That you snacked El nutricionista sugerà ­a que vosotros merendarais fruta para mantener la dieta. Que ustedes/ellos/ellas merendaran That you/they snacked El padre querà ­a que ellos merendaran dos veces al dà ­a en la escuela. Option 2 Que yo merendase That I snacked La maestra querà ­a que yo merendase a media maà ±ana. Que tà º merendases That you snacked Tu madre esperaba que tà º merendases por la tarde. Que usted/à ©l/ella merendase That you/he/she snacked La doctora recomendaba que ella no merendase pan con queso. Que nosotros merendsemos That we snacked El jefe preferà ­a que nosotros merendsemos a la hora del cafà ©. Que vosotros merendaseis That you snacked El nutricionista sugerà ­a que vosotros merendaseis fruta para mantener la dieta. Que ustedes/ellos/ellas merendasen That you/they snacked El padre querà ­a que ellos merendasen dos veces al dà ­a en la escuela. Merendar Imperative The imperative mood is used to give commands. There are both positive and negative commands, some of which have the spelling change e to ie. Positive Commands Tà º merienda Snack!  ¡Merienda por la tarde! Usted meriende Snack!  ¡Meriende pan con queso! Nosotros merendemos Let's snack!  ¡Merendemos a la hora del cafà ©! Vosotros merendad Snack!  ¡Merendad fruta para mantener la dieta! Ustedes merienden Snack!  ¡Merienden dos veces al dà ­a en la escuela! Negative Commands Tà º no meriendes Don't snack!  ¡No meriendes por la tarde! Usted no meriende Don't snack!  ¡No meriende pan con queso! Nosotros no merendemos Let's not snack!  ¡No merendemos a la hora del cafà ©! Vosotros no merendà ©is Don't snack!  ¡No merendà ©is fruta para mantener la dieta! Ustedes no merienden Don't snack!  ¡No merienden dos veces al dà ­a en la escuela!

Wicked Problems in Design Thinking Article Example | Topics and Well Written Essays - 250 words

Wicked Problems in Design Thinking - Article Example The target persons for this project are contractors because they are in-charge of construction project on-site. The contractor does not to hire many laborers because inflation and deflation of these model needs just about one person to do it unlike wood formwork construction which needs a large labor force. Moreover, this model is flexible in shape preferences of concrete and the contractor does not have to come with the specific models on-site. The two variables of this model are the construction environment and the technical knowhow to operate then flexible pneumatic formwork. The conditions of every construction site are different. Technical knowledge is therefore required for this variability. In the meantime, the contractor can offer clinics for the operator to understand different site environments. This construction design model is a wicked problem. It has all the element s of indeterminacy1. This is implies that the pneumatic formwork does not have a definite method that can solve design problems on-site according to the prevailing conditions. Every site has specific design formulations to follow and that designers should understand the uniqueness of every construction

In-class essay Example | Topics and Well Written Essays - 500 words

In-class - Essay Example There are those people who interest rests in chemistry and will be content reading materials that delve in bombs, cyanides and other dangerous elements and chemicals. There are others whose interests’ rests in cookbooks, horror novels, politics of the day, and sports amongst other genres. However, it is upon the writer to pen down their writings in coherent, cohesive and accurate manner that does not show a whim of bias. A writer has the ultimate responsibilities to pen down their pieces in an accurate and sober manner without any undue influence from any person or institution. Ultimately, a writer should pen down written pieces to change their readers into better human beings. The writer through their writing should advocate living within the reality and nature of the present existence. Importantly every piece penned down by a writer should be ultimately geared towards inspiring readers, without necessarily being taking sides in competing situations. In fact, it is often said that writers should be the referees of the present world, pointing out wrongs and rights amongst us. Writers provide their readers with wisdom and strength to confront and fight potential troubles. In a way they should help their readers to learn how to have a control over their own destiny. They create and build onto the legacy of the world through writing, through showering tem with hope, love and joy. Writings may have a me ssage that entertains, informs, promotional, educative, ultimately the message needs to be sincere to the ears and eyes of their readers. The real responsibility of a writer out there is to have their message written is inputting the message in a cohesive and coherent manner. At least, good writer should live by this maxim, how else would a writer pen down their piece if it is intended to gather dust in a shelf and rot a way. Poorly written work discourages intuition of the messages intertwined in them, and they end up performing the extreme opposite of

Ground Effect :: physics

The Ground Effect (or Wing in Ground Effect) is a natural phenomenon that occurs due to vortices caused by a difference in pressure between the two sides of a wing. This effect can be very dangerous to inexperienced pilots, but can be utilized by creative engineers. Nearly all pilots have experienced a strange phenomenon during landing. While everything is happening as it should during decent, a 'cushion' of air gets trapped below the wing during the last few meters to the runway. This throws off the rate of decent and can be dangerous if the pilot has already begun to flare up and decelerate for landing. This means the plane would climb again while slowing down, which would easily lead to a stall. However, pilots who are aware of this effect can use it to their advantage. Pilots during World War II who had fuel leaks flew scant meters off the ground, conserving fuel until safe territory was reached. This effect is not really caused by a cushion of air at all, rather, by vortices of air off the tips of the wings. For a plane to create lift, its wings must create low pressure on top and high pressure on the bottom. However, at the tips of the wings, the high pressure pushes and the low pressure pulls air onto the top of the wing, reducing lift and creating a current flowing to the top. This current remains even after the wing has left the area, producing really awesome vortices. This flow of air reduces the high pressure and increases the low pressure systems, thus reducing lift and increasing induced drag a great deal. However, once the plane nears the ground (usually half of the distance from the wingtip to fuselage) this flow is significantly reduced. Therefore, the lift is significantly increased. This is the ground effect. Creative engineers can take advantage of the ground effect and create craft called Ekranoplans. These were gigantic boat planes built by the Soviet Union during the Cold War to transport large amounts of material quickly. These planes could only fly in the ground effect (over water, ice, or flat ground) but were very efficient.

Behavioral Misuse Of Antibiotics Health And Social Care Essay

Background: self medicine with antibiotics is devouring drugs to handle self diagnosed infection without confer withing doctors which is broad spread abuse of antibiotics in developing states. Purpose: this survey purpose to measure the prevalence of behavioural abuse of antibiotics by self medicine among wellness professional pupils in J.U.S.T, and to measure the association between ego aa‚ ¬ † medicine and doing factors. Design: across-sectional design will utilize. Method: random sample of 400 pupils in J.U.S.T university, selected from 4th twelvemonth degree in modules of ( medical specialty, dental medicine, pharmaceutics, and nursing ) , validated questionnaire will used to roll up informations, pilot survey sample ( 40 pupils ) , informations analysis through statistical bundle of societal scientific discipline ( SPSS ) . Decision: the determination will supply of import informations about prevalence of abuse of medicine among the four groups ( medical specialty, dental medicine, pharmaceutics, nurse ) , which will be of import in understanding the wellness load of the development of antibacterial opposition.IntroductionA important addition in the mortality and morbidity rate of antecedently treatable infections disease due to the outgrowth of opposition among infective and common bacterium. This turning opposition to antibiotics represents a planetary menace to human sort. The major job of antibiotics self medicine is the outgrowth of opposition which means the effectivity of antibiotics will worsen and therefore infections turned to be more hard and really expensive to handle and epidemics become harder to command ( WHO report, 2005 ) ( reka bisht, 2009 ) . Further, other serious side consequence may develop like harm to some critical organ like kidney and liver, and devastation of normal vegetations in the organic structure. The purpose of this survey is to look into the prevalence of behavioural abuse of antibiotics by self medicine without prescription and its part to antibacterial opposition among wellness professional pupils at J.U.S.T University, and compare the consequence with similar surveies. In Jordan, no much behavioral based survey was conducted. One of these survey conducted by Al-Bakri et Al ( 2005 ) to measure beginnings, form and rightness of antibacterial drugs ingestion within the Jordanian population? ? ? ? ? All other surveies carried in Jordan were based on community, wellness establishment, or infirmary sceneLiterature reappraisalThe old surveies defined self medicine as consuming of drugs without reding from their doctors or use of any medicine for ego intervention without audience of wellness attention professions ( sharrif, 2011 ) . In measuring the behaviour of ego antibiotics medicine and the factors influencing, other survey in Jordan concludes that inappropriate ego medicine antibiotics appears to be common among Jordanian, meaning the demand for carefully designed antibiotics educational runs to stress the utilizations and restriction of these medicine, and to do general public consciousness to the negative consequence, this run should be include all Jordanian ( Sawair, Baqain, Abu Karaky, & A ; Abu Eid, 2009 ) .. Self medicine is a common job worldwide, antibiotic opposition is quickly increasing job and the underdeveloped states like, Iran, Sudan, Jordan, Pakistan are sing ma ny facet of in appropriate usage of medicines in their wellness attention installations ( Sawalha, 2008 ) .Study designA cross-sectional survey will be conducted to look into the magnitude of antibiotic abuse and to measure the most likely causation factors act uponing this behaviour among wellness professional pupils in ( medical specialty, dental medicine, pharmaceutics, and nursing ) . This descriptive exploratory survey will be performed utilizing a self-administered questionnaire.Population and sampleA convenient random choice of 400 pupils will be performed to transport out the survey. The sample choice will be will be from all pupils in 4th specializer to be chosen every other pupil. This indiscriminately selected sample is considered homogeneous with regard to their age ( 4th twelvemonth degree pupils ) , educational degree, and wellness professions. Data will be collected from the pupils during their presence in their regular categories at the beginning of the 2nd semester in 2013. A entire figure of 400 questionnaires will be distributed on pupils in 4th specializer.PutingThe survey will be conducted in an academic based puting on 4th twelvemonth degree pupils of the 4th wellness co-workers ( medical specialty, dental medicine, pharmaceutics, and nursing ) at Jordan university of scientific discipline and engineering.Data aggregationA pre-designed structured questionnaire in Arabic linguistic communication will be used to roll up the information on ego medicine with antibiotic from the survey population. The questionnaire will be pre-tested on a little pilot population ( 40 pupils ) , from every specializer to find the diction and format of the questionnaire, completeness of response, the clip needed to finish the signifier. After that the questionnaire will be modified consequently. University administrative blessing will be obtained ( IRB ) to ease the distribution of the questionnaire. At the beginning of the questionnaire, the intent of the surve y will be explained and so the pupils will be asked to reply all inquiries. Consequently, demographic informations such as name, age, gender, reference, and forte co-worker will be followed. The questionnaire will dwell of structured unfastened and closed terminal inquiries and multiple response inquiries, the informations will be classified into point, which in bend will be given codifications used for intent of computing machine informations entry. The questionnaire will distributed to pupils at the terminal of their talk after informing and obtaining consent of the teaching staff and so collected after completion clip ( the clip will find related to fly survey ) . The response rate will be 100 % .Statistical analysisData will be analyzed by utilizing SPSS, descriptive analysis will be conducted. Prevalence of self-medication with antibiotics will be reported as per centum. Categorical information will be presented as frequence of happening and will be analyzed by chi-square trial . Continuous informations will be presented as mean and standard divergence and will be analyzed by pupil t-test. The P value of less than 0.05 was considered important at the 0.05 degree.RestrictionFirst, our topic will be drawn from health-professional pupils instead than other specializer. Second, the age distribution of the sample population will be different from the age distribution from general distribution of Jordan. Further surveies are needed to affect wider scope of ages to find the magnitude of self-medication abuse of antibiotics in the general population. Third, this is a retrospective survey, some prejudice might go on when the pupil have to retrieve how many times, continuance of intervention, besides should retrieve the name of antibiotics have been taken in old 12 months. Fourth, the questionnaire will be administered to pupils during their presence in their regular category. So, pupils may impact each other ‘s replies to inquiry, in malice of research worker ‘s instructions. What are anticipating to happen out is: Antibiotics self medicine without prescription is extremely prevalence among wellness professional pupils. Uncontrolled purchase of antibiotics from pharmaceuticss ( over the counter ) without prescription, and handiness of antibiotics at place ( remnant ) are the most common beginning of self medicine. Upper respiratory piece of land infection is the major wellness jobs reported to be treated by antibiotics self-medication. The fiscal factors play a function in choosing the type and the sum of antibiotics by self medicine individual.

Lexical Competence Definition and Examples

The ability to produce and understand the words of a language. Lexical competence is an aspect of both linguistic competence and communicative competence. Examples and Observations Anna GoyDuring the last decade or so more and more philosophers, linguists, psychologists, and computer scientists have become convinced that no complete account of our competence in the domain of word meaning can be given without a link between language and perception (Jackendoff, 1987; Landau Jackendoff, 1993; Harnad, 1993; Marconi, 1994). Moreover, it has been claimed that the boundary between lexical and encyclopaedic knowledge is not clear cut (or may be completely absent): the way we use, perceive and conceptualise objects is part of a kind of knowledge that not only belongs to our lexical competence, but is precisely what allows us to know the meanings of words and to use them correctly.Diego MarconiWhat does our ability to use words consist of? What kind of knowledge, and which abilities, underlie it?It seemed to me that to be able to use a word is, on the one hand, to have access to a network of connections between that word and other words and linguistic expressions: it is to know that cats are animals, that in order to arrive somewhere one has to move, that an illness is something one may be cured of, and so forth. On the other hand, to be able to use a word is to know how to map lexical items onto the real world, that is, to be capable of both naming (selecting the right word in response to a given object or circumstance) and application (selecting the right object or circumstances in response to a given word). The two abilities are, to a large extent, independent of each other. . . . The former ability can be called inferential, for it underlies our inferential performance (such as, for example, interpreting a general regulation concerning animals as applying to cats); the latter may be called referential. . . .I later discovered, thanks to Glyn Humphreys and other neuro-psychologists, that empirical research on brain-injured persons confirmed, to some extent, the intuitive picture of lexical competence I had been sketching. Inferential and refere ntial abilities appeared to be separate.Paul Miera[D]eveloping good test instruments for evaluating hypotheses about vocabulary development may be more difficult than we have typically supposed. Simply comparing the associations of L2 learners and native speakers, using ad hoc lists of words, as much of the research in this area has done, begins to look like a very unsatisfactory approach to assessing L2 lexical competence. Indeed, blunt research tools of this kind may be intrinsically incapable of evaluating the hypothesis we think we are researching. Careful simulation studies provide a way of testing out the capabilities of these instruments before they are widely used in real experiments.Michael Devitt and Kim SterelnyWhen we talk of an ability to use a name gained at a dubbing or in conversation, we are talking of competence. So competence with the name is simply an ability with it that is gained in a grounding or reference borrowing. Underlying the ability will be causal chain s of a certain type that link the name to its bearer. Since the names sense is its property of designating by that type of chain, we could say that, in a psychologically austere way, competence with a name involves grasping its sense. But competence does not require any knowledge about the sense, any knowledge that the sense is the property of designating the bearer by a certain type of causal chain. This sense is largely external to the mind and beyond the ken of the ordinary speaker.