Re Sba on Festivals in Christianity - 2193 Words

Name of Student: Aneshia Saunders Topic: Major Christian Festivals Subject: Religious Education School Code: 100070 Year of Examination: 2014 Name of Student: Aneshia Saunders Topic: Major Christian Festivals Subject: Religious Education School Code: 100070 Year of Examination: 2014 The topic of this Religious Education School Based Assessment is the major festivals in Christianity. Holidays, feasts and fasts are a significant part of Christian religious practice. The feast days celebrate joyous historical events, such as the birth and resurrection of Christ, while the fast days provide a special opportunity to focus on self-reflection, self-discipline, and repentance. Festivals are a part of the natural human desire to celebrate, and†¦show more content†¦Christmas Christmas or Christmas Day is an auspicious religious festival for Christians. It is being celebrated every year on the specified date December 25 with great fervor to commemorate the birth and life of Lord Jesus Christ. Christians on this occasion gather at the churches at midnight and in the morning for the church service, popularly known as mass, for Christ. Christmas, nominally a holiday is observed in various innovative ways apart from following traditional practices that includes: special dishes, exchanging gifts, offering prayers and enjoying meal with family members. Following the centuries old customs and beliefs, Christians will observe Christmas as a great festival around the Globe. Epiphany | Epiphany is one of the most important Christian festivals, as it shows how God comes to His people and reveals His salvation to the world. Every year this day falls on 6th January or in some countries, on the Sunday that falls between 2nd January and 8th January. The Epiphany is an ancient Christian festival and is important in a number of ways. In some region, the Epiphany celebrates the baptism of Jesus by John the Baptist in the River Jordan. In some other region, this day refers to the visit of the magi (wise men) to the infant Jesus when God revealed himself to the world through the manifestation of Jesus. This day also celebrates Jesus birth. The traditional color for Epiphany is white, which

The Power of the Media in Politics Essay - 1732 Words

The Power of the Media in Politics The mass media possesses a great deal of influence in society and politics in the United States. Newspapers, radio, magazines and television are able to use their own judgment when reporting current events. The power of the mass media is an asset to the government in some instances and a stumbling block in others. Recent technology and regulations related to the media have improved the means by which the public can get information. The final say in what goes into a story, however, belongs to the reporter alone. His opinions and biases are often a main part of the news the public receives. The mass media is the means by which the citizens of the United States†¦show more content†¦The press provides the people with the information necessary for democracy in the United States. According to our textbook, United States Government Democracy in Action, the mass media has been referred to as the fourth branch of government. (527) By simply associating the media with the other three branches of government implies the power of the mass media. The information relayed by the media to the people has played a major part in the democracy of the United States. The advancing technologies in todays world help the media to portray their political views. Television provides the opportunity for political figures to address the public directly, instead of through written means only. In the early 1800s few people actually subscribed to a newspaper. Those who didnt could hear the latest news in local taverns, and often those who did subscribe would mail the newspaper to their friends after they read it. (Remy 52) This way of circulating news was slow and ineffective. Newspaper distribution increased through the 1800s and mid- 1900s. Television proved to be a more convenient way to convey information, so eventually, television caused a decline in newspaper usage. 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Evidence Based Nursing Research Diabetes Therapy

Question: Discuss about the Evidence Based Nursing Research for Diabetes Therapy. Answer: Management of Diabetic Foot Ulcers Diabetic foot ulcers are the complications of the foot caused by Diabetes Mellitus and the foot is further referred to as Diabetic Foot. Since diabetes mellitus is a metabolic disorder, it impedes the process of wound healing and the complication exceeds. Management of diabetic foot ulcers is normally carried out by offloading the wound with the usage of right footwear, regular saline, debridement and antibiotic, controlling the blood glucose levels and rectification of the peripheral arterial insufficiency (Alexiadou Doupis, 2012). This annotated bibliography will be reviewing and analyzing five peer-reviewed articles, which will be based on the research question designed by the author according to the PICO format. The research question for the annotated bibliography has been presented below. Who are the affected population and what is the comparative intervention and outcome of the management of diabetic foot ulcer? To answer the research question, the author has carried out an annotated bibliography by selecting five peer-reviewed articles. Diabetic foot ulcer is a complication arising out of diabetes and the patients suffering from the disease are the affected population. For investing the process of healing and development of diabetic foot ulcer among the patients with diabetes, the researchers carried out the present prospective cohort study. The sample size was 104 diabetic patients and the study duration was 18.4 10.8 months. The evaluating factors for the study were serum inflammatory cytokines, vascular reactivity and growth factors. Statistical data analysis suggested that the ulcer was developed in 29% of the patients out of which, 53% of the patients healed and 47% did not heal during the study. From the study, it was found that the growth factors like MMP-9 and increased inflammatory cytokines levels are chiefly responsible for the development of the diabetic foot ulcers, along with the vascular and neuropathic factors. From the skin biopsy, it was revealed that the patients with diabetic foot ulcers had inc reased levels of immune cell infiltration when compared with the healthy individuals with higher WBC count and severe neuropathy. All these factors collectively contribute towards the occurrence of the ulcer and patients suffering from these abnormalities are the affected population. Targeting these factors in these patients can be effective in the management of diabetic foot ulcers. The authors of this study compared the characteristics of healing of the diabetic foot ulcers that are treated with standard care and dehydrated human amniotic membrane allografts, also known as EpiFix. The authors conducted a prospective, comparative, parallel-group, randomized, stratified and non-blinded clinical trial for determining the wound care effectiveness of these two therapies. Patients were selected on a randomized basis and were classified into two groups of standard regimen and amniotic membrane group. For the evaluation of outcomes of the study, the patients were observed for a period of 12 weeks and their wound healing characteristics were evaluated. From the study, it was found that greater rates of healing were achieved with Epifix in comparison with the standard care procedure. The amniotic membrane served as a catalyst in the wound healing process. Neurotrophic diabetic foot ulcer was better managed with the EpiFix as 92% of the chronic cases were reported to be h ealed in comparison to 8% of the cases as with the standard method of care. From the study, it can be said that Epifix is an economically feasible and clinically viable option of treatment that can be effective for the management of diabetic foot ulcer. The authors have presented this novel method of treatment with a scientific approach that can be considered by the clinicians as a rapid and efficient option for the patients with diabetic foot ulcer. Since there has been a gap identified by the authors in the management of diabetic foot ulcers, the authors carried out a systematic review that was the continuation of a previous research work by the same authors to identify the improvement in the healing process of the disease. 43 articles were selected from various academic databases like Medline and EMBASE, which were retrospective, and prospective controlled studies and the extracted data from the articles were summarized in the form of tables on a narrative basis. From the review, the authors found that among the recent therapies of diabetic foot ulcer, negative pressure wound therapy and hyperbaric oxygen therapy have been found to be most effective in the healing of diabetic foot ulcer. The authors have analyzed the literature based on the success and failure of the novel therapies and reached the conclusion with sufficient justification towards the found effectiveness of the therapy. From the 43 articles, it was clearly unde rstood that a great deal of research had been conducted on this subject, however, the problem of the disease persists as effective therapies are limited in terms of standard care. Therefore, this attempt by the authors to find a suitable is truly commendable for the effective management of diabetic foot ulcer. The authors carried out a mixed prospective cohort study to identify the factors that are related to the outcome of diabetic foot ulcers due to multidisciplinary treatment. For the study, 2,480 patients were selected who were suffering from diabetic foot ulcers. From the study, the authors identified the complexity factors that are strongly related to the outcome of primary healing of the disease. Diabetic foot ulcers were identified as the sign of the existing multi-organ disease that is underlying. The outcome parameters of the study included primary healing, minor amputation, major amputation and deceased unhealed. During the study, medical treatment was provided to the patients for optimizing the co-morbidity treatment and improving the metabolic control. Multiple regression analysis was carried out with the SPSS statistical software considering the factors of local characteristics, social factors, co-morbidity, clinical characteristics and demographic data. From the results, it was found that the rate of healing was found to be 90.6% without the occurrence of major amputations in the patients who survived. The authors thoroughly investigated the complexity factors that are contributory in the treatment of diabetic foot ulcers and prevent the amputation and death cases coming out of the disease. Therefore, it can be said that this research work can be beneficial in reducing the mortality and amputation rates due to diabetic foot ulcer and is focused on its better management. The authors carried out a literature review to determine the management of diabetic foot ulcer and identify the means to reduce the severity of the disease for improving the quality of life. For conducting the review, the authors selected duration between 1980 and 2014 and searched for the peer-reviewed articles from five electronic databases with appropriate keywords. Various study designs were included in the study and the bibliographies were searched for identification of other studies. From the searched articles, the authors carried out an in-depth analysis to determine the effectiveness of each parameter identified various management parameters. The parameter for management included education, debridement, offloading, advanced dressing and surgery. The authors also studied few advanced therapies that included hyperbaric oxygen therapy, electrical stimulation, negative pressure wound therapy, bioengineered skin and growth factors. All these parameters commonly aimed at the manage ment of diabetic foot ulcer and the authors have conducted an extensive analysis with detailed representation of the results from various studies to demonstrate the extent of effectiveness of the individual parameters. From the various articles, the authors identified the severity and the management components for the rapid healing of diabetic foot ulcers for reducing the high morbidity and avoid the serious complications of the disease. Since diabetes happens to be prime reason of the disease, it frequently leads to the development of the ulcer and can cause lower limb amputation, unless appropriate intervention is provided to manage the complications and this issue has thoroughly researched in this article. From the reviewed articles, it can be concluded that diabetic foot ulcer is one of the most serious consequences of diabetes as the condition of the patient is aggravated with the progression of the disease with significant socioeconomic impact. Effective management of the disease can result in healing of the disease, while 5-24% of the cases lead to lower limb amputation after remaining active for a considerable period. Therefore, the management of diabetic foot ulcer remains a therapeutic challenge that requires the reviewing of the treatments and strategies for achieving the goals without increasing the burden of treatment costs. This annotated bibliography has discussed and compared some of the novel approaches, while much has to be done for their appropriate implementation. References Alexiadou, K., Doupis, J. (2012). Management of diabetic foot ulcers.Diabetes Therapy,3(1), 1-15. Apelqvist, J., Elgzyri, T., Larsson, J., Lndahl, M., Nyberg, P., Thrne, J. (2011). Factors related to outcome of neuroischemic/ischemic foot ulcer in diabetic patients.Journal of vascular surgery,53(6), 1582-1588. Dinh, T., Tecilazich, F., Kafanas, A., Doupis, J., Gnardellis, C., Leal, E., Veves, A. (2012). Mechanisms involved in the development and healing of diabetic foot ulceration.Diabetes,61(11), 2937-2947. Game, F. L., Hinchliffe, R. J., Apelqvist, J., Armstrong, D. G., Bakker, K., Hartemann, A., Jeffcoate, W. J. (2012). A systematic review of interventions to enhance the healing of chronic ulcers of the foot in diabetes. Diabetes/metabolism research and reviews,28(S1), 119-141. Yazdanpanah, L., Nasiri, M., Adarvishi, S. (2015). Literature review on the management of diabetic foot ulcer.World J Diabetes,6(1), 37-53. Zelen, C. M., Serena, T. E., Denoziere, G., Fetterolf, D. E. (2013). A prospective randomised comparative parallel study of amniotic membrane wound graft in the management of diabetic foot ulcers.International wound journal,10(5), 502-507. Dinh, T., Tecilazich, F., Kafanas, A., Doupis, J., Gnardellis, C., Leal, E., Veves, A. (2012). Mechanisms involved in the development and healing of diabetic foot ulceration.Diabetes,61(11), 2937-2947.Zelen, C. M., Serena, T. E., Denoziere, G., Fetterolf, D. E. (2013). A prospective randomized comparative parallel study of amniotic membrane wound graft in the management of diabetic foot ulcers.International wound journal,10(5), 502-507.Apelqvist, J., Elgzyri, T., Larsson, J., Lndahl, M., Nyberg, P., Thrne, J. (2011). Factors related to outcome of neuroischemic/ischemic foot ulcer in diabetic patients.Journal of vascular surgery,53(6), 1582-1588. Yazdanpanah, L., Nasiri, M., Adarvishi, S. (2015). Literature review on the management of diabetic foot ulcer.World J Diabetes,6(1), 37-53. Game, F. L., Hinchliffe, R. J., Apelqvist, J., Armstrong, D. G., Bakker, K., Hartemann, A., Jeffcoate, W. J. (2012). A systematic review of interventions to enhance the healing of chronic ulcers of the foot in diabetes.Diabetes/metabolism research and reviews,28(S1), 119-141.

Loss Causation Model free essay sample

Loss Causation Model BY ds11969 Loss Causation Model History, Theory Application Before a loss occurs (Injury, illness, damage, loss in process), there are series of events that take place with a root cause that begins this series of events. The root cause is called a Lack of Control (Inadequate standards, lack of compliance for preparedness, knowledge and skill training, etc). This leads to a basic cause (or personal factor) such as lack of knowledge, stress, inadequate capabilities. This in turn leads to an immediate cause (substandard conditions and actions) such as perating without authority, working under the influence of controlled substances, inadequate barriers. This then leads to an Incident a fall, a strike, stress, or being in contact with an unfriendly environment. The incidence leads to the loss. The concept of the Loss Causation Model hence is that when a loss occurs, we need to go back that chain, realize that the root cause is not the incident or the immediate cause, and solve the problem from the root cause in order to prevent the loss from reoccurring. We will write a custom essay sample on Loss Causation Model or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are numerous accident and loss causation models in existence. The two that will be discussing in this report will be H. W. Heinrichs Domino Theory and the ILCI Loss Causation Model. Loss causation models are used as models for safety and accident prevention theory. Loss causation models provide a direction of focus for the individual interested in reducing injuries in an organization. Heinrichs principles date back to 1932 and encourage focusing on near misses instead of injury-related incidents to prevent significant losses from occurring. The International Loss Control Institute developed their own model in 1985, the ILCI Loss Causation model, to provide users a tool to control the vast majority of accidents and loss control roblems. The ILCI model encourages focusing on development of standards, the measurement and evaluation of standards to ensure they are being followed through by members of the organization, and the continuous update of standards to provide a means to prevent injuries in an organization. A more detailed account of each of these loss causation models follows starting with Heinrichs theory. Heinrichs Domino Theory of Loss Causation In his 1932 book Industrial Accident Prevention, H. W. Heinrich wrote that there are five factors in the accident sequence: * The first factor is the social environment nd ancestry. Traits such as recklessness, stubbornness, avariciousness, and other undesirable character traits may be passed along through inheritance. * The second factor is the fault of the person. This factor states that inherited or acquired traits of the person; such as violent temper, lack of consideration, ignorance of safe practice, etc. are responsible for the person committing unsafe acts or allowing the existence of mechanical or physical hazards. * The third factor is the unsafe act and/or mechanical or physical hazard. Unsafe acts include standing under uspended loads, failure to adhere to lock-out/tag-out policy, horseplay, and removal of safeguards. Mechanical or physical hazards include such items as unguarded machinery, unguarded pinch points, and insufficient light. * The fourth factor is flying objects, being caught in machinery, or coming into contact with high energy sources. The fifth and last factor is the injury. Injuries include fractures, lacerations, etc. , that result directly from accidents (Heinrich, 1932). Heinrich then arranges these five factors in a domino fashion such that the fall of the first domino results in the fall of the entire row. The domino arrangement illustrates Heinrichs notion that each factor leads to the next with the end result being the injury. It also illustrates that if one of the factors (dominos) is removed, the sequence is unable to progress and the injury will not occur. While it may be difficult or impossible to change a persons attitude (the first and second domino), proper supervision can guide the persons behavior so that they do not perform a substandard act or allow a substandard condition to exist (the third domino) which leads to an accident (the fourth domino) that leads to an injury (the fifth and final domino). Heinrich also developed a pyramid shaped model to explain the relationship of near-miss accidents to minor injuries and major injuries. Heinrichs pyramid states that for every 300 near-miss incidents, there will be 29 minor injuries, and 1 major injury. This pyramid summarizes Heinrichs belief that-near miss incidents must be prevented in order to eliminate the possibility of reaching each successive level of the pyramid. Figure 1 depicts Heinrichs pyramid. While the terminology and thinking found in Heinrichs Domino Theory of Accident Prevention are dated, the process remains worth review. Properly training employees and managers insures that the management system is working in concert with employees to reduce the occurrence of near misses that, in turn, reduces the opportunity for more severe injuries to occur. A major flaw with Heinrichs model is that it relies on a single cause that leads to an incident. Rarely is an incident the product of a single cause; more likely, an incident is the result of several factors that occurred simultaneously to produce the incident or loss. A more up to date and complete model of loss causation is the ILCI Loss Causation Model that dates to 1985. Where Heinrich focused on reducing the ncidence of near misses, the ILCI model focuses on development of performance standards and enforcement of standards to ensure that employees are performing their work in a safe manner. With emphasis on performance standards, the ILCI model takes a proactive approach to loss prevention and suggests that losses are due to a breakdown in these standards. A closer look at the ILCI model follows. ILCI Loss Causation Theory * Inadequate Management control * Basic causes: personal vs. Job factors * Immediate causes: substandard acts/ conditions * Near hit/accident: contact with energy, substance, and/or people * Loss: people, roduct, service, equipment, facility, and/or environment The International Loss Control Institute has developed the ILCI Loss Causation Model. Like Heinrichs Domino Theory, the ILCI model is based on a sequence of events that leads up to an eventual loss. The events in sequential order are Lack of control, Basic causes, Immediate Causes, Incident/Contact, and Loss. Each event has a role in continuing the loss process to its conclusion, the Loss. To facilitate a better understanding of the ILCI model, the events will be reviewed in reverse, starting from Control (inadequate program or inadequate compliance to standards). To begin, Loss is the result of an accident. Loss can be direct or indirect, both of which must be considered to fully appreciate the impact to a company. Direct loss includes some or all of the following; harm to people, damage to property, or a reduction/halt in productivity. Indirect costs may include, but are not limited to, increased training costs to replace injured employees, legal expenses, investigation time, and loss of business due to unfavorable press. The ILCI Loss Causation Model estimates that for every dollar of direct loss, the indirect costs may be six to fifty-three times as much. Both direct and indirect costs of injury and illness are deducted directly out of profit; conversely, when dollars are saved from accidents the organization realizes increased profits . Prior to the Loss, the Incident occurs that may or may not result in injury to a person or damage to property. A person or object is able to absorb a given amount of energy without harm, however, when the amount of energy exceeds the amount that may be safely absorbed, injury or damage results. This not only applies to an objects kinetic energy that contacts the person or property, but also electrical nergy, acoustic energy, thermal energy, radiant energy, and chemical energy. The American Standard Accident Classification code lists some of the more common types of energy transfers which include: Struck against (running or bumping into) Struck by (hit by moving object) Fall to lower level (either the body falls or the object falls and hits the body) Fall on same level (slip and fall, tip over) Caught in (pinch and nip points) Caught on (snagged, hung) Caught between (crushed or amputated) Contact with (electricity, heat cold, radiation, caustics, toxics, noise) Overstress/ verexertion/overload Continuing up the chain of the ILCI model, Immediate Causes precede the Incident. Immediate Causes are subdivided further into substandard practices and substandard conditions. While Heinrich used the term unsafe act or conditions to describe the direct cause of injuries, use of the term unsafe has fallen out of favor with current trends in accident prevention. The term unsafe calls the organizations ability to identify obvious problems into question, a potential problem in todays litigious society. The term substandard acknowledges that organizations have tandards of performance that are to be followed by all employees and is the accepted term used today. When substandard conditions and/or practices are allowed to occur in a facility, there is always the potential for an energy transfer that is beyond the persons/ob]ects ability to absorb without damage. To clarify substandard practices and substandard conditions, the following examples are provided: Examples of substandard practices would include: Operating equipment without authority Improper loading Horseplay Under influence of alcohol and/or other drugs Examples of substandard conditions would include: Ђ Defective tools, equipment or materials Poor housekeeping; disorderly workplace Inadequate ventilation Prior to the Immediate Cause of the loss are the Basic Causes. Basic Causes must be identified and addressed to allow a more effective control of losses. The Basic Causes help to explain why people perform substandard acts or allow substandard conditions to exist. The ILCI model divides the Basic Causes into two categories, personal factors and Job factors. Personal factors include lack of knowledge, skill, or inability to handle pressures of the Job while Job factors include such items as nadequate training, inappropriate equipment and tools, worn equipment and tools, or inadequate equipment and tools. Lack of Control is the initial step that leads to Basic Causes and allows the sequence to proceed to the eventual loss. According to the ILCI model, there are three common reasons for lack of control; inadequate safety/loss program, inadequate safety/loss program standards, and inadequate compliance with standards. First, an inadequate program occurs when there are too few program activities to address the needs of an organization. Necessary programs will vary depending on the size of the organization, work performed at the rganization, and the methods to perform the work. Common elements of an effective program according to the ILCI model include management and employee training, personal protective equipment, engineering controls, planned inspections, task analysis, emergency preparedness, and incident investigations. Second, inadequate program standards occur when organizations standards are not specific enough, not clear enough, or are not high enough. Program standards need to let people know what is expected of them as well as provide them with a tool to measure their performance against the standard. Third, inadequate compliance is a factor that leads to Lack of Control. Most managers agree that inadequate compliance is probably the single greatest reason for loss. Poor compliance with effective program standards is due to ineffective communication of standards to employees or a failure to enforce standards . ln summary, the ILCI Loss Causation Model indicates that losses begin with a lack of control. With a lack of control, basic causes such as lack of training or inadequate tools and equipment are allowed to occur/exist. These basic causes lead to the immediate causes, which are the existence of a substandard ondition or the performance of a substandard practice. Immediate causes lead to the incident itself, and conclude with the loss. The loss may be to people, property, product, the environment, or the organizations ability to provide its services. It is important to note that it is not the intent of the ILCI model to place blame on individuals for committing substandard acts or for allowing substandard conditions to exist, but rather to encourage managers to evaluate the management system that influences human behavior. Punishment should never be inflicted as the result of an accident investigation . By punishing the employee; attention is shifted away from the management system that allowed the loss to occur in the first place. The ILCI model starts with a lack of control. Control is within the four essential functions of management, which are to plan, lead, control, and organize. Taking this into consideration, it may be summarized that a loss is indicative of a failure on questions, the lack of control in the management system may be identified and addressed to prevent the sequence of events from occurring that leads to the eventual loss. As detailed in the ILCI model and H. W.

9 causas para perder la ciudadanía de Estados Unidos

9 causas para perder la ciudadanà ­a de Estados Unidos Los ciudadanos de los Estados Unidos pueden perder su condicià ³n de estadounidenses si realizan determinadas acciones que llevan aparejada como consecuencia la pà ©rdida de la nacionalidad. Esto aplica tanto a los ciudadanos que adquirieron su condicià ³n en el momento del nacimiento como a los que la obtuvieron posteriormente, incluido el trmite que se conoce como naturalizacià ³n, por el que los residentes permanentes legales se convierten en ciudadanos. Puntos clave: pà ©rdida de la ciudadanà ­a estadounidense Son raros los casos de retirada de la ciudadanà ­a estadounidense. La ley tiene previstos nueve casos en los que puede darse pero todos ellos requieren que se trate de un acto voluntario y consciente.Una situacià ³n diferente son los casos de desnaturalizacià ³n por fraude, que se han incrementado en los à ºltimos aà ±os. Se est quitando la ciudadanà ­a a personas que mintieron en las aplicaciones de naturalizacià ³n, obtencià ³n de la tarjeta de residencia o las que cometieron un delito antes de naturalizarse y no revelaron este problema en la aplicacià ³n. 9 acciones que, en teorà ­a, podrà ­an provocar la pà ©rdida de la ciudadanà ­a de los Estados Unidos Segà ºn la Seccià ³n 359 de la Ley de Inmigracià ³n y Nacionalidad (INA, por sus siglas en inglà ©s), en la actualidad un estadounidense solamente podrà ­a verse privado de su ciudadanà ­a cuando se dan una de las circunstancias siguientes: Prestar juramento o declaracià ³n formal  de lealtad a otro paà ­s despuà ©s de cumplir los 18 aà ±os.Obtener la nacionalidad de otro paà ­s de forma voluntaria y por peticià ³n propia despuà ©s de haber cumplido los 18 aà ±os de edad.  Servir en cualquier categorà ­a en un Ejà ©rcito extranjero hostil hacia Estados UnidosServir como oficial comisionado o no comisionado en el Ejà ©rcito de otro paà ­sServir como soldado en un Ejà ©rcito no hostil hacia Estados UnidosTrabajar para un gobierno extranjero despuà ©s de cumplir los 18 aà ±os Renunciar voluntaria y formalmente a la ciudadanà ­a como hicieron estos 10 famosos. Sentencia firme condenatoria por traicià ³n a los Estados UnidosCondena firme por intentar derrocar el gobierno de los Estados Unidos En el caso de trabajar para gobierno extranjero es necesario que adems, se dà © una de las siguientes circunstancias: poseer tambià ©n la nacionalidad del paà ­s de dicho gobierno , es decir, debe darse un caso de doble nacionalidad prestar algà ºn tipo de juramento o promesa como condicià ³n para acceder a ese puesto de trabajo. Por otro lado, en el caso de renuncia voluntaria a la nacionalidad estadounidense, si se est fuera de los Estados Unidos la declaracià ³n debe hacerse en una embajada o consulado de USA. Por el contrario, si la persona que desea renunciar se encuentra dentro del paà ­s deber contactar con el Departamento de Seguridad Interna. Sin embargo, no siempre que se produzca uno de estos hechos se pierde la nacionalidad. Ya que por ley es necesario que concurran obligatoriamente dos requisitos siguientes: que el acto sea voluntarioque el acto se realice con la intencià ³n de abandonar la condicià ³n de ciudadano. Y es que en  Afroyim v. Rusk, una sentencia de  1967 la Corte Suprema reconoce que un ciudadano americano tiene un derecho constitucional a permanecer siendo ciudadano, a menos que voluntariamente renuncie a la nacionalidad. Y en 1980 con la sentencia  Vance v. Terrace,  la Corte establecià ³ que tal renuncia se puede hacer mediante una declaracià ³n o mediante accià ³n. Es fcil determinar que el acto es voluntario. Lo que no es tan claro es determinar cundo existe la intencià ³n de realmente dejar de ser estadounidense. Para esto aplica la norma de las presunciones y a continuacià ³n se explica cà ³mo se debe entender. Cundo el gobierno de EE.UU. entiende que hay intencià ³n de renunciar a la ciudadanà ­a estadounidense Adems, de obviamente, cuando se renuncia formalmente a la ciudadanà ­a, se pierde, las autoridades consideran que hay intencià ³n de dejar de ser estadounidense cuando: Se sirve en cualquier posicià ³n en un Ejà ©rcito en hostilidades contra los Estados UnidosCuando hay una condena por traicià ³n o por intentar derrocar al gobiernoCuando se sirve a un gobierno extranjero en una posicià ³n polà ­tica En estos tres casos, los oficiales consulares investigarn  si efectivamente se da la intencià ³n de abandonar la ciudadanà ­a, como en principio se presume. Y en base a dicha investigacià ³n, resolvern. Cundo el gobierno entiende que NO hay intencià ³n de renunciar Existe una premisa administrativa que considera que se tiene la intencià ³n de seguir siendo estadounidense en todos los dems casos no previstos en el caso anterior. Es decir, cuando se presta alianza a otro paà ­s, se adquiere su nacionalidad, se presta servicio en un Ejà ©rcito extranjero no hostil o se acepta un trabajo para otro gobierno a nivel no polà ­tico.   La persona que realiza cualquiera de las cuatro actividades arriba mencionadas no necesita pedir permiso antes de hacerlas ni tampoco notificar a ninguna autoridad americana su intencià ³n de seguir siendo estadounidense, ya que eso es lo que se presume. Pero es posible que cuando pida la renovacià ³n del pasaporte americano o solicite registrarse para votar o cualquier otra actividad reservada a ciudadanos un oficial consular le pregunte si al realizar una de las cuatro acciones antes seà ±aladas deseaba renunciar a la nacionalidad estadounidense. Bastar con contestar â€Å"no† para seguir siendo americano. Sin embargo, en el pasado no era asà ­ y muchos ciudadanos perdieron su nacionalidad. En estos casos podrà ­a ser posible recuperarla. Casos de desnaturalizacià ³n por fraude Entre 1990 y 2017 hubo un total de 305 desnaturalizaciones, es decir, 11 casos por aà ±o en los que se le quità ³ la ciudadanà ­a estadounidense a personas que la habà ­an adquirido por medio de la naturalizacià ³n. Pero desde ese aà ±o las desnaturalizaciones han incrementado y el gobierno reconoce que en la actualidad hay aproximadamente unos 2.500 casos siendo investigados. Adems, en el presupuesto del aà ±o fiscal 2019 hay destinados a ICE 207 millones para investigar posibles casos de desnaturalizacià ³n y que le permiten contratar a abogados e investigadores para intentar encontrar casos en los que el ciudadano naturalizado cometià ³ fraude, es decir, mintià ³, en el proceso de naturalizacià ³n u obtencià ³n de la green card. Adems, se buscan particularmente casos en los que el ahora ciudadano cometià ³ alguna felonà ­a antes de adquirir la ciudadanà ­a y no lo reportà ³. Especialmente, los investigadores estn interesados en los casos de personas que recibieron una orden de deportacià ³n pero se quedaron en el paà ­s y, posteriormente, adquirieron la ciudadanà ­a bajo otro nombre. Esto es posible porque se estn investigando huellas digitales de los aà ±os 90 y anteriores que no estaban digitalizadas y se estn comparando con los expedientes de naturalizacià ³n. Consecuencias de la pà ©rdida de la ciudadanà ­a  de EE.UU. Se dejan de tener todos los privilegios, derechos y libertades propios de ser estadounidense Adems, a partir de ese momento se deber solicitar una visa para entrar a Estados Unidos, a menos que la persona sea titular de un pasaporte que le permita entrar como turista bajo el Programa de Exencià ³n de Visas. Si careciese de otro pasaporte, la persona que voluntariamente deja de ser estadounidense se considera que es aptrida y carece de la proteccià ³n de ningà ºn estado. En todo caso, la renuncia no evitar que esa persona sea sometida a juicio por posibles delitos que haya cometido en EE.UU.. Asimismo, continà ºa estando obligada a hacer frente a las obligaciones financieras que haya contraà ­do en EE.UU. y a las militares, si las tuviera. Por à ºltimo, dejar de ser americano no supone el fin automtico de la relacià ³n con los impuestos americanos, ya que habr que seguir cumpliendo esta obligacià ³n por 10 aà ±os. Se aconseja consultar con el IRS para asegurarse de cules son las obligaciones pendientes en materia de tasas. La renuncia a la nacionalidad americana es definitiva. Es decir, una vez realizada no hay vuelta atrs. La à ºnica excepcià ³n es plantear una demanda administrativa o judicial y ganarla. Y en el caso de las personas que dejaron de ser americanas motu proprio cuando eran menores de edad, debern notificar al Departamento de Estado que desean volver a ser estadounidenses dentro de los seis meses siguientes a haber cumplido los 18 aà ±os. Como es un acto de grandes consecuencias, antes de llevarlo a cabo es recomendable consular sobre el proceso para entender todos sus aspectos. Las dudas se atienden en la Oficina de Asuntos Consulares del DoS en Washington, llamando al 1-202-736-9110 o enviando un correo electrà ³nico a ASKPRIstate.gov Derechos y obligaciones de los estadounidenses en el exterior Los ciudadanos tienen obligacià ³n de pagar impuestos, aunque residan habitualmente en otro paà ­s. Pero tambià ©n tienen derechos, como en determinados casos transmitir la ciudadanà ­a a sus hijos, recibir el pago del cheque del seguro social o votar en las elecciones para Presidente registrndose en el à ºltimo estado en el que se residià ³. Si han formado una familia y desean regresar a Estados Unidos, podrn solicitar los papeles por matrimonio para su cà ³nyuge, si bien pueden existir obstculos que deben ser tenidos en cuenta. Este es un artà ­culo informativo. No es asesorà ­a legal.

Basal Ganglia Function and Location

Basal Ganglia Function and Location The basal ganglia are a group of neurons (also called nuclei) located deep within the cerebral hemispheres of the brain. The basal ganglia consist of the corpus striatum (a major group of basal ganglia nuclei) and related nuclei. The basal ganglia are involved primarily in processing movement-related information. They also process information related to emotions, motivations, and cognitive functions. Basal ganglia dysfunction is associated with a number of disorders that influence movement including Parkinsons disease, Huntington disease, and uncontrolled or slow movement (dystonia). Basal Nuclei Function The basal ganglia and related nuclei are characterized as one of three types of nuclei. Input nuclei receive signals from various sources in the brain. Output nuclei send signals from the basal ganglia to the thalamus. Intrinsic nuclei relay nerve signals and information between the input nuclei and output nuclei. The basal ganglia receive  information from the cerebral cortex and thalamus through input nuclei. After the information has been processed, it is passed along to intrinsic nuclei and sent to output nuclei. From the output nuclei, the information is sent to the thalamus. The thalamus passes the information on to the cerebral cortex. Basal Ganglia Function: Corpus Striatum The corpus striatum is the largest group of basal ganglia nuclei. It consists of the caudate nucleus, putamen, nucleus accumbens, and the globus pallidus. The caudate nucleus, putamen, and nucleus accumbens are input nuclei, while the globus pallidus is considered output nuclei. The corpus striatum uses and stores the neurotransmitter dopamine and is involved in the reward circuit of the brain. Caudate Nucleus: These  C-shaped paired nuclei (one in each hemisphere) are located primarily in the frontal lobe region of the brain. The caudate has a head region that curves and extends forming an elongated body that continues to  taper at its tail. The tail of the caudate ends in the temporal lobe at a limbic system structure known as the amygdala. The caudate nucleus is involved in motor processing and planning. It is also involved in memory storage (unconscious and long-term), associative and procedural learning, inhibitory control, decision making, and planning.Putamen: These  large rounded nuclei (one in each hemisphere) are located in the forebrain and along with the caudate nucleus  form the dorsal striatum. The putamen is connected to the caudate nucleus at the  head region of the caudate. The putamen is involved in voluntary and involuntary motor control.Nucleus Accumbens: These  paired nuclei (one in each hemisphere) are located between the caudate nucleus an d putamen. Along with the olfactory tubercle (sensory processing center in the olfactory cortex), the nucleus accumbens forms the ventral region of the striatum. The nucleus accumbens is involved in the brains  reward circuit and behavior mediation. Globus Pallidus: These paired nuclei (one in each hemisphere) are located near the caudate nucleus and putamen. The globus pallidus is divided into internal and external segments and acts as one of the major output nuclei of the basal ganglia. It sends information from basal ganglia nuclei to the thalamus. The internal segments of the pallidus send the majority of output to the thalamus via the neurotransmitter gamma-aminobutyric acid (GABA). GABA has an inhibitory effect on motor function. The external segments of the pallidus are intrinsic nuclei, relaying information between other basal ganglia nuclei and internal segments of the pallidus. The globus pallidus is involved in the regulation of voluntary movement. Basal Ganglia Function: Related Nuclei Subthalamic Nucleus: These small paired nuclei are a component of the diencephalon, located just below the thalamus. Subthalamic nuclei receive excitatory inputs from the cerebral cortex and have excitatory connections to the globus pallidus and substantia nigra. Subthalamic nuclei have both input and output connections to the caudate nucleus, putamen, and substantia nigra. The subthalamic nucleus plays a major role in voluntary and involuntary movement. It is also involved in associative learning and limbic functions. Subthalamic nuclei have connections with the limbic system through connections with the cingulate gyrus and nucleus accumbens.Substantia Nigra: This large mass of nuclei is located in the midbrain and is also a component of the brainstem. The substantia nigra is composed of the pars compacta and the pars reticulata. The pars reticulata segment forms one of the major inhibitory outputs of the basal ganglia and assists in the regulation of eye movements. The pars compact a segment is composed of intrinsic nuclei that relay information between input and output sources. It is involved mainly in motor control and coordination. Pars compacta cells contain pigmented nerve cells that produce dopamine. These neurons of the substantia nigra have connections with the dorsal striatum (caudate nucleus and putamen) supplying the striatum with dopamine. The substantia nigra serves numerous functions including controlling voluntary movement, regulating mood, learning, and activity related to the brains reward circuit. Basal Ganglia Disorders Dysfunction of basal ganglia structures results in several movement disorders. Examples of these disorders include Parkinsons disease, Huntington disease, dystonia (involuntary muscle contractions), Tourette syndrome, and multiple system atrophy (neurodegenerative disorder). Basal ganglia disorders are commonly the result of damage to the deep brain structures of the basal ganglia. This damage may be caused by factors such as head injury, drug overdose, carbon monoxide poisoning, tumors, heavy metal poisoning, stroke, or liver disease. Individuals with basal ganglia dysfunction may exhibit difficulty in walking with uncontrolled or slow movement. They may also exhibit tremors, problems controlling speech, muscle spasms, and increased muscle tone. Treatment is specific to the causation of the disorder. Deep brain stimulation, electrical stimulation of targeted brain areas, has been used in the treatment of Parkinsons disease, dystonia, and Tourette syndrome. Sources Lanciego, Josà © L., et al. â€Å"Functional Neuroanatomy of the Basal Ganglia.† Cold Spring Harbor Perspectives in Medicine, Cold Spring Harbor Laboratory Press, Dec. 2012.Parr-Brownlie, Louise C., and John N.J. Reynolds. â€Å"Basal Ganglia.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 19 June 2016.Wichmann, Thomas, and Mahlon R. DeLong. â€Å"Deep-Brain Stimulation for Basal Ganglia Disorders.† Basal Ganglia, U.S. National Library of Medicine, 1 July 2011.

Analysis of Gail Tsukiyama's novel The Samurai's Garden Essay

Analysis of Gail Tsukiyama's novel The Samurai's Garden - Essay Example As highlighted by Stephen, apart from the fact that his parents were searching for a recuperating place for him, they were also protecting his younger sister from being infected by his disease. In Tarumi; Stephen is cared for by Matsu, a reticent housekeeper and a master gardener. During his continual stay with Matsu, Stephen learns Matsu’s secret and gains not only physical strength, but also profound spiritual insight. Analysis Throughout the novel there is an underlying sense of society being out of place, characterized with crazy ideas of honor and the fact that there was a war going on. This is reflected in the quote below; "When I first arrived at Tarumi, I wondered how Matsu could spend so much time in the garden. But the more time I spend here, the easier it is to see there's something very seductive about what Matsu has created." Stephen, Autumn, p. 31. The undoing stories of his new friends, war, and family eventually brings him to the beginnings of wisdom, love, hon or and loss. The basic argument of the novel is loyalty and honor found in Japanese culture. The significance of the novel’s title is attained through the complex relationship that exists between the characters and the physical adversities and conflicts they face. Gail Tsukiyama also alludes to one’s ability to build upon life as opposed to mere acceptance. Themes Coming of age By the time Stephen prepares to spend time at Tarumi, he was a mature man. However, his maturity is more revealed from the interaction with others and their impact they had on him. "When you're well again, this period of your life will simply be a quiet memory." Stephen's father, Autumn, p. 20. In this quote, Stephen father encourages Stephen of his illness and this gives him a lot of hope and hence mental maturity. The novel starts with Stephen feeling as if he has been exiled. Regardless of these feelings, he is anxious to be kind to the old caretaker of his family beach house and he and Matsu soon find a common ground. The time spend between the two makes Stephen realize that he actually has less knowledge about Matsu as a young man when his family visited the beach house on vacation. As Matsu introduces him to the surrounding environment, Stephen also becomes acquainted with Matsu’s friends who include Sachi and Kenzo. The closer he becomes with these two the more he learns about their lives and entanglements. "When some of those who had the disease were no longer wanted by others in town, they took what few belongings they had and went up into the mountains." Matsu, Autumn, p. 23. In the end, we learn as Stephen does about life, loyalty to family and friends, attachments, betrayal but most importantly is the unconditional love. The authors’ writing is crystalline and delicate as shown in her evocation of time and place. This quite tale of affection between people whose countries are at war speaks of humanity that transcends geopolitics. As witnessed in t he novel, Stephen becomes more and more ingrained in the daily lives surrounding the beach house while Japan begins to invade China. While the main characters of the novel have transverse their own difficulties and hardships; bringing every character to experience their own individual loneliness and sorrow is a true revelation that people are characterized by necessary tools to survive despite of the world. This

AED Wk 8 DQ 1 Replies Coursework Example | Topics and Well Written Essays - 250 words

AED Wk 8 DQ 1 Replies - Coursework Example John smith: exceptionalities addressed include john’s outstanding intelligence, his ability to learn things fast with little help from instructors especially if they are hands on. in addition, John thrives on organization, structure and procedures as they provide him with balance. This is revealed by the fact that any change in school program leaves him confused and emotional. The teacher should incorporate instructive technology to keep John’s attention considering he enjoys working with electronics. Few, short and doable assignments should be given enabling him to complete tasks. Organization and structure should also be emphasized in the classroom environment and dealing with behavior (Rosenberg, Westling & Mcleaskey, 2007). Ethan Andrew: exceptionalities addressed include his academic excellence especially in mathematics and reading. He is also good at sports including basketball and swimming. His lack of attention is caused by lack of proper rest, as he is not sleeping well. This could be because of watching TV after bed as he does after eating. The classroom environment should be organized with everything placed in its designated location to ease finding things. At home, the mother should provide procedures of things to do while getting ready for school. The teacher should also eliminate distractions in class (Rosenberg, Westling & Mcleaskey, 2007). Sumer smith: exceptionalities addressed involve her capability to work one-on-one with the teacher and other students. Additional information is that she is a below average student hence will need attention and adaptation from the teacher to ensure she catches up with the other students. This is indicated by her inability to process information, as she should at her age and grade. The teacher should make use of instructional technology that converts texts to sound, has images and colorful illustrations. One-on-one and peer

Teaching Vocabulary Using Original Video and Sound Effects to Young Learner Essay Example for Free

Teaching Vocabulary Using Original Video and Sound Effects to Young Learner Essay Putu Darma Putra (2013) in his seminar says that â€Å"World is words, how nice and influence they are; appears in a dictionary. † Words are really powerful for good and evil. They can transform in the hands of someone who knows how to choose and combine them. As we know, English as an international language has an important role in dealing with the world. For dealing with the world we need to deliver our thought by using words or vocabularies. We can imagine how powerful vocabulary is. As well known, vocabulary is the knowledge of words and word meanings. It is very necessary to teach vocabulary during English lesson. The reason why vocabulary is taught at school is because students need to improve their vocabulary to use in the real life. Students speak English in their daily life; they are speaking with other person vocabularies. If students have a small stock of vocabularies, this would be obstacles when they are talking to someone else or reading English textbook. So, it is really important to teach vocabulary intensively. There are many ways of teaching and learning vocabulary. The rules and strategies of teaching vocabulary items in the classroom should be innovative and proficient. Research shows that the key strategy to teach vocabulary effectively is by using a media that can make students are interested in the lesson. Using teaching media in teaching and learning process can motivate and develop student’s vocabulary mastery. According to Shahla Yassael (2012), teaching language skills through mechanical exercises and traditional fill-in-the-blank, true/ false, and multiple-choice assessments does not interest students as much as we expect. Almost of students get bored when they just read text book and more of them just read the words without know what the meaning of it is. Poor readers usually read less, because reading is difficult and frustrating for them. It means that their vocabularies are limited. Teachers have to know how to help and facilitate students to learn about vocabulary knowledge using useful words or vocabulary that will help them achieve or figure out meaning of the words by them selves. This means that the words frequently appear in their daily life. Teacher also should find the best strategies that useful both in the classroom and out-side of the classroom. Teaching strategies can use a media as supporting items. Teaching vocabulary using media can create a meaningful context, which can be delivering and introduce any key vocabulary that may be unfamiliar. The media that can use to teach vocabulary is using poems and favorite song. It is supported by Caroline Linse (2006) that songs and poems are an excellent way to begin or end a lesson. Teachers usually use poems and songs in the beginning of lesson to warm up students. It is better to choose an appropriate poems or songs that related to the content of the lesson. At the end of lesson, the better way to cooling down the situation after giving lesson is singing song and repeat it in different verse. It can be doing while the students are waiting the bell to ring. Songs and poems are usually use for early children education, or we call it young learner. They are easily to imagine nouns, and don’t have literacy skills. So, they only can recognize nouns. Young learners also need concrete vocabulary. It means the vocabulary that they learn should be definite and specific. They also need to repeat the words again and again in new context. Young learners are easily to feel bored during lesson, because they love to move as they sing the song. By using poems and song, they can learn the lesson in a fun way. In this case, teacher can use props or action that can make them remember the words and meaning. The props and actions are also making them know and remember the context that shows in each verse. Teacher also can change some words in the poem and favorite song lyric into a picture, so young learner can understand the meaning of the vocabulary. Here, the writer offers poems and favorite songs as a great tool in the teaching vocabulary, especially when the teacher wants to introduce new vocabulary items to the students. Teachers can use this strategy to help learners acquire vocabulary items that they see and hear. This paper is focused on the effort to solve the problems about young learners’ vocabulary mastery. One of the way to improve their vocabulary mastery effectively, actively, and creatively is by using poems and favorite songs. By using poems and favorite songs, students are able to improve their vocabularies mastery while enjoy the lesson using a fun way of learning. Using poems and favorite songs, the teacher can deliver the vocabulary knowledge using an interesting media to the students. It is expected to improve their vocabulary more easily, so they can understand the meaning of a reading text easily.

Absence of True Love in Gilmans The Yellow Wallpaper and Boyles Astro

Absence of True Love in Gilman's The Yellow Wallpaper and Boyle's Astronomer's Wife Most people in today's society have been in love or will be in love sometime in their life. I am not talking about little crushes that we call love; I am talking about that love that makes us tingle when we think about it, true love. Most people are looking for their true love, but what they are basing this love on is their idea of the ideal love. Ideal love is what we think love should be or what it should feel like. My idea of ideal love is when you want to be with the same person everyday and never get tired of them. Every time you see each other you get that same warm, tingly feeling you got the first time you saw each other. Although everyone has their own idea what the ideal love should be, they are all basing it on the idea of true love. For example, the saying "Love Conquers All" simply states that if you have love in your life you can make it through anything. The stories "Astronomer's Wife," by Kay Boyle, and "The Yellow Wallpaper," by Charlotte Perkins Gilman, bot h show that without love in a marriage there is a lifetime of heartache and pain. "The Yellow Wallpaper" and the "Astronomer's Wife" both portray the idea that over time lust and love that is not true love fades. Both of these stories are based on marriages where love is nonexistent. There may have been some form of love or affection in the beginning, but it was not true love. Neither of the marriages in these stories have the warmth and comfort that is usually associated in marriage. In "The Yellow Wallpaper" the marriage is more like a doctor-patient relationship rather than a husband-wife relationship. The marriage in the "Astronomer's Wife" is more l... ...rue love, the one that makes you tingle, will never work. The two marriages in these stories did not have true love, they may have been in love at the time but it was not lasting love that is why they ended in heartache and pain. When one is looking for true love or they think they might have found it, remember that their true love is based on their idea of the ideal love. Also, if things get rough in the relationship, or life in general, remember the saying "Love Conquers All". Works Cited Boyle, Kay. "Astronomer's Wife." Responding to Literature: Stories, Poems, Plays, and Essays. Fourth Edition. Ed. Judith A. Stanford. Boston: McGraw-Hill, 2003. 619-623. Gillman, Charlotte Perkins. "The Yellow Wallpaper." Responding to Literature: Stories, Poems Plays, and Essays. Fourth Edition. Ed. Judith A. Stanford. Boston: McGraw-Hill, 2003. 604-616.

Igno †Management of Human Resources Essay

1.â€Å"Borderless world, Diversity Management, and Knowledge power, are some of the overarching factors being encountered by the Human Resource Mangers of 21st century business world†. How do they affect the dynamics of Human Resource Management in today’s organizations? Explain with examples from the organization you are familiar with or have been working for. Briefly describe the organization, you are referring to. 2.â€Å"Each employee in an organization performs various roles. Role perception of a manager and an employee make a complex web as they interact†.Elaborate this statement in the light of socialisation factors in organizational socialization process. Outline the importance of initial Job socialization on the employee and the organization. Explain with the help of your personal experience and organizational experience with respect to the above concepts.Explain the situation and describe the organization, you are referring to. 3. Consider Potential Appraisal, Assessment Centres, and Career and Succession Planning in an organizational context. Describe the dynamics of these concepts, their interactional outcomes, and impact on overall functioning and management of the organization. Put down your experience with respect to the dynamics of these factors in totality as seen by you in an organizational situation or the situations which you are familiar with. Briefly describe the situation and the organization, you are referring to. 4.How do you see the role, presence, necessity, and impact of ‘Mentoring and Performance Coaching’ in organizational situations in Indian context in general? Critically describe the experience the organizations have with respect to these concepts, their applicability, effectiveness and prospect. You may like to compare few organizations you have known or familiar with or even you can come out with your own experience in organizational context. Describe the context, and the organization you are referring to.

Langston Hughes’ “As I Grew Older”

In â€Å"As I Grew Older,† Langston Hughes describes the battle and perseverance for African-American’s freedom though numerous metaphors. In the title and first stanza, Hughes compares his dream to a child growing older. A child is born into the bright sun with the mindset with anything is possible. But as the child grows older, they face obstacles. Hughes also refers to his goals as â€Å"my dream,† which was different from the White-American's dream, expressing how personal this dream is. In the second stanza Hughes introduces the wall, his obstacles and racial separation itself. He uses commas to further elongate the seemingly never-ending process of the wall growing. With each line, Hughes is pressed to the side of the page, as if this wall is physically straining him from writing. The wall seems to grow and grow forever, until it finally touches the sky. With the wall blocking the bright light, Hughes’ dream is in the dark. Replaced by a shadow, Hughes declares: I am black. This simple statement not only refers to Hughes’ situation in the poems context but also his being African-American. A shadow of racism soon covers the country. Through the first four stanzas the attitude of the speaker is sad and hurt. The tone of the poem suddenly changes from being passive to active. Hughes urges his â€Å"dark hands,† his culture and people, to â€Å"break thorough the wall! † and help him â€Å"break this shadow / into a thousand lights of sun! † The â€Å"dark hands† can also be a reference to slavery. Hughes believes that although there have been dark times, they can break down the wall of segregation to let in the lights of equality. Hughes' use of the sun as the goal expresses how far away the dream is yet how great an accomplishment this would be. This poem is a direct metaphor for Hughes' life and struggle with racism directed towards African-Americans. His own childhood scarred, Hughes hopes to break down this wall of the dominating White America. With the support of the African-American community, Hughes believes that they can overcome racism and segregation for equal rights. Hughes, Langston. â€Å"As I Grew Older. â€Å"

The Protestant Reformation and Its Influence on American History essays

The Protestant Reformation and Its Influence on American History essays Much has been written about the Protestant Reformation but most of it has dealt with European countries and the changes that were caused by Protestant teachings. However, Protestant religion is a large part of America as well. Originally, most individuals who came to America were Catholic and the Catholic Church was very controlling of not only England but the settlers who came to America from that country and others (Tolson, 2003). However, there was a growing influence from Protestant congregations and this has been the case for many years. Around 40 percent of people who live in the United States today see themselves as a born- again Christians or as evangelical in some way (Tolson, 2003). While many people do not see the ties between 18th century Puritans in New England and conversion to born-again Christianity there is a great deal of similarities Simply put, American history is full of religious issues and difficulties (Tolson, 2003). Religion was one of the reasons that many of the settlers left England and chose to stay in America, and freedom of religion is still an issue for some. There are areas of the country where individuals are fighting over having the Ten Commandments posted in public buildings, and there is a man fighting to remove the words "under God" from the Pledge of Allegiance because he is concerned that his daughter may have to say this pledge. He is no longer married to the girl's mother. He is an atheist, and she is a born-again Christian. This puts the little girl in the middle and makes for very difficult times for her as well. However, even though this may be difficult for this little girl and there may be those who argue against it, it is all part of the freedom of religion that the Protestant Reformation actually brought to America. When the First Great Awakening came through the American colonies sometime in the 1740's ther...

Should You Send the 4 Free ACT Score Reports

Should You Send the 4 Free ACT Score Reports SAT / ACT Prep Online Guides and Tips There’s no such thing as a free lunch. Or is there? When you register for the ACT, you have the option to send your score reports to four colleges for free. So doesn’t it make sense to send them? Especially since the rest of the college admissions process can be so costly, shouldn’t you save money where you can? Maybe, but it could actually hurt your applications if you're not careful. We will examine this issue in-depth and help you make a smart decision in regard to whether to use the four free ACT score reports or not. Why Students Often Send the Free ACT Reports When you sign up for the ACT, you have the option of choosing four colleges to send your score reports to. The service isfree, so many students take advantage of it. Otherwise, the reports cost $13 per test date per school. (That means if you want to send scores from two different dates to multiple schools, it'll cost $24 per school.) Since most colleges require at least one test score, it can certainly save you money if you send some of the reports for free. Furthermore, some students think that sending the free score reports demonstrates interest in a college,as they're sending their scores in as early as possible. It might also motivate students to study harder since they know their scores are being sent straight to their top-choice schools. Reasons Why Sending the Free ACT Reports Could Be Harmful Even though you can save money on ACT score reports, there are some reasons why sending them without carefully considering the colleges you send them to can be a risky move. It's also important to note thatyou’re not getting any kind of a leg up in the college application process by sending scores early- colleges don’t keep track of or favor students who begin their applications earlier. Here's what Duke says on its admissions website: "'Demonstrated interest,' the amount of contact between an individual and our admissions office, is not a factor in our admissions process." And here's what Stanford says: "Stanford does not consider 'demonstrated interest' (e.g., visiting campus, participating in Summer Session, calling or emailing admissions staff, etc.) in making admission decisions." In other words, what matters in the end is how strong your completed application is- including how high your ACT scores are,which is where the risk comes in. The free score reports are sent automatically after your test is scored, so you can’t take the reports back if you look at your scores and find that they’re lower than you wanted. This means a college you might really want to go to now has your less-than-stellar ACT score and you can’t get it back. You're essentially losingthe option to send only your best ACT scores. Unless you want to intercept the score reports after they've been mailed. In addition, sending your free ACT score reports might not end up actually being that helpful. First, you might not end up applying to all four schools you list, especially if you’re taking the test as a sophomore or in the fall of your junior year. High schoolers tend to change their college lists quite a bit before they actually apply, so the list of your top four schools your junior fall will likely change by your senior year. Also, if you retake the ACT, unless you choose the exact same four schools, you’ll have to resend any new reports if you get a higher score the second time around. True, you’re saving money- and not wasting money even if you send your scores to a school you don’t ultimately apply to- but this just goes to show that the four free ACT score reports are not necessarily a helpful resource if you don't use them carefully.In short, the risk of sending a low ACT score might be higher than the reward(i.e., the money you save on sending fees). Although sending ACT scores is expensive, we'll discuss ways below to mitigate the costs and make the application process more affordable- all while keeping the end goal of getting into your dream school in mind. Sending the 4 Free ACT Score Reports: 2 Options While you don’t need to entirely forego sending your free score reports (though that is an option), you should pick the schools you send your reports to very carefully. We'll discuss the two best options you have for these score reports below. Option 1: Don't Send Any ACT Scores It’s not a bad option to just hold off on sending your four free score reports completely. This is the only way to ensure that a college won't end up with a low ACT score. Furthermore, it can be hard to predict as a sophomore or junior which schools you will apply to. In fact, the only schools you might know for sure you'll be applying to are your dream schools- that is, precisely the ones you don’t want to be sending scores to blind. While you might end up paying more for score reports down the road, this can be amuch smarter choice in the long run, asyou'll only be sending the scores you want to send to the colleges you're actually applying to. Not sending your ACT scores immediately can also make the test itself less stressful.You’re the only one who will see your scores for now. And if you need to retake it, you can. No having to stress about a college seeing your scores immediately! The downside to Option 1 is that ACT, Inc. doesn’t offer any fee waivers for sending scores, so if sending scores is a financial hardship for you, Option 2 might be the better choice. Option 2: Send ACT Scores to Safety Schools If you really want to take advantage of those four free score reports, send them to your safety schools- i.e., the ones you're fairly sure you'll apply to and won’t have trouble getting into.This way, even if your ACT score is lower than expected, you won't hurt your chances of admission. Plus, by sending the scores to schools you're sure you'll apply to, you’ll save money when it comes time to apply. For example, if there's a local public university that you’re positive you will apply to, that should be on your list of schools to send scores to. If possible, avoid sending your four free ACT score reports totop-tier schools.For these, you'll want to see your scores first and then decide whether you're retaking the test. This gives you some time to compare your scores from each time you've taken the ACT,lettingyou ultimately submit your very best scores to your most competitive schools. How to Save Money on ACT Score Reports Unfortunately, unlike the College Board (which administers the SAT), ACT, Inc. doesn't offer any fee waivers for ACT score reports.Whileyou can get a fee waiver for the test itself, there is no way to send score reports for free beyond the four you get with registration. Since ACT, Inc. treats each test date as a separate report, it can cost a lot of money to send all of your test scores to multiple colleges. Not all schools require you to send all your ACT scores, though. If they don't, you can save money by just sending the scores from your best test date. Some colleges that require all ACT scores, such as Stanford and Yale, have policies in place that let you send one set of scores and self-report the rest if sending score reports is a financial burden for you (though for both Stanford and Yale, you'll have toofficially send the rest of your ACT scores if you’re admitted). Other all-scores schools, however, aren't as clear about whether they have similar policies. If you have multiple ACT scores and one set is decidedly better than the others (i.e., it has a higher composite score and higher section scores), consider deleting the lowest score so that you only have one (presumably great) set of scores to send.This won't just make you look better to all-scores schools but will also save you money on score reports since you won't have as many to send. Other Tips for Sending ACT Score Reports Make sure to finalize your college application list by the fall of your senior year, andgive yourself plenty of time to send your scores so you don’t have to pay the $16.50 rush delivery fee. (Not to mention that the earlier you start the college application process, the less stressed you'll be!) Also, don't apply to 20 colleges, or some other crazy high number.All of those application and test-sending fees will add up, and you won't increase your chances of getting in, especially if you're applying to a slew of ultra-competitive schools. Instead,try to keep your list to 10 or fewer- and make sure to have a mix of safety schools, likely schools, and reach schools. Finally, carefully research Score Choiceandall-scores schools. For colleges you’re considering applying to, check whether they require you to send all ACT scores from all test dates, or just the scores you want to send. What's Next? What kind of ACT score should you be aiming for? Use our guide to create a target score based on your top-choice schools. Need to improve your ACT score, ASAP? Get a 10-day plan to go from a 25 to a 32. Want help studying for the ACT? We have the best study guide anywhere. Period. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Criminological Theory Essay Example | Topics and Well Written Essays - 1000 words - 1

Criminological Theory - Essay Example The biological perspectives on criminality holds that criminal behavior is caused by physiological factors that are rooted in an individual , the Sociological Development theory provides an integrated approach on the cause of crime in society as an interaction between an individuals and the societies social structures and the Psychological perspective on crime views deviancy and deviant behavior as the product of dysfunctional personalities in an individual. I have utilized the strain theory by Robert Merton as an example of sociological perspective on crime, the Somatotype theory by William Sheldon for the case of biological perspective and the Psychoanalytic theory by Sigmund Freud as an example to Psychological perspective on crime. All this theories will seek to exemplify what cause crime and deviancy in society. This paper will look into various theory of crime in the society that have been put forward to explain causes of crime and deviant behavior and provide an example for each category presented .The theories that seek to explain crime and causes of criminal behavior in society are categorized in biological, sociological or psychological theories of crime. Sociological theories of crime are categorized into four groups namely, the social process theory, the rational theory, the social conflict theory and the social structure theory. The four theories are further categorized as social disorganization theory and the strain theory. The social disorganization theories focus on conditions prevailing in urban centers that influence crime. This theory presupposes that high unemployment, low income levels, large number of single parent households and high college drop outs contributes to crime. The strain theories on the other hand stresses that crime is caused by the existence of conflict between the goals and the legal means that

Becoming agile through mindfulness Dissertation

Becoming agile through mindfulness - Dissertation Example Organizations dealing with information systems development (ISD) have started shifting to agile methods. This has been necessitated by the fact that the previous traditional methodologies, such as waterfall methodology, have been restrictive in terms of processes and extensive planning (Lee & Xia, 2010). The agile manifesto has been derived from the following four main tenets; interactions and individuals over roles and processes, contract negotiation through customer collaboration, response to change over plan following and a working software rather than an exhaustive documentation. Through these four doctrines, the agile manifesto came up with 12 principles that have led to the creation of different other methodologies. Such methodologies as XP (eXtreme Programming), FDD (Feature Driven Development), DSDM (Dynamic System Development Method) and Scrum have had lots of support from leading industry practitioners. Agile practices can be fused with mindfulness to ensure effective deliv ery of software applications to customers. Mindfulness involves attention to changes and the surroundings during the software development process (Argote, 2006). Through mindfulness, it is possible to achieve a certain degree of flexibility that allows an organization to be strategically at an advantage compared to the others. Literature Review Agile Global Information Systems Development (GSD) Many Information Systems Development Companies are migrating to Agile methods as a way of coping with the increased demands placed on such organizations. Most of them have gone further ahead to introduce a substitute solution, Global Systems Development (GSD). This alternative has resulted in numerous benefits including an increased potential for innovations, reduced costs of software development, large pools of talent, reduced proximity to markets or clients, transfer of knowledge, division of work across sites and reduction in duration for developing the software especially due to the effec tiveness in time zones (Conchuir, Agerfalk, Olsson & Fitzgerald, 2009). According to Carmel and Agarwal (2001), firms and organizations should be well aware of challenges posed by the implementation of such methodologies. Just like Agile methodologies this area has not been well researched. The little research that exists on this area represents problem reports rather than extensive research that provide solutions in terms of significant techniques and practices (Smite, Wohlin, Gorschek & Feldt, 2010, p. 91). However, developing distributed or global software development through the use of Agile methods has been an area of great interest (Agerfalk, Fitzgerald & Slaughter, 2009). Such collaboration between distributed development and Agile methods has been conceptualized due to the capability that is produced when the two are fused together (Ramesh, Cao, Mohan & Xu, 2006). According to Turk, France and Rumpe (2002), such collaboration was regarded as highly unlikely. This was largely due to the fact that distributed development methods rely on formal methods while Agile methods are reliant on informal processes. Further research into this area has indicated that apart from the excellent blend that results from this collaboration, it is also possible to address issues of control and communication that arise during development of distributed systems (Ramesh, Cao, Mohan & Xu, 2006). This is an indication that Global Software Development is becoming much popular (Stotts, Nagappan, Baheti, Jen & A J, 2003). Such systems have

Smoking cessation Essay Example | Topics and Well Written Essays - 1250 words

Smoking cessation - Essay Example Evidence Based Practice is essential to the medical practitioners that deal with the smokers since it is from the information gathered from the evidence based practice that nurses are able to ensure quality service delivery in the smoking and smoking cessation services. However, the nursing knowledge and clinical skills must be incorporated just as much as the appropriate evidence and integrate them with an understanding of the patient’s needs i.e. how to handle patients with smoking-related illnesses (Julia 2014). Remarkably, a partial frame of suggestions on the efficiency of intercessions to moderate the amount of deaths due to smoking in underprivileged regions via exploiting practical circumstances, preservation and provision of services; however, some mediation initiatives are hopeful but request for additional evaluation and familiarity in the field, from the nurses and medical personnel. In the past, there has been biasness in evidenced based practice in relation to smoking, where some information does not appear in the report such as the socioeconomic data on the smokers making it hard to come up with stable suppositions for all associates (Susan, 2012). Typically, the data is vital in any evidence-based practice as it generally helps the effecting of the smoking termination interpositions that can help decrease the rising rates in death, and smoking as for those communities that have occupied its peak peal. Decisively, the journal describes the key findings form the Smoking Toolkit study relevant to the smoking cessation policy for the past three years (2007 to 2010); the smoking tool kit study focused on surveys conducted monthly of representative samples of the population of England aged 16 years and above (the surveys were conducted every six months). The results shows that only a small number of smokers were familiar to the smoking cessation programs and had had discussions in the past one year and only a quarter of these smokers had gone on to the next step of the program- being offered a prescription or advised to see a stop smoking practitioner.

Effects of Television on Child Development

Effects of Television on Child Development Effects of Television Shallene K Green Society looks at the effects of watching television, which raises the question- Does television harm children from an early age? Dr. John Grohol, Psy.D., an author, researcher and expert in mental health believes through research that television has a harmful effect on the development of children. He claims that it can negatively impact study skills and test scores. The research conducted by Dr. Grohol supported the claim that television has negative side effects on children by exposing them to sex and violence at an early age. Contradictory to this is that it can, and does, offer a view into other worlds by showing other cultures in a society different than a child’s own. Studies may show that exposure to television does affect a child; however, what also needs to be addressed and considered are: What programs were these children viewing? How much of an impact does a childs experiences with other outside sources of influence make on their educational performance? Surely, the data from these studies can be deemed as biased or supporting an already formed opinion that television alone was the cause of lower test scores and behavioral problems for children. Dr. Grohol supports the idea that television has a negative impact on the educational development of children. His study suggests that exposure to television resulted in low test scores. It showed that 70 percent of children with a television in their bedroom scored seven to nine points lower on a standardized test (Grohol, 2009). Dr. Grohol’s study additionally showed that childrens test scores during the testing period were lower than children excluded from the project. While evidence suggests that television negatively impacts the test scores of a child, it also has effects on behavioral and emotional development, such as aggression and anxiety, that could also have been caused by watching television (Mitrofan, Paul, Spencer, 2009). Dr. Grohol believes that a child watching television will be slower in school; therefore, leading to an unsuccessful and unproductive educational future. Another factor contributing to the effect that television has on certain individuals would be: how long was the childs interaction with the television program, what was the type of show that was being watched and how influential was a parents involvement as to what programs are available for the child. He believes that â€Å"babysitting† children with a television set deprives them of vital human interaction necessary for growth and development. Dr. Grohol explains that the sex and violence depicted in television have a detrimental effect on young minds. By monitoring and restricting the amount and the content viewed by children, their early childhood development would have a better probability of educational, emotional and social success. Researchers, like Dr. Grohol, need to take into account the effect that watching television has on the number of hours of sleep a child has every night. Sleep appears necessary for our nervous systems to work properly (Grohol, 2014). However, are children losing sleep because theyre watching too much television or is it because their brains are too stimulated to be able to fall asleep? It is far more likely that children are watching too much television at the fault of their guardians who are not regulating it. In which case, the blame for children doing poorly in school should be equally placed on guardians and not solely on television itself. When used properly, television may become a positive weapon for teachers and parents by providing children with brain stimulating educational programming instead of programs containing sexual innuendo and violent content. Television does have potential to be positive by giving children access to viewing new worlds, giving them a chance to trav el the globe, learn about different cultures, and gain exposure to ideas that they may never encounter in their own community (Boyse, 2010). The other side of this study process showed the windows of opportunity to learn about cultures around the world by gaining personal experience and applying that information to a child’s own upbringing and community. While there is reasonable evidence that shows how television can affect how a child does in school and everyday life, outside social and emotional interactions also need to be taken into consideration on their effect towards developmental success. When parents stay engaged with a child and provide guidance through educational programs, they can dictate what is appropriate for viewing and monitor the quantity watched. Television also affects children differently. When more research is studied it suggests that boys are particularly vulnerable to parental conflict, and with the combination of television, it can increase a discord in the classroom. Whereas a girl may, or may not, respond with an outburst of anger by displaying physical aggression by thinking less of themselves (Murray, Ducournau, Stein, 2005). Without parental involvement, these radical emotional portrayals are far more prominent and likely. The difference between boys and girls can be very different, and can influence h ow they react to the content of television. Keeping in mind that no two children are alike, everyone involved in a child’s life needs to stay in tune with how they are doing in school, with friends or even interactions at home in order to create the greatest chances for success. Watching too much television has the possibility of causing a drop in test scores, violent outbursts and overall struggle to develop and positively participate in society. Television is not the only contributing factor to these issues; therefore, the entirety of the blame cannot be placed solely on it. It may lead individuals to better understand how to change the choices and paths of children with proper supervision, influence and guidance. Unchecked, television has the ability to cause difficulties for children; however, if used properly it can also be a great educational asset. As technology becomes a bigger part of everyday life, it will be important to stay informed on how it works, how it helps society grow or the possible dangers that come with it. Society cannot hide from progress, but can help guide and direct choices for children today and into tomorrow. References Boyse, K., RN. Reviewed by Brad Bushman, PhD. August (2010) Television and Children Grohol, J.M., Psy.D. on 21 Feb (2009). Kids with bedroom TV sets have lower standardized test scores. Grohol, J.M., Psy.D. Jun (2014) Sleep Disorders Insomnia Hipwell, A., Murray, L., Ducournau, P., Stein, A. (2005). The effects of maternal depression and parental conflict on childrens peer play. Child: Care, Health Development, 31(1), 11-23. Mitrofan, O., Paul, M., Spencer, N. (2009). Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? A systematic review. Child: Care, Health Development, 35(1), 5-15. doi:10.1111/j.1365-2214.2008.00912.x

Essay on Race in Invisible Man and Black Boy -- Invisible Man Essays

The Question of Race in Invisible Man and Black Boy      Ã‚   In the early twentieth century black American writers started employing modernist ways of argumentation to come up with possible answers to the race question. Two of the most outstanding figures of them on both, the literary and the political level, were Richard Wright, the "most important voice in black American literature for the first half of the twentieth century" (Norton, 548) and his contemporary Ralph Ellison, "one of the most footnoted writers in American literary history" (Norton, 700). In this paper I want to compare Wright's autobiography "Black Boy" with Ellison's novel "Invisible Man" and, in doing so, assess the effectiveness of their conclusions.    Both books have many striking parallels. Each tells the story of a young and intelligent picaresque character who goes through a painful odyssey of racism and prejudice during which he intellectually matures. Disappointed by institutions like family, church and political parties, mainly because they try to deprive them of their individuality by instrumentalizing and categorizing them, both protagonists grow more and more disillusioned. At the peak of their cynicism they eventually reject the American society as a whole. They now have only two logically consistent ways out of their dilemma: Flight or fight.    Ellison's protagonist chooses to take the first way. He believes that he can now finally see how society really works and he finds that in it he plays the role of an "invisible man". His invisibility is due to the fact that the other people are blind for the characteristics that distinguish him as an individual human being and instead apply to him the same stereotypes they associate with A... ...llison ends. His protagonist does not have to look for the individualism that the invisible man is always struggling for because he seems to have been born with it. Therefore his efforts are much more focused and constructive.    In conclusion I can say that I understand Ellison's point of view on the emotional level but that I have to give Wright right on the political level.    Works Cited: Berry, W. Abner. "Ralph Ellison's Novel 'Invisible Man' Show Snobbery, Contempt for Negro People." The Daily Worker: 8 Nov. 1999 <http://www.english.upenn.edu/~afilreis/50s/berry-on-ellison.html>. Ellison, Ralph. Invisible Man. 2nd ed. New York: Vintage International, 1995. W. L. Andrews et al., ed. The Literature of the American South: A Norton Anthology. New York: Norton, 1998. 58 Wright, Richard. Black Boy. New York: Harperpennial, 1993. Essay on Race in Invisible Man and Black Boy -- Invisible Man Essays The Question of Race in Invisible Man and Black Boy      Ã‚   In the early twentieth century black American writers started employing modernist ways of argumentation to come up with possible answers to the race question. Two of the most outstanding figures of them on both, the literary and the political level, were Richard Wright, the "most important voice in black American literature for the first half of the twentieth century" (Norton, 548) and his contemporary Ralph Ellison, "one of the most footnoted writers in American literary history" (Norton, 700). In this paper I want to compare Wright's autobiography "Black Boy" with Ellison's novel "Invisible Man" and, in doing so, assess the effectiveness of their conclusions.    Both books have many striking parallels. Each tells the story of a young and intelligent picaresque character who goes through a painful odyssey of racism and prejudice during which he intellectually matures. Disappointed by institutions like family, church and political parties, mainly because they try to deprive them of their individuality by instrumentalizing and categorizing them, both protagonists grow more and more disillusioned. At the peak of their cynicism they eventually reject the American society as a whole. They now have only two logically consistent ways out of their dilemma: Flight or fight.    Ellison's protagonist chooses to take the first way. He believes that he can now finally see how society really works and he finds that in it he plays the role of an "invisible man". His invisibility is due to the fact that the other people are blind for the characteristics that distinguish him as an individual human being and instead apply to him the same stereotypes they associate with A... ...llison ends. His protagonist does not have to look for the individualism that the invisible man is always struggling for because he seems to have been born with it. Therefore his efforts are much more focused and constructive.    In conclusion I can say that I understand Ellison's point of view on the emotional level but that I have to give Wright right on the political level.    Works Cited: Berry, W. Abner. "Ralph Ellison's Novel 'Invisible Man' Show Snobbery, Contempt for Negro People." The Daily Worker: 8 Nov. 1999 <http://www.english.upenn.edu/~afilreis/50s/berry-on-ellison.html>. Ellison, Ralph. Invisible Man. 2nd ed. New York: Vintage International, 1995. W. L. Andrews et al., ed. The Literature of the American South: A Norton Anthology. New York: Norton, 1998. 58 Wright, Richard. Black Boy. New York: Harperpennial, 1993.