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