actions to take in response to evidence or concerns that a...

Report. Terms of reference – This report has been asked for by Veronica Cozens, class tutor. The report asks to: 3.1 Define the term ‘safeguarding’ children and identify the characteristics of different types of abuse. 3.3 Describe the actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self-harm) or bullied, or may be at risk of harm, abuse or bullying. Procedure I have obtained the information from the following sources: Child Protection and Safeguarding Awareness Training For Governors. (handouts) Inclusion Officer and Safeguarding Children Training Officer. Books used: Supporting Teaching Learning in schools Level 2 L Burnham. Teaching Assistants Handbook Level 2†¦show more content†¦The child can seem to be on alert, as if waiting for something bad to happen. Shies away from touch, seems reluctant to go home, flinches at sudden movement. The injuries a child has, appear as a pattern such as marks from a hand or belt. Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse, this also includes via the internet. Sexual abuse is not solely perpetrated by adult males, Women and other children can also commit acts of sexual abuse. This type of abuse is usually committed by someone known to the victim not just by sexual predators. It is important to remember that boys as well as girls can also be the victim of sexual abuse . The signs of sexual abuse as with emotional abuse may not be outwardly visible, because of the shame and self-blame a child will have if this is happening or has happened to them, makes it very difficult for a childShow MoreRelatedTda 2.21843 Words   |  8 Pageswelfare of children and young people, including e-safety. These are as follows Children’s act 1989/2004 Education act 2002 ECM/EYFS E safety 2008 Human rights act Equal opportunities act Safeguarding Health and safety Disability Discrimination act/ SENDA 1.2 * Describe the roles of different agencies involved in safeguarding the welfare of children and young people. Social services- They work in partnership with families and other agencies. When a concern is raised about a child they can carry outRead MoreA Safeguarding the Welfare of Children and Young People3219 Words   |  10 Pagesï » ¿CT229 - (A) Safeguarding the Welfare of Children and Young People Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety Current legislation The current legislation for safeguarding the welfare of children and young people is the Working Together to Safeguard ChildrenRead MoreSafeguarding In Schools Unit 62823 Words   |  12 Pagesï » ¿Unit 6: Safeguarding the Welfare of Children and Young People 1- Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. The concept of safeguarding is to protect children. The need for the improved legislation is so high-profile cases such as the Victoria Climbie death doesn’t happen again and also to make sure that all agencies work together. 1.1- Identify the current legislation, guidelines, policies and proceduresRead MoreSafeguarding Children and Young People Essay2886 Words   |  12 Pages202 Safeguarding children and young people 1.1 Within our school there are policies set in place and it is important that staff know the proceedures. The school has various policies and procedures including Control of Substances Hazardous to Health (COSHH) Communicating Health and Safety Information Electrical Equipment First Aid and Medication Serious Injuries Fire Prevention Fire Alarm Procedure Security Confidentiality I ensure i always follow these policies and proceeduresRead MoreIdentify the Current Lgislations, Guidelines, Policies and Procedures for Safegaurding the Welfare of Children and Young People4868 Words   |  20 Pagessafeguarding the welfare of children and young people including e-safety Children Act 1989 This Act identifies the responsibilities of parents and professionals who must work to ensure the safety of the child. This Act includes two important sections which focus specifically on child protection. Section 47 states that the Local Authority has ‘a duty to investigate when there is a reasonable cause to suspect that a child is suffering, or likely to suffer, significant harm’. Section 17 states that servicesRead MoreTda 2.2 Safeguarding the Welfare of Children and Young People.2245 Words   |  9 PagesTDA 2.2 Safeguarding the welfare of children and young people. Introduction Safeguarding the welfare of children and young people is a high priority in the workplace, and certain actions and procedures must be followed to ensure the safety of all children, both inside and outside of school. There are several different areas that must be addressed when considering safeguarding the welfare of children and young people, both within the school environment and the home environment. TDA 2Read MoreCyp Core 3.3 Essay5063 Words   |  21 PagesCyp core 3.3 – Understand how to safeguard the wellbeing of children and young people.1.1 outline current legislation, guidelines, policies and procedures with own UK home nation affecting the safeguarding of children and young people. The current legislation, guidelines and policies and procedures state that children have the rights to protection from abuse also they have the right to express their view and to be listened to as well as the right to care and services for disabled children or childrenRead MoreTda 2:2 Safeguarding the Welfare of Children and Young People5741 Words   |  23 PagesTDA 2.2: Safeguarding the welfare of children and young people Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. The concept of safeguarding, which works to protect children, has only been developed in the last 50 years. The need for improved legislation has been highlighted by high- profile cases, such as the death of Maria Colwell in 1973 and, more recently, Victoria Climbià © in 2000. These cases shockedRead MoreThe Children ´s Act of 1989 and 20042368 Words   |  10 Pages1.1 The Children’s Act 1989 and 2004: This act is all about ensuring that the children are kept safe from harm and are developing healthy. It’s important that settings support children and their families and work together with them to provide the best for the children. In 2004 the act was revisited because of the Victoria Climbie case and the every child matters came into place where five main aims were made: be healthy, stay safe, achieve through learning, achieve economic well-being and makeRead MoreTDA2.2 – 1.1 – Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety.4380 Words   |  15 Pagesï » ¿Kay Clark TDA2.2 – 1.1 – Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety. Within my workplace I am aware of the statutory and regulatory health and safety requirements for pupils, staff, families and visitors in the school. Health and safety legalisation places overall responsibility for health and safety with the employer. However, as an employee working within a school, you also have responsibilities

Low Fat Diet and Cancer Link Free Essays

Cancer is a very concerning and alarming concept in the present society mainly because of its negative implication on the lives and health welfare of the people afflicted with the ailment. As such, the health society and other concerned organization channel much interest, efforts and resources to study the range and biological nature of cancer together with its likely causes, contributory factors and the long-awaited treatment for the problem. Among the targeted issue is the low fat diets and their link to certain cancers particularly the breast cancer. We will write a custom essay sample on Low Fat Diet and Cancer Link or any similar topic only for you Order Now In the general health field concern, it is dominantly established that diet has a significant effect to the health of an individual namely the likeliness of breast cancer to women. This concept is already strongly accepted with the support of many scientific studies and researches. However, on a particular view, how is low-fat diets actually related to breast cancer problem and whether this is on a positive or negative perspective. Most of the studies in this context relate the diet nature to the reduction of the chances of each women of having breast cancer. A particular study conducted by the Breast Cancer Research Foundation establishes that low-fat diet significantly reduces breast cancer chances for women as according to their study, fat content of the women is directly related to the amount of estrogen she has to be converted to estradiol. This estradiol in particular is the biologically active form of estrogen that can promote the growth of breast cancer cells (Paskett, 2004). On another perspective, other studies have also established that low-fat diets can also significantly reduce breast cancer relapse. A particular experimentation conducted by the Women’s Intervention Nutrition Study (WINS) has found that women who reduce their consumption of dietary fats have affected their breast cancer condition developing them to become estrogen receptor negative (ER-negative) (National Cancer Institute, 2005). These studies and other have indeed linked low fat diet to be a significant preventive mean against breast cancer. On the other hand, other studies and scientific journals claim a different look on the context, as their researches have found no significant link between low-fat diet and cancer. On the perspective of low fat diet as a preventive mean, the results of the Women’s Health Initiative Dietary Modification Trial have established that there are no significant benefits to be gained in a low-fat diet. Their subject assigned to this diet strategy did not gain natural defense or protection against known cancers such as breast, colorectal, and even cardiovascular diseases (Harvard School of Public Health; 2007). Another report derive from the findings of the American Medical Association states that the reduced risk with low-fat diet and the occurrence of breast cancer is not statistically significant to have a preventive effect or solution offering to the problem (Bhattacharya, 2006). However, it must be noted that the claims derive from this studies, though contradicting the benefits of low-fat diets, are not sufficient reasons to stack up on dietary fats and oils. It is still established and widely accepted that low-fat diets have a significant effects to the cancer problem and health aspect though still not specified by scientific supports and research findings. It is still important to follow help advices and intuition in pursuing low-fat diets that is high on rich-carbohydrates, minerals, vitamins which are equally beneficial to the overall health and the natural protection against certain diseases and health problems. Bibliography Bhattacharya, Shaoni (2006). Low-fat diet may not reduce cancer and heart risks. NewScientist.com News Service. Reed Business Information Ltd. http://www.newscientist.com/article/dn8697.html. October 11, 2007. Harvard School of Public Health (2007). Low-Fat Diet Not a Cure-All. http://www.hsph.harvard.edu/nutritionsource/low_fat.html. October 11, 2007. National Cancer Institute (2005). Low-Fat Diet May Reduce Risk of Breast Cancer Relapse. U.S. National Institutes of Health. http://www.cancer.gov/clinicaltrials/results/low-fat-diet0505. October 11, 2007. Paskett, Electra D. Ph.D. (2004). Low Fat Vs. Low Carb Diet Studied in Breast Cancer. Ohio State University Medical Center. http://medicalcenter.osu.edu/mediaroom/press/article.cfm?ID=1746i=64. October 11, 2007. Â   How to cite Low Fat Diet and Cancer Link, Essay examples

In November 1960, At The Age Of 43, John F. Kennedy Became The Younges Essay Example For Students

In November 1960, At The Age Of 43, John F. Kennedy Became The Younges Essay t man ever elected president of the United States. Theodore Roosevelt had become president at 42 when President William McKinley was assassinated, but he was not elected at that age. On Nov. 22, 1963, Kennedy was shot to death in Dallas, Tex., the fourth United States president to die by an assassins bullet. Kennedy was the nations first Roman Catholic president. He was inaugurated in January 1961, succeeding Republican President Dwight D. Eisenhower. He defeated the Republican candidate, Vice-President Richard M. Nixon, by little more than 100,000 votes. It was one of the closest elections in the nations history. Although Kennedy and his vice-presidential running mate, Lyndon B. Johnson, got less than half of the more than 68 million votes cast, they won the Electoral College vote. Kennedy thus became the 14th minority president. Because of the close vote, election results were challenged in many states. The official electoral vote was Kennedy 303, Nixon 219, and Senator Harry F. Byrd of Virginia 15. Kennedys FamilyPresident Kennedys great-grandparents immigrated to the United States from Ireland in 1858. They settled in Boston, Mass. His grandfathers, Patrick J. Kennedy and John F. (Honey Fitz) Fitzgerald, were born there. Both men became influential in state politics. Honey Fitz served several terms as Bostons mayor and as a member of the United States House of Representatives. Patrick Kennedy was a powerful ward boss and served in both houses of the Massachusetts legislature. Patricks son, Joseph, was a brilliant mathematician. At the age of 25 he became the youngest bank president in the United States. His fortune continued to grow, and he was one of the few financiers to sense the stock market crash of 1929. He made hundreds of millions of dollars. Joseph married Rose Fitzgerald, daughter of Honey Fitz, on Oct. 7, 1914. Their first child, Joseph, Jr., was born in 1915. John was born on May 29, 1917. Seven other children followed: Rosemary, Kathleen, Eunice, Patricia, Robert, Jean, and Edward (called Teddy). All were born in Brookline, Mass., a suburb of Boston. Training Pays OffJoseph Kennedy, Sr., set up a million-dollar trust fund for each of his children. This freed them from future financial worry and allowed them to devote their lives to public good, if they desired. As the children grew, their parents stressed the importance of competitive spirit. One of their fathers favorite mottoes was: Second place is a loser. The drive to win was deeply embedded in the children, and they never did anything halfheartedly. Their parents were careful to neglect neither the intellectual nor the physical development of the children. As they grew older, the children would eat their evening meals in two groups, divided by age. Mr. and Mrs. Kennedy ate at both meals. This allowed them to discuss subjects which were of interest to each group. All the children attended dancing school while very young, and all, with the exception of Rosemary, loved sports activities. Rosemary did not take part in rough-and-tumble play. The other children, however, thrived on it. Even when they were adults, one of their favorite pastimes was a rousing and often bruising game of touch football. On pleasant days, Mrs. Kennedy took her children for long walks. She made a point of taking them into church for a visit each day. I wanted them to form a habit of making God and religion a daily part of their lives, she said later in life. With this background, it was quite natural for John Kennedy and his brothers and sisters to excel in school and in sports. John attended public schools in Brookline. Later he entered private schools in Riverdale, N.Y., and Wallingford, Conn. In 1935 and 1936 he studied at the London School of Economics. Then he followed his older brother, Joe, into Harvard University. An excellent athlete, John was a star swimmer and a good golfer. His athletic activities, however, were cut down after he suffered a back injury in a Harvard football game. The injury was to plague him later in life. John and his older brother were very close. While a young boy, Joe said that someday he would be president of the United States. The family took him at his word. Of all the children Joe seemed the one most likely to enter the political field. Joseph, Sr., was named ambassador to Great Britain in 1937. John and his older brother then worked as international reporters for their father. John spent his summers in England and much of the rest of his time at Harvard. The brothers often traveled to distant parts of the world to observe events of international importance for their father. The clouds of World War II were hovering over Europe at that time. Return to the United States and CollegeThe senior Kennedy was a controversial ambassador. His candid remarks about the progress of the war in Europe earned him the disfavor of the English and of some of his countrymen in the United States. His family returned home in 1939, and he followed the next year. John finished his studies at Harvard and was graduated with honors in 1940. Later that same year he did graduate work in economics at Stanford University. He also expanded a college thesis into a full-length book entitled Why England Slept. It dealt with Englands unpreparedness for World War II and was based on Johns own experiences while working for his father. The book became a best seller. Serves with Navy in the PacificA few months before the Japanese attacked Pearl Harbor in December 1941, John attempted to enlist in the United States Army. His old back injury kept him from being accepted. After several months of exercise, he was granted a commission in the Navy. Eventually he became the commander of a torpedo boat and saw extensive action in the South Pacific. In August 1943, during a night action in the Solomon Islands, Johns torpedo boat was rammed and cut in half by a Japanese destroyer. The force of the collision threw him to the deck, reinjuring his back. Despite this, he gathered the ten members of his crew together. One of the crew members was so badly injured that he was unable to swim. He was put into a life jacket. Kennedy gripped one of the jackets straps between his teeth and towed the man as the crew swam to a nearby island. It took them five hours to reach it. For his heroism, Kennedy was awarded the Navy and Marine Corps medal, the Purple Heart, and a citation. The back injury, however, put him out of action for the remainder of the war. Nearly one year after Johns narrow escape, Joe, Jr., a Navy pilot, was killed when his plane exploded in the air over the English coast. To his brothers memory John wrote As We Remember Joe, a collection of tributes. In 1948 Johns sister Kathleen died in an airplane crash in the south of France. She was the widow of the marquess of Hartington of England. He too had been killed in action during World War II, while leading an infantry charge in Normandy, France. Begins Political CareerThe death of his brother deeply affected John Kennedy. Before the war Joe had decided to carry on with his ambition to enter politics. This caused a certain degree of disappointment for John, because he too had considered that field. He felt, however, that one Kennedy in politics was enough and determined to become a newspaperman. After his discharge from the Navy he worked for a short time as a correspondent for the Chicago Herald American and the International News Service. In 1946 he decided to enter politics. To the family this was the most natural thing for him to do. For his first target, Kennedy chose to try for a seat in the United States House of Representatives. He would represent the 11th Massachusetts Congressional District. His family rallied to his side as he began his campaign for the nomination. Because the 11th district was predominantly Democratic, the candidate for the office would have no trouble being elected once he had gained the nomination. Kennedy and his family worked tirelessly. Their efforts, Kennedys own impressive war record, and his familys political background greatly aided his campaign. He easily defeated eight other candidates running for the same nomination. In office, Kennedy quickly established himself as a moderately independent thinker. Occasionally he voted against proposed measures which had met with the approval of his own Democratic party. He was reelected in 1948 and 1950. An accomplished orator, the young congressman became a popular speaker. Genetically Engineered Food EssayIn November, looking forward to the 1964 presidential election, Kennedy made a political visit to Florida and Texas, the two most populous Southern states. His wife, Vice-President Johnson, and Mrs. Johnson accompanied him on the Texas trip. He had been warned that Texas might be hostile. In Dallas, only a month earlier, Adlai Stevenson, United States ambassador to the United Nations, had been spat upon and struck with a pickets placard. In San Antonio, Houston, and Fort Worth, however, the crowds were friendly, and obviously delighted with the charming young Jacqueline Kennedy. Kennedy Is AssassinatedA large and enthusiastic crowd greeted the presidential party when it arrived at the Dallas airport on the morning of November 22. Along the route of the motorcade into downtown Dallas the people stood 10 to 12 deep, applauding warmly. Next to the president in the big open limousine sat his wife. In front of them, on jump seats, were John B. Connally, the governor of Texas, and his wife, Nellie. The third car in the procession carried Vice-President and Mrs. Johnson. As the cars approached a triple underpass, Mrs. Connally turned around and said, You cant say Dallas doesnt love you, Mr. President. At that moment three shots rang out. The president, shot through the head and throat, slumped over into his wifes lap. The second bullet hit Governor Connally, piercing his back, chest, wrist, and thigh. A reporter, glancing up, saw a rifle slowly disappear into a sixth-floor corner window of the Texas School Book Depository, a textbook warehouse overlooking the highway. It was 12:30 PM in Dallas. President Kennedy died in Parkland Memorial Hospital without regaining consciousness. The time of death was set at 1:00 PM.Governor Connally recovered from his multiple wounds. Six minutes after the shooting, a description of a man seen leaving the textbook warehouse went out over the police radio. At 1:18 PM patrolman J.D. Tippit stopped and questioned a man who answered the description. The man shot him dead. At 1:35 PM Dallas police captured Lee Harvey Oswald in a motion-picture theater, where he had hidden after allegedly killing patrolman Tippit. Although a mass of circumstantial evidence, including ballistics tests, pointed to Oswald as the slayer of President Kennedy, the 24-year-old professed Marxist and Castro sympathizer never came to trial. On Sunday, November 24, as he was being led across the basement of the City Hall for transfer to another prison, Jack Ruby (born Rubenstein), a Dallas nightclub owner, broke through a cordon of police and shot Oswald. The murder was committed in full view of television cameras as millions watched. The Return to WashingtonThe casket bearing Kennedys body was removed to the presidential jet plane, Air Force One, where Lyndon B. Johnson took the oath of office as president of the United States. Only 98 minutes had elapsed since Kennedys death. All that long afternoon and into the early morning of the next day, Mrs. Kennedy refused to leave her husbands body. Close by her side at all times after her return to Washington, D.C., was her husbands brother and closest adviser, Attorney General Robert F. Kennedy. Mrs. Kennedy carefully directed the details of the funeral, consulting with historians as to the traditional burial procedures for other presidents who had died in office. Burial at ArlingtonThe body lay in repose for a day in the East Room of the White House. On November 24, in a solemn procession to the slow beat of muffled drums, the casket was removed to the rotunda of the Capitol and placed on the catafalque which had borne President Abraham Lincolns casket. The following day the funeral procession moved from the Capitol to the White House and then to St. Matthews Cathedral. Here Richard Cardinal Cushing, Roman Catholic archbishop of Boston, celebrated Low Mass. From the White House to the cathedral, Mrs. Kennedy walked in the procession between her husbands brothers, Robert and Edward. In a scene unduplicated in history, 220 foreign leaders followed them. Burial was at Arlington National Cemetery, on a hillside overlooking the Potomac and the city of Washington. At the conclusion of the service Mrs. Kennedy lighted an eternal flame at the grave. Two Kennedy infants were later reburied on either side of their father. They were Patrick Bouvier and an unnamed daughter who was stillborn in 1956. On June 8, 1968, the Kennedy family and a host of other mourners again gathered at the Kennedy grave sitethis time for the burial of Robert F. Kennedy. The presidents brother, who had become a United States senator, was shot on June 5 in Los Angeles, Calif., while campaigning for the Democratic presidential nomination. He died on June 6 of brain damage. Sirhan Bishara Sirhan, a Jordanian immigrant who was seized at the scene of the shooting, was eventually indicted for the murder. For the second time President Johnson declared a day of mourning for a Kennedy. Many of the same Americans who honored Robert Kennedys memory on June 9, 1968, were sadly reminded of an earlier day of mourning. In his proclamation declaring Nov. 25, 1963, a National Day of Mourning for John Kennedy, President Johnson paid this tribute to the slain president, quoting in conclusion from Kennedys inaugural address of January 1960: As he did not shrink from his responsibilities, but welcomed them, so he would not have us shrink from carrying on his work beyond this hour of national tragedy. He said it himself: The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve itand the glow from that fire can truly light the world. Warren CommissionOn Nov. 29, 1963, President Johnson created the Presidents Commission on the Assassination of President John F. Kennedy to investigate and report on the facts relating to the tragedy. It functioned neither as a court nor as a prosecutor. Chief Justice Earl Warren was appointed chairman. Other members of the bipartisan commission were Senators Richard B. Russell of Georgia and John Sherman Cooper of Kentucky, Representatives Hale Boggs of Louisiana and Gerald R. Ford of Michigan, Allen W. Dulles, and John J. McCloy. J. Lee Rankin was the general counsel. The report was published on Sept. 24, 1964. Since Oswald was unable to stand trial and defend himself, and in fairness to him and his family, the commission requested Walter E. Craig, president of the American Bar Association, to participate in the investigation and to advise the commission whether the proceedings conformed to the basic principles of American justice. The commission found that the shots that killed President Kennedy and wounded Governor Connally were fired by Lee Harvey Oswald. There was no evidence at that time that either Oswald or Jack Ruby was part of any conspiracy, domestic or foreign, to assassinate President Kennedy. No direct or indirect relationship between Oswald and Jack Ruby had been uncovered. On the basis of the evidence before it, the commission concluded that Oswald acted alone. Despite the findings of the commission, conspiracy theories persisted for decades. The commission criticized both the Secret Service and the Federal Bureau of Investigation (FBI). Some of the advance preparations and security measures in Dallas made by the Secret Service were found to have been deficient. In addition, though the FBI had obtained considerable information about Oswald, it had no official responsibility to refer this information to the Secret Service. A more carefully coordinated treatment of the Oswald case by the FBI might well have resulted in bringing Oswalds activities to the attention of the Secret Service, the report stated. The commission made suggestions for improved protective measures of the Secret Service and better liaison with the FBI, the Department of State, and other federal agencies. Other recommendations were:That a committee of Cabinet members, or the National Security Council, should review and oversee the protective activities of the Secret Service and other agencies that help safeguard the president. That Congress adopt legislation that would make the assassination of the president and vice-president a federal crime. That the representatives of the bar, law-enforcement associations, and the news media establish ethical standards concerning the collection and presentation of information to the public so that there will be no interference with pending criminal investigations, court proceedings, or the right of individuals to a fair trial. BibliographyMills, Judie. John F. Kennedy (Watts, 1988). Reeves, T.C. John F. Kennedy: The Man, the Politician, the President (Krieger, 1990). Schlesinger, A.M., Jr. A Thousand Days: John F. Kennedy in the White House (Greenwich, 1983). Selfridge, J.W. John F. Kennedy: Courage in Crisis (Ballantine, 1989). Summers, Anthony. Conspiracy, rev. ed. (Paragon, 1989). Waggoner, Jeffrey. The Assassination of President Kennedy: OpposingThe JFK StoryJFK

Thomas Hardys Tess Of The Durbervilles Essays -

Thomas Hardy's Tess Of The Durbervilles Extremities In Thomas Hardy's Tess of the Durbervilles, Tess worked in two extremely differentiating places. Both Talbothay's and Flintcomb Ash represented a time in her life whether it be favorable or horrid. Both of these spots contributed a deep meaning to the novel. The happiest days of Tess's life were spent on a dairy farm called Talbothay's. It was there that she met Angel Claire, with whom she had desperately fallen in love with and married. Talbothay's was used as a symbol of grandeur in Tess's life. It was there where she found meaning in her life for the first time in the novel and became content with herself. However, it all came to an abrupt end when she married Angel and told him of her affair with her cousin Alex. Angel was devastated and left her to fend for herself. This is when her life got much harder. Through a friend, she got a job working for Flintcomb Ash. It was a physically exhausting job, in which she had utter hatred for. While there she ran into her cousin Alex. This only worsened her terrible state of mind. From then on she longed for the days with Angel at Talbothay's. Talbothay's and Flintcomb Ash differ extremely in their descriptions. Talbothay's was a Utopia in Tess's life. It was depicted with luscious greenery and rolling hills. It was located in the Vale of Froom, which was known for its rich and fertile soil. There nothing could bother tess. Flintcomb Ash was a barren wastelan characterized by misery and pain. It was a cruel place in which Tess spent the worst days of her life. There she found the meaning of true wretchedness, but at the same time began to appreciate her days at Talbothay's. The descriptions Hardy used to depict the two places were central to the meaning of the work. The descriptive writing lets tthe reader not only see both places, but feel them as well. This allows the reader to find apathy for Tess's situation and take pity on her. The contrast made between talbothay's and Flintcomb Ash was used to symbolize the enormous conflict Tess's life dealt with. Through this type of writing the reader begins to see that no matter how bad a person might think they have it, someone else has always got it worse. Bibliography Bloom, Harold. T.S. Eliot. Pennsylvania:Chelsea House Publishers,1999. 60-68. Curley/Kramer, eds. Modern American Literature:Vol. 1. New York:Frederick Ungar Publishing Company, 1969. 340-341. Perkins, George, ed. Benet's Reader' Encyclopedia of American Literature. New York: Harper Collins Publishers, 1991.300-301.

Symbols of the Greek God Apollo

Symbols of the Greek God Apollo Apollo is the Greek God of the sun, light, music, truth, healing, poetry, and prophesy, and one of the most well-known gods in Greek mythology. Known as the ideal of youth and athleticism, Apollo is the son of the Zeus and Leto; and his twin sister, Artemis, is the goddess of the moon and the hunt. Like many of the Greek Gods, Apollo has many symbols. These symbols were usually associated with the great accomplishments those deities made or pertained to the domains over which they ruled. Symbols of  Apollo   Bow and arrowsThe lyreThe ravenRays of light radiating from his headBranch of laurelWreath What Apollos Symbols Mean Apollos silver bow and arrow represent his defeat of the monster Python (or Phython). Python was a serpent who lived near Delphi, considered the center of the earth. In a frenzy of jealousy over Zeus infidelity with Leda, Hera sent Python to chase Leto away: at the time, Leto was pregnant with the twins Apollo and Artemis, and their birth was delayed. When Apollo was grown, he shot the Python with arrows and took over Delphi as his own shrine. The bow and arrow symbol is also a reference to Apollo as the god of plagues who shot plague arrows at the enemy during the Trojan war. DEA / G. DAGLI ORTI / Getty Images The lyre- which is perhaps his most well-known symbol- signifies that Apollo is the god of music. In ancient myths, the god Hermes created the lyre and gave it to Apollo in exchange for the rod of health- or for the cows that the mischievous Hermes had stolen from Apollo. Apollos lyre has the power to turn items- like stones- into musical instruments. De Agostini / G. Nimatallah / Getty Images The raven is a symbol of Apollos anger. Once all ravens were white birds or so goes the myth, but after delivering bad news to the god he scorched the wings of the raven so that all ravens going forward were black. The bad news brought by the bird was that of the infidelity of his lover Coronis who, pregnant with Asclepius, fell in love and slept with Ischys. When the raven told Apollo of the affair, he became enraged that the bird had not pecked out Ischys eyes, and the poor raven was an early example of the messenger being shot. Tomisti / Wikimedia Commons  / CC BY-SA 3.0 Apollo God of the Sun The rays of light that radiate from Apollos head symbolize that he is the god of the sun. According to the Greek myth, each morning Apollo rides a golden flaming chariot across the sky bringing daylight to the world. In the evening his twin, Artemis, goddess of the moon, rides her own chariot across the sky bringing darkness.  Apollo is symbolized by rays of light. Corbis  / Getty Images The branch of laurels was actually something Apollo wore as a sign of his love for the demigod Daphne. Unfortunately, Daphne was cursed by the Goddess Eros to have a hatred of love and lust. It was an act of revenge against Apollo who claimed he was a better archer than Eros. Eventually, after Daphne grew tired of Apollos chasing she begged her father the river god Peneus for help. He turned Daphne was into a laurel tree to escape the love of Apollo. The laurel wreath that Apollo wears is a symbol of victory and honor, which was used in Greek times to identify the victors in athletic competitions, including the Olympics. Apollos wreath combines the laurel for Daphne, the coronal effect of the suns rays, and the beauty and power of young, beardless, athletic men.

American values from jamestown Essay Example For Students

American values from jamestown Essay Before England could settle the New World, it needed a Middle Class to fund private settlements and a millitary to protect those investments. Although the Spanish had a hundred year head start the English would in turn dominate the New World. This was all set in motion by King Henry VIIIs Act of Supremacy. King Henry VIII broke from the Cathloc Church because he wanted a divorce. While leaving he seized wealth by taking 1/4 of the land. He gave the land to his supporters who became the middle class. The nobles opposed the siezing of land but did nothin gright away. Therefore the Act of Supremacy created the middle class. The middle class now had money to spend in the Europe. The Price Revolution had now started. Because of this Spanish money spread in Europe. Because people were making money wide spread inflation had started. Now European goods became expensiveto english nobles. Nobles had no new world gold and didnt benefit from inflation. Because nobles were going broke they asked Queen Elizabeth to raise the rent . The Queen later said No! This allowed the middle class to became rich. The middle class made mone by buying at old english price. and investing in Europe products. Nobles were tied to fix lands. The nobles decided to do something. The nobles closed all their land and this was called. The inclosure movement. The nobles then fenced in all their land. There fore peasants were forced to seek new work an a new life. The middle class had a investment to the new world. One promblem was the spanish controlled the seas. England competed with Spain for the seas. Power hungry Prince Phillip II of Spain wanted more. In a hope to increase power he proposed to Queen Elizabeth. Once again the Queen said no. Outraged King Phillip sent his fleet the Armada to attack England. However the smaller ships of England destroyed the armada in 1588. Now England had the sea controll for the next 400 years.

Newley Engineering Limited Essay Example | Topics and Well Written Essays - 4250 words

Newley Engineering Limited - Essay Example Such continuity in turn necessitates a smooth uninterrupted supplier network to effect deliveries to the site and to the final customer. As much as there is the need to understand the nature of these tasks, it’s also necessary to identify and address issues that are central to the relocation process. For instance environmental issues would act as a compulsion on the management to avoid accidental and incidental costs arising out of process disturbance and breakdowns in operations. Engineering and machining processes inevitably carry with them an accidental risk of task duplication when shifting from one site to another. Cost management and accounting activities of the company would not adequately assess these cost variances arising from task duplication. In other words prioritizing each task in its own operational domain would require extra costs to be incurred against the backdrop of duplication of tasks. Next each individual task would require a particular accompanying management task to be performed. Therefore the whole process would involve a set of tasks just before the actual shifting, a set of tasks during the shifting process and finally a set of tasks just after the shifting. The relative significance of each set would in turn determine the relocation outcomes. The process of task management would be decisive in the final context because the outcomes are related to the final success or failure of the shifting process. While some tasks might have a better rate of success some others might not be so successful. However in the final analysis successful relocation is determined by a number of endogenous and exogenous variables that have to be predicted and managed within controllable limits. Relocation of a production process or a factory invites more problems associated with dislocation than it answers. It’s more so when the whole production process is sought to be relocated to a new site. However relocation of the Newley Engineering (Ltd.) Co.

International Banking Assignment Example | Topics and Well Written Essays - 1500 words

International Banking - Assignment Example Monetary policy A lower monetary policy increases the bank’s risk taking. When the monetary policy is low, it impacts on the loan industry’s ability to lend and give mortgage. It also impacts on the consumer and the business loan interests. These insufficient considerations to protect the losses that could be incurred through loan defaulters, just served to increase the inappropriate usage by the loan borrowers. This created a need to put into place the measures that reduced the misuse of these funds. Therefore, a well laid down strategy integrating the mode of pay and the borrower’s loan thresh hold and ability to service it had to be established (Jaffee, 2010). This measure was meant to eliminate the motivation that encouraged the borrowers to take higher risks of unplanned for huge sum borrowing. Executive compensation arrangements is an arrangement that enabled the executive to get huge cash amounts of equity based and bonus compensation before the long-term consequences of decisions are realized. This motivated the executive to only pay attention to the short-term outcomes and fail to focus on the long-term adverse effects this had on the shareholders. This therefore called for the implementation of adequate legislation that would minimize the chances of the executive undertaking activities that exposed the banks to higher and excessive levels of risk taking. There has been found to have a need to instill into the banks management a good system of eliminating these risks. Secondly, internal Investment is another strategy that was applied by most of these banks. There was a high tendency of the executives of these banks to invest heavily on the shares of the banks they headed. Consequently, this tendency made them disregard the possibility of falling into the crisis. They only perceived the upward trend of investing more and more to increase their share holding in their companies. According to Calomiris and Mason (2004), it is against t his background, that a need to regulate the executive pay was realized. This move is to ensure that the executives’ financial capacity is strongly linked to the shareholders interest. This being he case, the executive is hindered from possessing the great ability of investing highly into the organization they are heading. This ensures a reduced executive’s ambition, and consequently instills a sense of vigilance and supervision of lending activities by their banks. Bank performance Inflow of foreign currency Banks total assets in millions AGRI BANK 39866.5 47007.4 52264.0 63285.8 66143.3 AMEGY 9351.94 10359.2 11836.1 12354 11089.3 ALLIANCE 9490.5 10601.1 9368.8 8503.5 172313.0 Years 2005 2006 2007 2008 2009 There was an influx of foreign currency from other continents. It is this influx of these foreign currencies that resulted to relaxation of the lending terms by the banks. This served to enable business community to invest in the housing market. Later, the value of the houses greatly declined and consequently there were greater losses incurred by those who had invested in homes. These loses in turn enhanced the high rate of defaults in loan repayments, which in to a large extent minimized the financial stability of the banks. The banks instability affected the overall performance of the economy by slowing

Aztec Calendar Stone Essay Example for Free

Aztec Calendar Stone Essay Obtaining the knowledge that was passed down to them from earlier Mesoamerican cultures, the Aztecs carved the calendar stone in 1479 (Smith 253). At the time, the Aztecs lived in a very civilized world filled with amazing architecture, an impressively complex government system, and they also employed intricate systems of writing and calendric systems (Taube 7). The Calendar Stone was made by basalt stone. For the Aztecs, everything was pictorial in nature around this era. The calendar stone depicted different pictograms or Codex Magliabechianoand, which was primarily written on religious documents (Aztec-History). Art was centered around religion in this era. So the pictograms of the gods on the calendar stone would correlate with that subject matter. The Aztecs were a highly ritualistic civilization devoted to divination and their Gods. The Aztec calendar stone was created as a divinatory tool which was used for rituals, to forecast the future, and to determine which days were lucky and which days not for the outcome of various actions and events (Smith 254). The calendar had two systems. It had the sacred Tonalpohualli, which was based on the 260-day cycle and the Iuhpohualli, which was a 365-day cycle (Palfrey). Seen by the count, there is a five day difference between these two calendars. The five day differences were thought to be the most unholy, unlucky days of the year (Smith 257). The world was thought to be coming to an end. On the Aztec Calendar, the year was divided into 13-day periods. Each group of 13 days had a different deity ruling over the unit. This is because these units were thought to have a special symbolic influence and the deities were to ensure a positive outcome (Smith 256). In the middle of the Sun Stone, is the sun god Tonatuih. His tongue protruding between his teeth resembles a sacrificial flint knife. In his claw like hands he clutches human hearts (Palfrey). ‘Many scholars have debated on the stone’s meaning and purpose. Some suggest that, fixed horizontally; it served as a sacrificial altar, which would make sense because the stone was dedicated to the sun deity. Most agree though, that it offers a graphic representation of the Mexica cosmos’ (Palfrey). In The Aztecs, Smith sums up what is to be believed the thought of the Aztecs when they carved the calendar stone â€Å"The Aztec calendar stone conveyed the message that the Aztec empire covered the whole earth (territory in all four directions), and that it was founded upon the sacred principles of time, directionality, divine warfare, and the sanction of the gods† (Smith 270). Keeping the Aztec calendar is proof of ancient cultures mathematical and scientific achievements without the aid of modern technology. The study of the sun stone could lead to further advances in mathematics and acts as a road map to our celestial bodies from that era of our history. The Aztecs believe they felt justified in believing in this calendar because of numerous events that changed the course of history for them. Because Aztec Indians were fervent astronomers, they tracked the stars and correlated that between the days to create this sun calendar. Examples of events happening within the timeline of the calendar stone being built are these: Between 1452 and 1454, their capital city Tenochtitlan suffered from flood and famine, the following year on 4/16/1445 (Julian calendar) there was an eclipse of the sun. From 1473-1479, there were 4 more solar eclipses within a five year time frame (Aveni, Calnek). During this time the Aztec nation conquered and sacrificed many of the neighboring towns. Their leaders were wounded or killed, followed by violent earthquakes (Aveni, Calnek). There may have been even more visible eclipses seen by the Aztecs that have not been discovered because they were lost, or destroyed, or even confused with other natural events (Aveni, Calnek). If one were to take into consideration the Aztecs being a society with strong beliefs in deities, the Aztecs constant state of turmoil from wars and death and then couple that with a constant flow of solar eclipses; it wouldn’t take much to consider that the Aztecs might have thought there Gods were planning on ending their world†¦. again. The Aztecs might have carved this massive calendar from stone to give their future generations a chance to do things right, where they did not. Many other artifacts of the same caliber and craftsmanship were excavated around the time the calendar stone was. This was an amazing find, because in the early colonial period of the sixteenth century, pre-Hispanic stone sculptures were considered potent satanic threats to successful conversion (Taube 25). With the Spaniards thinking this, this lead to the destruction of many great pieces of art, manuscripts, and other forms of architecture. Thankfully, with the Aztecs foreseeing this frame of mind being a possibility and other circumstances occurring, many artifacts survived by being hidden in caves, on mountain tops, and even buried under Mexico City (Taube 25). After the artifacts were excavated, rather than being destroyed, they were treated as objects of curiosity and to be studied (Taube 25-26). I account for any differences between reception then and today by knowing people today have so many different religions and beliefs. Whereas the Aztecs were ignorant of the different beliefs we have today. They just had knowledge of what was taught to them by their elders as we do ours. There were not that many differences and very many similarities between American Indians of this era. In the way they did things to their architecture and sculptures. As a matter of fact, the Aztecs calendar was based of the earlier Mayan cultures. The Aztec calendar stone and Mayan calendar share many similarities. Both calendars have ritual days. The Aztec ritual day that was formed is the Tonalpohualli and the Maya ritual day is the Tzolkin. The day names on both calendars are also very similar. Both calendars used 18 months with 20 day counts along with other counts. The Aztec and Maya calendar stone is believed to have both mythological and astronomical significance. Both Native American cultures regarded their calendars as religious. Using the calendars, the Aztec and Maya priests dictated when to grow crops, when the dry and rainy seasons were, when to go to war, etc. (World Mysteries). The main way the Aztec calendar differed was in their more primitive number system and less precise way of recording dates. The year also started with different months. The Maya calendar tracked the movements of the planets and the moon. From this came their reckoning of time, and a calendar that accurately measures the solar year to within minutes. The Aztecs also kept the two different aspects of time, the Tonalpohualli, which was counting the days and the Xiuhpohualli which was counting the years (World Mysteries). The Aztecs believed they were living in the fifth and final stage of life. Because the Maya used a 360 day long cycle, they could tell that there were time periods way longer than the age of our universe (World Mysteries). It helped me figure out what some of the major celestial events where during the time the Aztec Sun Calendar was created. Palfrey, Dale. Mysteries of the Fifth Sun: The Aztec Calendar. n. p. Web. 8 January 1999. http://www. mexconnect. com/articles/199-mysteries-of-the-fifth-sun-the-aztec-calendar This is a website with basic information about the Aztec Sun Calendar. It gave me more insight into what the calendar looked like. Aztec-History. N. p. , nd. Web. 1996-2012 http://www. aztec-history. com This website has an enormous amount of information about Aztec Indians, from clothing to their demise and pretty much everything in between. The website gave me most of the information about the calendar stone I have so far. Smith, Michael. The Aztecs. Blackwell Publishers Inc. , 1996. Print. The book is Aztec Indians and their culture. This book helped me to understand the calendar stone more and why it was just a big part of Aztec life. Taube, Karl. Aztec and Maya Myths. British Museum Press, 1993. Print. This book detailed facts and myths about Aztec and Mayan Indians. This book helped me find what the Aztecs art and idols were see as in the early colonial period.

Beloved: The Human Condition :: essays research papers

Toni Morrison's novel, Beloved, reveals the effects of human emotion and its power to cast an individual into a struggle against him or herself. In the beginning of the novel, the reader sees the main character, Sethe, as a woman who is resigned to her desolate life and isolates herself from all those around her. Yet, she was once a woman full of feeling: she had loved her husband Halle, loved her four young children, and loved the days of the Clearing. And thus, Sethe was jaded when she began her life at 124 Bluestone Road-- she had loved too much. After failing to 'save' her children from the schoolteacher, Sethe suffered forever with guilt and regret. Guilt for having killed her "crawling already?" baby daughter, and then regret for not having succeeded in her task. It later becomes apparent that Sethe's tragic past, her chokecherry tree, was the reason why she lived a life of isolation. Beloved, who shares with Seths that one fatal moment, reacts to it in a complet ely different way; because of her obsessive and vengeful love, she haunts Sethe's house and fights the forces of death, only to come back in an attempt to take her mother's life. Through her usage of symbolism, Morrison exposes the internal conflicts that encumber her characters. By contrasting those individuals, she shows tragedy in the human condition. Both Sethe and Beloved suffer the devastating emotional effects of that one fateful event: while the guilty mother who lived refuses to passionately love again, the daughter who was betrayed fights heaven and hell- in the name of love- just to live again. Sethe was a woman who knew how to love, and ultimately fell to ruin because of her "too-thick love" (164). Within Sethe was the power of unconditional love for her children-- she had "milk enough for all" (201). Morrison uses breast milk to symbolize how strong Sethe's maternal desires were. She could never forget the terror of the schoolteacher robbing her of her nurturing juices, she crawled on bleeding limbs to fill her baby's mouth with her milk, and finally, she immortalized that grim summer day when she fed Denver her breast milk-- mingled with blood. The bestial image of milk and blood further fortifies the eminence of maternal instinct by portraying the value of a mother's milk as equal to that of her blood. And the

School administrators Essay

Education plays an important role in the life of almost all individual because this is the means by which they can gain knowledge and reach their full potential. In line with this, educational institutions give due importance to their curriculum in order to make sure that they are covering all the subjects and lessons that will help their students to develop their skills and talents. In line with this, almost all educational institutions include the arts as an important part of their curriculum because of the essential skills, talents, and values that students can develop from this area of education. Dance class is one of the major parts of the arts area of education that allow students to learn body coordination, music appreciation, and also a better understanding of various cultures through the different dance genres that are being taught. However, there are problems within educational institutions that resulted for most school administrators to cut-back or even completely eliminate dance classes and other art programs. Public schools usually have the most problems when it comes to maintaining dance classes because of the lack of school budget, facilities, and other needed materials to maintain dance classes. In relation to this, public school administrators also have to deal with the limited number of educators or teachers that will instruct students about the different genres of dance. Due to the challenges that public schools have to deal with, there is a continuous debate on whether dance classes should still be included in the educational curriculum. The on-going debate about the importance and need of dance classes in education is an important topic of study because it deals with the holistic learning and development of students. A comprehensive study should be made in order to identify whether there is really a need for dance classes to be included in the curriculum of most schools or having dance classes only give unnecessary cost and further contribute to the problems of public schools. In line with this, the research study that will be conducted gives primary focus on identifying whether there is really a need for dance class in education or not. In doing so, the corresponding pros and cons about dance class in education will be given due attention and importance. Identifying the positive and negative implications about dance class in education will substantially help the stakeholders in the issue. Stakeholders will be able to properly assess whether there is really a need for dance classes to be included in the educational curriculum or not. Studying the need for dance class in education is essential because the holistic development and well-being of students are at stake in this issue. Statement of the Problem The study aims to assess on whether there is a need for dance class in education, particularly in the secondary level of education. Specifically the study intends to: †¢ Describe the commonly used educational curriculum in the secondary academic level with emphasis on arts programs, specifically dance classes. †¢ Identify the positive effects of dance classes in education, especially when it comes to the development of students and their performance at school. †¢ Identify the negative effects of dance classes in education, especially when it comes to the development of students and their performance at school. †¢ Assess the effects of dance class to students and the need on whether to include it in the educational curriculum. Justifications for the Chosen References The articles that are included in the literature review section of this paper are chosen by the researcher because these articles exemplify the corresponding implications of having dance classes in educational institutions. Most the articles that were discussed in the literature review of the paper are studies that are previously made by different researchers about dance classes in education. In line with this, there are also case studies that are part of the literature review of the study that talks about the actual situation and experiences of students in specific schools about dance classes as part of their educational curriculum. Moreover, the researchers and writers that are responsible in creating the articles that are part of the literature review of the study are respectable individuals that actually have the necessary knowledge and expertise about dance and education. Relevance of the Articles to the Research Topic The article which had been chosen for this research are all important aspects pointed out towards the connection of dance with academic and personal life of each student. The chosen articles are a representation of different sides of research which discusses the importance of dance in the life of the youth. The articles contain the positive perspectives with dance and the values which are gained throughout such activity. The values that are highlighted are not only applicable for academics but also within the personal life of each student. More so, the articles will largely support the positive effects of dancing towards the youth. On the other hand, the articles utilized were providing various kinds of perspectives from different authors which are already experienced regarding such matters. Furthermore, the discussions of the authors are true to what is seen within schools. Most of the articles present are explaining the importance of dance in the lives of each student that will lead to their growth. More so, the articles are significant to the development of the literature review as well as the other parts of the paper such that of the analysis and findings and conclusion. The articles have specific concepts and theoretical perspectives that are very efficient in attaining the proper analysis. Also, the authors that are chosen for the whole paper are well versed in the topic they have written. In the light of this, the articles shall create a path towards a clear understanding regarding the concept of dance in relation to academic perspective. Therefore, there is a need to utilize different types of materials which had created earlier studies regarding dance schools in the secondary level. Through the use of different articles, this would shed light to the aim of proving that dance lessons are needed by students in the secondary level. Literature Review Article Title: Dance Education Research: What Train Are We On? Karen Kohn Bradley, a dance educator, conducted a study regarding the role of dance classes in the educational reforms of public schools in the United States. Bradley admitted that as a dance instructor she is aware that learning through movement like dance is a powerful agent that substantially helps in the enhancement of the cognitive skills of students. In the same manner, she also pointed out that dance classes teach students the valuable lessons, especially in terms of discipline. The two aforementioned approaches of dance education often create tension, which is not realized by educators in public schools that teaches dance classes. However, the present condition of public schools requires accountability and educational reform in order to properly address the root causes of current problems. In line with this, the relevance of dance in American public schools during the time of educational reform is given more emphasis (Bradley, 2001). Bradley pointed out in her study that dance programs and classes are among the most under-represented and marginalized, and misunderstood field of education. The important role of dance classes in public schools are often taken for granted, which is why there is a big possibility that it would not achieve due recognition in the reforms that are happening in American public schools. Bradley proposed that dance educators and other stakeholders in the field of dance education should start giving more value to themselves but further mastering in their craft. Furthermore she also pointed out that dance educators and stakeholders should not give up their fight in the inclusion of dance classes in public schools, especially since they are very much aware of the benefits that it can provide to their students (Bradley, 2001). Article Title: Nurturing Excellence through the Arts In the written work of Vanessa Camilleri and Anthony D. Jackson with the title â€Å"Nurturing Excellence through the Arts† stated that it is important that art classes must be taken by different students for it is will provide a very positive effect for the students. In ATA or the Arts and Technology Academy, the students are required to have extracurricular activities in three times a week in the whole school year. Moreover, there is direct participation of various professors and parents in developing a certain program that would enhance the ability of the students in the arts. The authors were able to mention that the arts program is not only limited to dancing but to the wider variety of performing arts. The school was able to create a program where in art shall be a source of education for the students. In the light of this, it is presented that the school wanted to integrate learning from a philosophical perspective of arts. More so, it is dancing which will bring a higher development for students not only in terms of academic level but also for their personal development. In the philosophy of the school, the lessons bring the students bring artistic content and develop the emotional and social skills of children. It is mentioned that in reality, it is the computing and interpersonal skills that must be developed in order to adapt in the modern world. Therefore through the activities in the performing arts, students shall be much more able to comply to the fast paced world with fewer complications. Definitely, the techniques of teaching the children utilized in ATA is highly focused on the arts as its association the development and nourishment of students in their future lives (Camelleri & Jackson, 2005). Article Title: Performance and Motivation in Dance Education In the written work of Elizabeth Lazaraoff, it is evident that there is the need to incorporate dancing as one of the main subjects in public schools for it is one of the most effective motivational practices available in teaching. For most students get bored in schools due to their uninterested attitudes, it is dancing or the whole perspective of performing arts must be associated with the development of students and the curriculum in public schools. For most schools are focused in science and math, a new concept that is much relatable for children in the elementary level shall help motivate students in being active in school. Furthermore, the author suggests that the performing arts must be associated not only in the curriculum but also in the teaching techniques of teachers. Article Title: Gliding Glissade Not Grand Jete Elementary Classroom Teachers Teaching Dance This article presents that there is a need to create a program of dancing in the elementary level. Such levels are very fun loving and playful hence, they are needed to be stimulated through performing arts in order for them to be much motivated. However, the article created by Anne Dunkin states that the elementary level is very good in absorbing and appreciating such type of concepts. On the other hand, other levels such as the secondary and university level are less appreciative in such kind of teaching. More so, the US Department of Education pointed in their 2002 report that most secondary and elementary schools are not practicing art education. There are only one fifth of schools in the United States offer the instructions in dancing. Hence, not all students have the opportunity dancing and performing arts as a whole. Therefore, Dunkin wanted to attain a level of awareness that there is a need to incorporate dancing in the curriculum of each school in the United States. Although the goals might not be possible in the next five years of the thought of such association of dance to schools are also not impossible. The author suggests that there must be a full regarding with such type of issue. There must be a high association that would pursue the interests of students in their artistic side. With such type of organization, the possibility of attaining an artistic curriculum shall be created (Dunkin, 2004). Article Title: Dance Education in Elementary Schools Based on the research study regarding the status of K-12 dance education, two levels of implications have been observable about dance education: the first one of the practical effect while the other one involves the clarification of visions. The practical implication emphasized the need to include new requirements about dance classes with corresponding guidance and resources in order for students to effectively learn in their dance lessons. However, there is a huge gap between the requirements and the reality because extensive teacher training and the need for provision materials should be given attention, since these are the main problems that affect dance classes and programs. Moreover, teachers should not be merely regarded as technical support because it is pivotal that they are included in the decision-making process when it comes to educating students (Bresler, 1992). Article Title: K-12 Dance Education: Four Model Programs The article written by Bresler discussed dance education in elementary schools by means of narrating and assessing a particular research study about the status of dance education in elementary schools. The status of dance education was studied by means using four perspectives, namely: â€Å"musician Liora Bresler, an outsider, looks at dance programs in Illinois elementary schools† (Knowles et al. , 1992, n. p. ). In line with this, other reputable personalities also participated in the study of Bresler, such as: Susan Stinson, who represented the perspective of high school students about the value of dance; Patricia Knowles and Rona Sande presented a model dance programs in four different parts of the United States; and Peggy Schwartz is the one responsible in the creation, development and even demise of the dance certification for educators in the state of Massachusetts. The efforts made by the different important people in the study contributed in gathering the necessary data about the national trends in teacher education, requirements for certification, and the application of programs (Knowles et al. , 1992). Article Title: Dance Education in American Public Schools: Case Studies The report of Knowles and Sande are consists of four case studies that represent the results of a national survey that was conducted by the National Arts Education Research Center. The main purpose of the research is to identify and choose model schools that already have curriculum-based K-12 dance education programs. The schools that were part of the research study were: â€Å"Fillmore Arts Center (Washington, D. C. ). Buffalo Academy for the Visual and Performing Arts (Buffalo, New York, Duxberry Park Arts IMPACT School (Columbus, Ohio), and Jefferson High School for the Performing Arts (Portland, Oregon). The important areas of discussion that were included in each case study are: the educators/faculty, curriculum, program objectives, facilities, and equipment. The results of the study showed that the school that were observed have several similar characteristics, namely: â€Å"strong parental and community support; mutual respect among dance faculty and a unified program philosophy; frequent communication and a positive working atmosphere; a belief in integration within content areas and in interdisciplinary work; a curriculum that excites students; and administrative confidence and support† (Knowles and Sande, 1991, n. p. ). Article Title: Revitalizing Pennsylvania through Creativity: Dance Education Giguere, a Pennsylvanian herself, wrote an article that talks about the way by which their place was able to address difficulties through the help of dance education. The author pointed out the bleak future of Pennsylvania due to the economic hardships that it is experiencing. In addition, Pennsylvania also has to deal with other problems such as: slow population growth, aging work force, and the increasing presence of suburban slumps. The aforementioned untoward situation of Pennsylvania is greatly contributing to the â€Å"brain drain† of its highly-educated and competent workers. Giguere was able to found out in her research that the reasons for the flight of most young professionals are due to the lack of arts and culture in local Pennsylvania communities. In line with this, Giguere emphasized that Pennsylvania can actually make its situation better by means of improving its arts and culture by establishing and improving dance classes. The author strongly believes that the strength of Pennsylvania is not found in technology but rather in enriching its arts and culture. (Giguere, 2005). Analysis All the articles have each own relevance in terms of providing information that would help people in attaining the importance of education and dance. Some articles provide different kinds of perspectives in the current development of the association of dance and education. There are articles where in the authors provide the significance and reasons for the need of dance and performing arts in education. Most of the authors mention that dance in the academic setting motivates the students in going to school and it further helps students in attaining a much balanced lifestyle. In addition to this, the authors chosen for this study strongly believes in the concept of dance as the major influence for students in building their social, emotional and personal progress as a individual in the society. The performing arts is not simply a hobby for students but a much enjoyable training ground for students as a preparation for their future in the modern world. Due to the points mentioned by the authors utilized in this study, the researcher chose to view the question of: â€Å"Is there a need for dance education in the secondary level of education. † This research question shall be the main query that will be utilized in the different sections of the study. Therefore, this question shall be provided with accurate data in order to attain the proper response. Conclusion In conclusion, education is the most important aspect in the lives of different individuals for it provides development. More so, education must also develop in association to the development of the modern life. In the current era, people are highly associating themselves with culture and the arts. Therefore, there is a new perspective which is evidently seen in the boom of artistic interests of the current age. Hence, in order to nurture such type of the perspective, there are authors to which believe in the concept of associating education and dancing to comply with the current era. In the section of the literature review, it is clear that most authors see that the association of dance and education is a positive and possible development in the United States. Furthermore, the authors see that such belief is effective for the students due to the variety of values and skills they are able to attain. Moreover, students have a much developed interpersonal skills that are highly important in the work place. In addition to this, the students become confident of what they have for they have developed a unique skill. Therefore, the authors encourage that dancing and the whole selection of performing arts should be associated in the curriculum and also within the teaching technique of teachers. In relation to this, students become more appreciative of the arts most especially with their social and emotional feelings. Due to the fast life and societal norms present in the society. Most students only become nurtured through their science and math skills but in reality, students must be able to link their emotional and social skills to attain their best abilities. The expansive abilities developed in students could not be denied for the results are very evident in the studies created by the authors. More so, this research aims to provide information that through dancing and education, students shall be able to contribute more to the future society not only in the economic view but also in the societal view. References Bradley, K. K. (2001). Dance education Research: What Train Are We On? National Dance Education Organization, 103, 31-35. Bresler, L. (1992). Dance Education in Elementary Schools. Design for Arts in Education, 93, 5. Camilleri, V. & Jackson, A. (2005). Nurturing Excellence through the Arts. Educational Leadership, 60-64. Dunkin, A. (2004). Gliding Glissade Not Grand Jete Elementary Classroom Teachers Teaching Dance. Arts Education Policy Review, 105, 23-29. Giguere, M. (2005). Revitalizing Pennsylvania through Creativity: Dance in Education. Arts Education Policy Review, 106, 34-39. Knowles, P. , and Sande, R. (1991). Dance Education in American Public Schools: Case Studies. Illinois: Council for Research in Music Education, School of Music, University of Illinois. Knowles, P. , & Sanders, R. (1992). K-12 Dance Education: Four Model Programs. Design for Arts in Education, 93, 5. Lazaroff, E. (2001). Performance and Motivation in Dance Education. Arts Education and Policy Review, 103, 23-29.

Proposal for relationship Essay

The idea was about to show gender inequality through different aspects of people. To do a notch thinking about the topic. The documentary shows different views of what they think of gender inequality or equality. There are interviews that were conducted from different people from different background, races, genders, and status. We have conducted interviews of teachers, politicians general public, a barber, a corporate person and so on. Although the world has become so advanced but there are gender inequalities on high levels. Gender inequality is not just a problem in it slef, it is a major problem for the economy aswell. People still thinks women if start going out for work will get dominant and powerfull over man and if she goes ot, she becomes commercial, people look them with different perspectives. Though they forget, that women are to be respected and treated as she is supposed to and given all her rights. GENDER INEQUALITY Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles as well as biologically through chromosomes, brain structure, and hormonal differences. Gender systems are often dichotomous and hierarchical; gender binary systems may reflect the inequalities that  manifest in numerous dimensions of daily life. Gender inequality stems from distinctions, whether empirically grounded or socially constructed. On differences between the sexes. We will be looking into the following what causes inequality between women and men: how does it arise, why does it take different forms, why does it vary in degree across societies, what are the components that add up to gender inequality, how do various institutions and practices contribute to it, and how does it change? There is a coordination problem in social relations; namely, for interactions between individuals to proceed smoothly, they must be able to synchronize their behavior. In US society, there are many shared category systems used to create â€Å"common knowledge.† However, according to Ridgeway, these categories, â€Å"†¦must be so simplified that they can be quickly applied as framing devices to virtually anyone to start the process of defining self and other in the situation.† If you meet an unfamiliar person, you will, â€Å"automatically and instantly,† categorize them, and your interaction will proceed with this information in mind. In the US, the basic â€Å"primary† cultural categories include sex, race, and age. – In general, men are believed to be especially more competent than women in male-typed settings (e.g. engineering, sports) and positions of authority, while women are advantaged in female-typed settings (e.g. childcare, communicat ion). In mixed sex, gender neutral settings, men are believed to be modestly and diffusely more competent. Even though these beliefs are based are based on the â€Å"average† woman and the â€Å"average† man, they become the â€Å"default rules† for coordinating behavior. So if equally qualified applicants apply for a male-typed job, such as a computer engineer, male applicants will be advantaged relative to female applicants. But if two equally qualified applicants apply to a female-typed job, such as a nanny, the woman would be more likely to receive the job offer. TYPES OF INEQUALITIES Mortality inequality: In some regions in the world, inequality between women and men directly involves matters of life and death, and takes the brutal form of unusually high mortality rates of women and a consequent preponderance of men in the total population, as opposed to the preponderance of women found in societies with little or no gender bias in health care and nutrition. Mortality inequality has been observed  extensively in North Africa and in Asia, including China and South Asia. Natality inequality: Given a preference for boys over girls that many male-dominated societies have, gender inequality can manifest itself in the form of the parents wanting the newborn to be a boy rather than a girl. There was a time when this could be no more than a wish (a daydream or a nightmare, depending on one’s perspective), but with the availability of modern techniques to determine the gender of the foetus, sex-selective abortion has become common in many countries. It is particu larly prevalent in East Asia, in China and South Korea in particular, but also in Singapore and Taiwan, and it is beginning to emerge as a statistically significant phenomenon in India and South Asia as well. This is high-tech sexism. Basic facility inequality: Even when demographic characteristics do not show much or any anti-female bias, there are other ways in which women can have less than a square deal. Afghanistan may be the only country in the world the government of which is keen on actively excluding girls from schooling (it combines this with other features of massive gender inequality), but there are many countries in Asia and Africa, and also in Latin America, where girls have far less opportunity of schooling than boys do. There are other deficiencies in basic facilities available to women, varying from encouragement to cultivate one’s natural talents to fair participation in rewarding social functions of the community. Special opportunity inequality: Even when there is relatively little difference in basic facilities including schooling, the opportunities of higher education may be far fewer for young women than for young men. Indeed, gender bias in higher education a nd professional training can be observed even in some of the richest countries in the world, in Europe and North America. Sometimes this type of division has been based on the superficially innocuous idea that the respective â€Å"provinces† of men and women are just different. This thesis has been championed in different forms over the centuries, and has had much implicit as well as explicit following. It was presented with particular directness more than a hundred years before Queen Victoria’s complaint about â€Å"woman’s rights† by the Revd James Fordyce in his Sermons to Young Women (1766), a book which, as Mary Wollstonecraft noted in her A Vindication of the Rights of Women (1792), had been â€Å"long made a part of woman’s library.† Fordyce warned the young women, to whom his sermons were addressed, against  Ã¢â‚¬Å"those masculine women that would plead for your sharing any part of their province with us,† identifying the pro vince of men as including not only â€Å"war,† but also â€Å"commerce, politics, exercises of strength and dexterity, abstract philosophy and all the abstruser sciences.† Even though such clear-cut beliefs about the provinces of men and women are now rather rare, nevertheless the presence of extensive gender asymmetry can be seen in many areas of education, training and professional work even in Europe and North America. Professional inequality: In terms of employment as well as promotion in work and occupation, women often face greater handicap than men. A country like Japan may be quite egalitarian in matters of demography or basic facilities, and even, to a great extent, in higher education, and yet progress to elevated levels of employment and occupation seems to be much more problematic for women than for men. In the English television series called â€Å"Yes, Minister,† there is an episode where the Minister, full of reforming zeal, is trying to find out from the immovable permanent secretary, Sir Humphrey, how many women are in really senior positions in the British civil service. Sir Humphrey says that it is very difficult to give an ex act number; it would require a lot of investigation. The Minister is still insistent, and wants to know approximately how many women are there in these senior positions. To which Sir Humphrey finally replies, â€Å"Approximately, none.† Ownership inequality: In many societies the ownership of property can also be very unequal. Even basic assets such as homes and land may be very asymmetrically shared. The absence of claims to property can not only reduce the voice of women, but also make it harder for women to enter and flourish in commercial, economic and even some social activities.2 This type of inequality has existed in most parts of the world, though there are also local variations. For example, even though traditional property rights have favoured men in the bulk of India, in what is now the State of Kerala, there has been, for a long time, matrilineal inheritance for an influential part of the community, namely the Nairs. Household inequality: There are, often enough, basic inequalities in gender relations within the family or the household, which can take many different forms. Even in cases in which there are no overt signs of anti-female bias in, say, survival or son-preference or education, or even in promotion to higher executive positions, the family arrangements can be quite unequal in terms o f sharing  the burden of housework and child care. It is, for example, quite common in many societies to take it for granted that while men will naturally work outside the home, women could do it if and only if they could combine it with various inescapable and unequally shared household duties. This is sometimes called â€Å"division of labour,† though women could be forgiven for seeing it as â€Å"accumulation of labour.† The reach of this inequality includes not only unequal relations within the family, but also derivative inequalities in employment and recognition in the outside world. Also, the established fixity of this type of â€Å"division† or â€Å"accumulation† of labour can also have far-reaching effects on the knowledge and understanding of different types of work in professional circles. When I first started working on gender inequality, in the 1970s, I remember being struck by the fact that the Handbook of Human Nutrition Requirement of the World Health Organisation (WHO), in presenting â€Å"calorie requirements† for different categories of people, chose to classify household work as â€Å"sedentary activity,† requiring very little deployment of energy.3 I was, however, not able to determine precisely how this remarka ble bit of information had been collected by the patrician leaders of society. FACTS ABOUT GENDER INEQUALITY The five countries with the best record of gender parity are Iceland, Finland, Norway, Sweden and the Philippines. Iceland holds the top spot for the fifth year in a row and â€Å"continues to be the country with the narrowest gender gap in the world.† The U.S. is at number 23, falling behind several countries that it has tried to bomb or colonize, such as Cuba and Nicaragua, or moralize at, such as Burundi. (Official U.S. government goals in Burundi are â€Å"to help the people of Burundi realize a just and lasting peace based upon democratic principles and sustainable economic development.†) The U.S. also is only at number 17 in gender parity out of the 49 high-income countries that have been measured–a rather poor showing for a country that tops the chart when it comes to high incomes. According to one recent study, incomes among the top 1 percent in the U.S. rose by 31.4 percent between 2009 and 2012, while incomes for everyone else grew just 0.4 percent. This wealth is obviously not going toward ensuring gender equality. China, the emerging economic competitor to the U.S., is at number 69 with a steady  deterioration in its gender relations since 2010. China and the U.S. have the greatest number of millionaire households, and China has seen one of the biggest economic booms in recent years. It is thus alarming that in China, just like in the U.S., the sole beneficiaries of this boom has been the rich. The disparity is particularly clear in certain key areas: for instance, the report ranks China at 133, almost to the very bottom of all the countries surveyed, in the Health and Survival category. Indeed, some of the leading affluent nations perform very poorly on the â€Å"Health and Survival† Category. Israel, for example, is at 93 falling below the country it demonizes regularly: Iran! The five countries with the poorest record for gender parity are Mauritania, Syria, Chad, Pakistan and Yemen. Not to let the national ruling classes of these countries off the hook, but it’s important to bear in mind that these countries have all been the victim of devastating imperialist policies and violence from the West. Along with colonialism, drone strikes and International Monetary Fund demands, we can also add the resultant gender disparity to the list of the West’s â€Å"gifts† to these countries. GENDER EQUALITY Gender equality is the measurable equal representation of women and men. Gender equality does not imply that women and men are the same, but that they have equal value and should be accorded equal treatment. The United Nations regards gender equality as a human right. It points out that empowering women is also an indispensable tool for advancing development and reducing poverty. Equal pay for equal work is one of the areas where gender equality is rarely seen. All too often women are paid less than men for doing the same work. This is one of the reasons that the majority of the world’s poor are women: around 70% of the people who live in extreme poverty, on less than US$1 a day, are girls and women. Suffrage (the right to vote) is another area of gender equality that still does not extend to all the women in the world. Saudi Arabia does not give women the right to vote; in the USA right wing commentators say that women should never have been given the right to vote. The impor tance of gender equality is highlighted by its inclusion as one of the 8 Millennium Development Goals that serve as a framework for halving poverty and improving lives. Despite  this, discrimination against women and girls (such as gender-based violence, economic discrimination, reproductive health inequities and harmful traditional practices) remains the most pervasive and persistent form of inequality. CONCLUSION Despite modernization and acknowledgment of right, we still see countries facing the problem of gender inequality and let most to suffer from this are developing countries. After the research we can conclude that inequality does not only brings in stress and problems along it but also economically affects. The relationship between economic and gender equality is very clear. there are people who still do not allow women to go ut and work. We still think women are not supposed to go out and work as they go out they will get dominant over men. Girls are removed early from schools. Early marriages. Those who work have a glass ceiling or are not allowed to go on higher posts then men. And so on so forth. If we remove this gender inequality, let the women work educate them, they will not only be contributing with the man to run the house expenses but also help in economy; less dependent people, more bread earning hence a good lifestyle. With such an inflationary economy where prices are go ing up, one person is not enough to earn and feed the family. A women who is educated, can raise her children in a very well-mannered and appropriate way with good moral and ethnic values. A healthy home comes with educated women. BIBILOGRAPHY Amartya Sen. Many faces of gender inequality. FRONTLINE. Volume 18 – Issue 22, Oct. 27 – Nov. 09, 2001 Sex differences in humans . http://en.wikipedia.org/wiki/Gender_inequality Tithi Bhattacharya. Measuring gender inequality. report on the gender gap internationally. from http://socialistworker.org/2013/11/04/measuring-gender-inequality

Causas frecuentes de deportacin en EEUU

Causas frecuentes de deportacin en EEUU En el aà ±o fiscal 2018, Estados Unidos deportà ³ o expulsà ³ a ms de 256.085 extranjeros. No sà ³lo indocumentados sino tambià ©n legales e incluso residentes permanentes.   Las causas de la deportacià ³n son fundamentalmente: Una o varias violaciones migratoriasCondena por una o varias felonà ­as o faltas (misdemeanors)Ser un peligro para la salud pà ºblica o la seguridad nacional Deportacià ³n por violacià ³n migratoria Aunque varias causas son posibles las ms frecuentes son: la entrada ilegal en Estados Unidos (la ms comà ºn)ser un fugitivo de una corte de inmigracià ³nUtilizar documentos falsos para obtener una visaDeterminadas mentiras a un oficial de inmigracià ³n o uno consular Aquà ­ puedes consultar una lista ms completa y con mayor explicacià ³n de lo que son las violaciones migratorias. Tener en cuenta que las và ­ctimas indocumentadas de ciertos delitos podrà ­an evitar en algunos casos las deportaciones. Por ejemplo: violencia domà ©stica  trata de personas  asalto sexualdelitos violentos cuando se colabore con las autoridades ya que se podrà ­a  calificar para la visa U o el programa SIJ para jà ³venes menores de 21 aà ±os que han sido abusados o abandonados. Deportacià ³n por delitos y/o faltas Excluyendo los migrantes expulsados porque han sido agarrados en la frontera o cerca, la mayorà ­a del resto de deportados tiene un rà ©cord. Lo que pasa es que puede haber una enorme diferencia entre un caso y otro. Asà ­, los condenados por un delito agravado eran prioridad nivel 1 para ser deportados en el à ºltimo aà ±o fiscal, en el que todavà ­a gobernaba el presidente Obama. Son ejemplos de delito agravado: asesinatoviolacià ³ntrfico de drogas.  trfico de armas, etc. Puedes ver aquà ­ un listado ms completo de los delitos agravados. Pero haber sido condenado por un sà ³lo crimen aunque no sea agravado tambià ©n es causa de deportacià ³n. En general puede decirse que hablamos de un crimen (felonà ­a) cuando la sentencia mxima que pueda ser impuesta es superior a un aà ±o de prisià ³n, aunque al condenado se le imponga una de menos tiempo. Incluso los condenados por una falta (misdemeanor) pueden ser deportados. En general puede decirse que es un misdemeanor la accià ³n cuya pena mxima no puede superar el aà ±o de prisià ³n. Incluso a veces ni hay crcel, o es suspendida, o hay sà ³lo una sentencia a prestar un servicio comunitario o una multa. Son ejemplos de misdemeanors: Robo de un servicio o una propiedad de poco valor, en la mayorà ­a de los estados, menos de $500, es lo que se conoce como petty thief.Entrar sin permiso en la propiedad de otra persona.Exhibicià ³n indecenteDesà ³rdenes pà ºblicosMostrarse borracho en pà ºblicoTambià ©n pueden incluirse violaciones de trfico, como por ejemplo, manejar sin licencia, etc. Especial atencià ³n al delito o falta de violencia domà ©stica Desde el 30 de septiembre de 1996 cualquier extranjero condenado por violencia domà ©stica puede ser deportado. Adems, segà ºn cada caso puede ser calificado de delito agravado o inmoral  o falta grave, lo que tendrà ­a consecuencias adicionales. Aunque la regulacià ³n cambia de estado a estado en là ­neas generales puede decirse que la violencia domà ©stica es un crimen cuando se da entre dos personas que viven juntas como pareja, no es necesario que exista un matrimonio vlido. Adems, hay violencia domà ©stica cuando hay golpes pero tambià ©n cuando hay sà ³lo abuso psicolà ³gico o amenazas. Adems, fuera del mbito de la violencia domà ©stica hay que saber que las relaciones sexuales con menores de edad, aunque sean consentidas e incluso sean con el novio/a pueden dar lugar a situaciones muy problemticas y pueden ser consideradas un delito o una falta. Quà © se debe hacer si se tiene acusacià ³n de delito o falta Si hay una acusacià ³n por un delito o falta es importantà ­simo lucharla. Contratar a un abogado (en corte criminal pueden poner uno de oficio si no se tiene dinero). Pero lo fundamental es evitar una condena. Y si no se puede, entender bien las posibles consecuencias migratorias. Si lo que se abre es un procedimiento de deportacià ³n ante un juez de inmigracià ³n por una violacià ³n migratoria, aquà ­ sà ­ que el gobierno no pone un abogado si no se puede pagar. Pero es fundamental acudir a las citas con una persona preparada para dar buen consejo legal y luchar,y si se puede la deportacià ³n. Una vez que se han agotado todas las posibilidades de pelear una orden de deportacià ³n o ya no se desea seguir en la lucha es posible que se necesite un tiempo extra por alguna razà ³n grave antes de salir de Estados Unidos. En estos casos la opcià ³n es solicitar un aplazamiento o suspensià ³n temporal de la deportacià ³n (stay). Quà © hay que saber si se produce la deportacià ³n Las consecuencias no son las mismas segà ºn la causa de la remocià ³n. No es lo mismo una deportacià ³n por un delito agravado o por uno inmoral que otra cuando te acaban de agarrar intentando cruzar por primera vez ilegalmente la frontera y eres objeto de una expulsià ³n inmediata. Es asimismo muy importante informarse correctamente sobre en quà © casos  se puede pedir un perdà ³n, conocido tambià ©n como waiver o permiso. De interà ©s para migrantes Como se ha dicho al principio de este artà ­culo, los residentes permanentes pueden ser deportados. Para evitar estos riesgos lo mejor es convertirse en ciudadano por naturalizacià ³n tan pronto como sea posible. Estos son los tiempos de espera para los residentes para aplicar por la ciudadanà ­a americana. Finalmente, los indocumentados deben informarse sobre los caminos realistas para su  legalizacià ³n e incluso si les alcanza la  proteccià ³n 245(i) para migrantes con peticiones antiguas que fueron aprobadas pero que no finalizaron los trmites. Este artà ­culo es meramente informativo. No es asesorà ­a legal.

FAIRYTALES Essay Example | Topics and Well Written Essays - 750 words

FAIRYTALES - Essay Example In this version, the main character, Flossie, is asked by her grandmother to deliver a basket of eggs to one of the neighbors. The grandmother, who is referred to in the story as ‘Big Mamma’ cautions the girl to be wary of the fox, who is a well known egg connoisseur. Flossie’s grandmother does not provide the little girl with any more information about the fox’s outward appearance, and so she sets off without fully understanding what she should avoid. When she reaches a wooded area, she is greeted by the fox who tries to get her to be frightened of him. Moreover, Flossie is not aware of how a real fox looks like and so is doubtful about what the fox is trying to convince her. She keeps on rejecting his assertions until a fierce dog makes it possible for her to continue with her journey after handling the fox, and she is able to deliver the eggs safely to the neighbor. Lessons from Flossie’s Encounter with the Wolf Flossie’s discussion with he r grandmother on the identity of the fox is quite puzzling at first. It is only later that the reader realizes that Flossie’s grandmother is quite wise. When Flossie inquired of her grandmother, â€Å"What do a fox look like?† her grandmother simply answered, â€Å"A fox just be a fox† (McKissack and Isadora 5). It is evident that Flossie and her grandmother were living in an area that had many dangers. It would appear that Flossie’s grandmother was trying to raise little Flossie to be self confident and sure of herself but also aware of the snares around her. Flossie was sent into the dangerous woods even though her grandmother knew that there was a fox on the prowl. She was also sent carrying what the fox considered to be a delicacy. In her trails, Flossie wondered what she would do if she came upon the fox, but quickly remembered her grandmother’s assertion that ‘a fox is just a fox’. This could be interpreted as meaning that a thre at is merely a threat; and need not amount to its definition. Essentially, the aim of Flossie’s grandmother was to teach her grandchild how to thrive and live her life in spite of being in the presence of constant danger. The fox was actually bigger in size than little Flossie, but the girl was not flustered. Her confidence in demanding that the fox prove who he is threw the fox’s confidence off-balance even though he was physically larger than her. This allowed her to continue with her journey confident in the knowledge that the creature she had just met was no threat. CONCLUSION Flossie’s encounter with the fox might be taken as being representative of a deeper hidden meaning for a race that encountered many problems in bygone eras. It would seem that the moral of the tale was that it is only people who had the power to empower their own fears. If they did not believe that they could be defeated, then, they would not be defeated. The story of Flossie and the F ox also encourages people to search for deeper meanings in ancient sayings. Flossie chose to take her grandmother’s word as truth and it helped her to combat the wily fox. The story also seeks to encourage people to recognize their own authority. When the fox insinuated to Flossie that she ought to be frightened of him, she replaced his vision of himself and his abilities with her vision of herself and what she believed or did not believe him to be. The fox was shaken by the fact that she showed no fear of him and actually took time to chart with him about something that had