Logistics Term Paper Example | Topics and Well Written Essays - 750 words

Logistics - Term Paper Example Therefore, it should be always preserved in efficient working condition, failing which there will be unnecessary wastage of time and it may entail stoppage production when there may be high demand for products Thus, in sense equipment is vital in the profitability of a business. Low or poor working conditions of equipment can also can cause the quality related issues, so it is highly significant to provide a proper and a periodic maintenance to operating equipments. The cost is also an important constraint to be considered in the maintenance of the same. An incorporated approach is taken to analyse the cost involved in the maintainance, the proper action should be taken to utilise the cost economically. In the competitive world of business each company tries its level best to be number one in the industry and the business is much concerned in meeting the current trends in the market. In order to be successful and competent maintenance planning is essential. Planning is the stage wher e a company decides which equipment is to be maintained and which obsolete ones are to be discarded. Maintenance falls into two categories: preventive maintenance and breakdown maintenance. Preventive maintenance is the assessment and examination process at regular intervals and breakdown maintenance is the mending and thinking done when the equipment is not in working condition. The maintenance planning primarily concerns two aspects relating to equipment such temporary breakdown or its becoming obsolete. Proper planning of equipment maintenance has a significant role in the output of a production or a service unit as a primary resource for such organizations is the equipment. Thus, any compromise done in this regards will impede the basic functioning of the organization, entailing hefty losses. Life Cycle Cost: Life-Cycle Cost (LCC) is an effective method to measure an economic assessment of equipment. The cost being utilized for the equipments are to be channelled economically. L CC takes into account the total savings, IRR and the payback period etc while considering the maintenance and repair of equipment. LCC can also be perceived as an efficient tool for making a choice within a competing environment, useful in comparison of the costs of competiting projects, decreasing the total cost, taking appropriate decisions, excellent planning and budgetary decisions. â€Å"LCC analysis is required to demonstrate that operational savings are sufficient to justify the investment costs.LCC helps change provincial perspectives for business issues with emphasis on enhancing economic competitiveness by working for the lowest long term cost of ownership which is not an easy answer to obtain† (Barringer, 2003, p.2). Reliability: Reliability refers to the quality of measurement and in a daily routine, reliability is the "constancy" of various measures. The organisation should be reliable in Besides, only such reliable organization every aspects of its operation to achieve profitability can service in a competitive market place. â€Å"Three important statements summarize for the organizations success are: 1) Reliability must be designed into products and processes using the best available science-based methods. 2) Knowing how to

Prison Violence Essay Example for Free

Prison Violence Essay Incarceration rates rose to unprecedented levels in the history of the U.S.’s imprisonment. Therefore, concern about social control of the incarcerated, that is, prisoners’ behavior, has increased. High inmate disciplinary infractions, especially violent infractions, are a threat to the safety of prison, of correctional staff, and of other inmates. Nevertheless, the issue of discipline in prison is important from an economic perspective, because an estimated average cost per infraction at a medium security prison is $970 (Jiang Fisher-Giorlando, 2002). For these reasons, Jiang Fisher- Giorlando conducted a research to help explain violent incidents, incidents against correctional staff and incidents against other inmates in prison. Identifying the risk factors of inmates to commit violent acts of misconduct is of great importance to prison administration. This type of research can assist in the classification process of inmates entering institutions as well as the ongoing classification adjustments of inmates already in custody. This study will identify and investigate factors for violent institutional misconduct. These factors include; however, are not limited to race, age, education and employment, family ties, length of sentence, security level, prison environment and gender. The hypotheses of this study are: 1. Violent prison misconduct is more prevalent among African-American and Hispanic inmates than Caucasians or any other ethnic group. 2. Inmates who are residing in maximum-security facilities are more violent than inmates residing in medium or minimum-security facilities, especially towards correctional staff. Literature Review Race Several studies were conducted to examine the role of race in inmate adjustment process and prison misconduct, especially prison violence. There were indications that there is a direct relationship between race and violent prison misconduct. Those findings support theories such as prison adjustment and subculture of violence, which say that minority groups have higher rates of violence in prison society than white inmates (DeLisi et al., 2004; Griffin Hepburn, 2006; Gillespie, W., 2005; Jiang Fisher-Giorlando, 2002; Steiner Wooldredge, 2009). According to Wayne Gillespie (2005), Caucasian inmates appear less likely to engage in most types of misconduct compared to African American and Hispanic inmates. Blacks are more likely than Whites to evoke protective violent responses to perceived dangerous situations or threats of physical injury by aggressive, violent behavior aimed at protecting self or preventing retaliation (Gillespie, W., 2005). Age Age and prison violence had an inverse relationship. The older inmates were, the less likely they were to be involved in violent prison misconduct. Younger inmates were significantly more likely to be involved in violent prison misconduct. This relationship was widespread throughout all the studies (Cunningham Sorensen, 2007; DeLisi et al., 2004; Griffin Hepburn, 2006; Jiang Fisher-Giorlando, 2005; Ruddell et al., 2006; Sorensen Cunningham, 2008). Education and Employment Research shows an inverse relationship between level of education and rates of prison misconduct. As level of education increased, involvement in violent prison misconduct decreased (Cunningham Sorensen, 2007; DeLisi et al., 2004; Wooldredge et al., 2001). As stated by Wooldredge, Griffin, and Pratt (2001), inmates who were employed prior to incarceration were less likely to be involved in violent prison misconduct. This group was more invested in conforming because they had more to lose. Inmates who worked prior incarceration were more likely than other inmates to be concerned with going home and continuing employment. Family Ties Social and family support was inversely related to violent prison misconduct (Cunningham Sorensen, 2007; DeLisi et al., 2004; Jiang Fisher-Giorlando, 2005; Wooldredge et al., 2001). Inmates with less social and familial support committed significantly more acts of serious prison violence (DeLisi et al., 2004). Moreover, inmates who made and received more telephone calls from children were less likely to commit violent rule violations (Jiang, Fisher-Giorlando Mo, 2005). According to Jiang and colleagues (2005) inmates with strong family ties had more to lose if they were involved in violent prison misconduct. Sources of family support included mail, telephone calls, and visitations. Rule violations could result in loss of visiting privileges, which is a strong source of strengthening family ties. Length of Sentence The relationship between length of current sentence that inmates are serving and violent prison misconduct is debatable. Inmates with shorter sentences were more likely to commit violent acts. Short term sentenced inmates were usually younger and they still possessed a street mentality. Inmates with longer sentences were usually older and appeared to better understand the need to co-exist with other inmates as well as correctional staff (Wooldredge et al., 2001). Security Level Several studies showed that security level is a predictor of rule violation (Camp et al., 2003; Jiang Fisher-Giorlando, 2002; Steiner Wooldredge, 2008). To be more specific, inmates residing in working cell-blocks and dormitories are less likely than are those in lock-down cell-blocks to commit violence and incidents against correctional staff (Jiang Fisher-Giorlando, 2002). Prison Environment Prison environment exerts an influence on inmate misconduct, especially interpersonal violence (Blackburn et al., 2007; Camp et al., 2003; Steiner Wooldredge, 2008). Research conducted by Camp et al., (2003) indicated that prison’s organizational factors influenced inmates’ behavior that led to violent misconduct. Furthermore, institutions with inexperienced staff had greater report numbers of inmate misconduct. Moreover, prison crowding, as one of the ecological factors, influenced inmate behavior because it produces intermediate psychological states, such as depression that then lead to misconduct (Camp et al., 2003). Gender Previous studies showed that gender was inversely related to violent prison misconduct (Blackburn et al., 2007; Camp et al., 2003; Wolff et al., 2009). Male inmates reported higher percentage of physical victimization perpetrated by staff, although percentage of inmate on inmate physical victimization was equal for male and female inmates (Wolff et al., 2009). This suggests gender-patterned interactions between inmate and staff in which male inmates compared to female inmates are more aggressive against authority figures. In summary, what is known from the literature reviewed is that some factors might influence inmates’ behavior. What is missing is the correlation between those factors and prison violent misconduct, which is addressed by my study. Key variables identified in the reviewed literature are race, age, education and employment, family ties, length of sentence, security level and prison environment, which are incorporated into the study’s methodology as surve y and focus group questions. Theoretical Review To explain inmate behavior in prison three major theoretical models have been proposed. They are the deprivation, importation, and situational models. A true explanation of violent inmate misconduct lies in a combination of those three theories. However, the importation model can be use as the most legitimate singular explanation of violent prison misconduct. The main focus of an importation model is on the influence of pre- prison socialization and experience of the inmate on his/her behavior while being incarcerated (Jiang Fisher- Giorlando, 2002). According to Jiang Fisher- Giorlando (2002) inmates’ behavior can be largely determine by their distinctive traits and social backgrounds. The importation model is a reflection of a pre- prison norms and beliefs system of an inmate rather than a result of incarceration in a facility (Irvin Cressey, 1962; as cited in Jiang Fisher-Giorlando, 2002). As importation model implies inmate behavior while being behind the bars is an extension of the antisocial behaviors that criminal offenders developed in the community (DeLisi et al., 2004). Research Design The research design that I used was the analysis of an existing database. I downloaded and analyzed an existing data source from the National Archives of Criminal Justice Data, which can be found at www.ICPSR.org. The data source that I downloaded and analyzed has number 24642 and the title of it is Census of State and Federal Adult Correctional Facilities. The principle investigator of this study is United States Department of Justice, Bureau of Justice Statistics, and the time period is January 1st, 2005 to December 30th, 2005. I chose this dataset because it contains the information needed to do my study on prison violence misconduct. The 2005 Census of State and Federal Adult Correctional Facilities is the seventh enumeration of State institutions and the fourth of Federal institutions sponsored by the Bureau of Justice Statistics and its predecessors. Earlier censuses were completed in 1974, 1979, 1984, 1990, 1995 and 2000. The facility universe was developed from the Census of State and Federal Adult Correctional Facilities conducted in 2000. In 2000, data were collected from 84 federal facilities and 1,584 non-federal facilities operating on June 30th, 2000. In 2005, each State’s Department of Corrections was contacted to identify new facilities and facilities that had been closed since June 2000. Telephone follow-ups were carried out during 2006. All but one respondent-State of Illinois- participated in the Census.My study determines if in a time period between January 1st, 2005 and December 30th, 2005, the correctional facilities used in existing dataset 24642 experienced physical or sexual assaults, misconduct against correctional staff and misconduct against other inmates. The response options for dependent variables have values such as: 1 which is label Yes, 2 which is label No, and 9 or 999 which is label Missing. This study aims to determine if independent variables such as race, age, education and employment, family ties, length of sentence, security level, prison environment and gender have a strong correlation with the dependent variables. Data Analysis For my analyses, I used SPSS Statistics program in version 18.0. I ran frequencies and descriptive tests on both dependent and independent variables. Moreover, I ran ANOVA and t-test to test how facility security levels and race/ethnicity of the inmates impact or don’t the amount of violence. Results Table 1: Age of the inmates residing in the facilities during the 1- year period of 2005 (Independent Variable). |Descriptive Statistics | | | | |Frequency |Percent |Valid Percent |Cumulative Percent | |Valid |Yes |475 |26.1 |28.6 | As seen in Table 2, during the 1-year period of 2005, 28.6 percent of facilities indicated that yes, there were physical or sexual assaults. The other 71.4 percent indicated that there were no physical or sexual assaults. As seen below in Table 3, during the same year period there was an average of just under 16 inmate-on-inmate assaults at facilities. I also ran a frequency table of staff deaths by inmates, but there were very few. Table 3: During the 1- year period of 2005 how many inmate on inmates assaults (Dependent Variable). | | | | | |N |Minimum |Maximum |Mean | | | | | | | |Y1_BETWEEN 1/1/2005 AND 12/30/2005 WERE THERE PHYSICAL OR SEXUAL ASSAULTS | The results in the above tables test my hypothesis about how facility security levels impact (or don’t) the amount of violence, using three different measures of the dependent variable: physical or sexual assaults; inmate deaths; and inmate-on-inmate assaults. I ran three ANOVA (analysis of variance) tests, and the results are shown above. Only the ANOVA tests for Y1 and Y3 were statistically significant. There was no difference by security level in the number of staff deaths by inmates, probably because those were low to begin with. However, in terms of physical and sexual assaults (Y1), these were highest at minimum and low-security facilities (mean =1.91). In terms of inmate-on-inmate assaults, these were highest Maximum/close/high facilities, with an average of nearly 34 assaults by inmates on other inmates in 2005. Table 7: Type of Violence by Race/Ethnicity | | |Y1_BETWEEN 1/1/2005 |Y3_BETWEEN 1/1/2005 | | | |AND 12/30/2005 WERE |AND 12/30/2005 HOW | | | |THERE PHYSICAL OR |MANY INMATE ON | | | |SEXUAL ASSAULTS |INMATES ASSAULTS | |X1_race_white |Pearson Correlation |-.391(**) |.341(**) | | |Sig. (2-tailed) |.000 |.000 | | |N |1631 |1665 | |X1_race_black |Pearson Correlation |-.453(**) |.392(**) | | |Sig. (2-tailed) |.000 |.000 | | |N |1625 |1657 | |X1_race_ethnicity_Hispanic |Pearson Correlation |-.290(**) |.202(**) | | |Sig. (2-tailed) |.000 |.000 | | |N |1450 |1479 | ** Correlation is significant at the 0.01 level (2-tailed). As seen above in Table 7, both White and Black race, as well as Hispanic ethnicity, were statistically significantly related to dependent variables Y1 and Y3. Y2 is not shown in the table format because neither race nor ethnicity was related to staff deaths by inmates. Again, this may be due to the small number of staff deaths. An odd pattern emerges: Y1 (number of physical and sexual assaults) was significantly and negatively related to all three race/ethnicity variables. On the other hand, Y3 (number of inmate-on-inmate assaults) was positively and significantly related to all three race/ethnicity variables. The reasons for this are not clear, but may have something to do with the meaning of the questions asked for Y1 and Y3. As for the size of the correlation coefficient, it is the highest for Blacks (r= -.453 and .392), next highest for Whites (r= -.391 and .341), and lowest for Hispanics (r= -.29 and .202). Discussion To return to my first original hypothesis that violent prison misconduct is more prevalent among African-American and Hispanic inmates than Caucasians or any other ethnic group I have to say that my findings only partially support that statement. According to my results violence among or by African- American inmates appears to be the highest, and is followed by violence among or by White inmates. However, violence by or among Hispanic inmates is the lowest comparing it to violence among or by other races. Moreover, my findings on the impact of security level of facility on prison violence were not exactly what I expected because they differ depending on a type of an assault. Therefore, they partially support my second hypothesis that inmates who are residing in maximum-security facilities are more violent than inmates residing in medium or minimum-security facilities, especially towards correctional staff. I found that counter to what I expected, super-maximum facilities are not the most dangerous correctional institutions but they have the highest inmate on inmate number of assaults. Findings from this study about how race impact prison violence partially support what I have found previously in the literature review. According to Wayne Gillespie (2005) and my findings White inmates less likely engage in most types of misconduct compared to African-American inmates but not Hispanic inmates. However, my results on the impact of security level of facility and prison violence are interesting because they do support the findings mentioned in the literature review. All the findings suggest that security level does affect the amount of in-facility violence, but that differs by the type of violence. Limitation of the Study While conducting my research by using existing database I had to face a few problems with it. First of all, the database I found had a lot of variables, which had a value that was missing. Second of all, when I ran the tests such as descriptive or frequencies it was hard to describe the results because they were confusing. I wasn’t sure in some cases if the results showed me the number of inmates or the number of facilities. I tried to go back and find the answers in the codebook, which didn’t really contain much more information than the database. Moreover, the meaning of the questions that were asked, especially for dependent variables, wasn’t clear and I believe it impacted somehow the results of the tests I ran. References Blackburn, A. G., Mullings, J. L., Marquart, J. W., Trulson, C. R. (2007). The next generation of prisoners: Toward an understanding of violent institutionalized delinquents. Youth Violence and Juvenile Justice, 5(1), 35-56. Document ID: 1541204006295156. Camp, S. D., Gaes, G. G., Langan, N. P., Saylor, W. G. (2003). The influence of prisons on inmate misconduct: A multilevel investigation. Justice Quarterly, JQ, 20(3), 501-533. Document ID: 434413761. Cunningham, M. D., Sorensen, J. R. (2007). Predictive factors for violent misconduct in close custody. The Prison Journal, 87(2), 241-253. Document ID: 0032885507303752. DeLisi, M., Berg, M. T., Hochstetler, A. (2004). Gang members, career criminals and prison violence: Further specification of the importation model of inmate behavior. Criminal Justice Studies, 17(4), 369-383. Document ID: 10.1080/1478601042000314883. Gillespie Wayne, (2005). Racial differences in violence and self-esteem among prison inmates. American Journal of Criminal Justice: AJCJ, 29(2), 161-V. Document ID: 972985931. Griffin, M. L., Hepburn, J. R. (2006). The effects of gang affiliation on violent misconduct among inmates during the early years of confinement. Criminal Justice and Behavior, 33(4), 419-448. Document ID: 0093854806288038. Irvin, J., Cressey, D. (1962). Thieves, convicts, and the inmate culture. Social Problems, 10, 142-155. Jiang, S., Fisher-Giorlando, M. (2002). Inmate misconduct: A test of the deprivation, importation, and situational models. The Prison Journal, 82(3), 335-358. Document ID: 003288550208200303. Jiang, S., Fisher-Giorlando, M., Mo, L. (2005). Social support and inmate rule violation: A multilevel analysis. American Journal of Criminal Justice, 30(1), 71-89. Retrieved from http://proquest.umi.com Ruddell, R., Decker, S. H., Egley Jr., A. (2006). Gang intervention in jails: A national analysis. Criminal Justice Review, 31(1), 33-46. Document ID: 0734016806288263. Sorensen, J., Cunningham, M.D. (2008). Conviction offense and prison violence: A comparative study of murderers and other offenders. Crime and Delinquency, 56(1), 103-125. Document ID: 0011128707307175. Steiner, B., Wooldredge, J. (2008). Inmate versus environmental effects on prison rule violations. Criminal Justice and Behavioral, 35(4), 438. Document ID: 1455568521. Wolff, N., Shi, J., Siegel, J. (2009). Patterns of vict imization among male and female inmates: Evidence of an Enduring Legacy. Violence and Victims, 24(4), 469-84. Document ID: 1825737261. Wooldredge, J., Griffin, T., Pratt, T. (2001). Considering hierarchical models for research on inmate behavior: Predicting misconduct with multilevel data. Justice Quarterly, 18(1), 203-231. Retrieved from http:// proquest.umi.com

Leadership In Julius Ceasar Essay -- William Shakespeare

In Shakespeare’s tragedy Julius Caesar, the use of diverse leaders plays an important role in the plot, showing vividly how strong personalities conflict. This is the case with Brutus and Cassius, the two leaders among the several conspirators. The story of Julius Caesar is set in ancient Rome during a time when Julius Caesar is to become king. This, however, angers Cassius, a nobleman, and he plots with Brutus and others to kill him before he becomes king. They do just that, justifying their actions by saying Caesar was too ambitious and would have gone insane with power. This backfires with the Roman citizens after an emotional speech by Mark Antony, Caesar’s right hand man. This forces the conspirators to flee Rome and go to war with Antony and eventually take their own lives. Because of their great leadership qualities, Brutus and Cassius take the leader roles among the conspirators. Nevertheless, they at times do argue over the course of action. Though Brutus and C assius are both similar in that they are great leaders, their differences in character are instrumental in determining the conclusion of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Despite their differences, Brutus and Cassius have similar traits that give rise to great leaders. Both Brutus and Cassius are noble, intelligent men. They usually have good intentions and understand the situation they are in. This is why they both agree to go along with the conspiracy to kill Caesar. The two also like to think out and plan their actions. They do this two significant times in the play. When the two plan Caesar’s assassination and during the planning of the final move for Brutus and Cassius’ army. When the assassination is developing, Cassius thinks to kill Antony as well as Caesar saying, â€Å"Mark Antony, so well beloved of Caesar, Should outlive Caesar. We shall find of him A shrewd contriver; and you know his means, If he improve them, may well stretch so far As to annoy us all. Which to prevent, Let Antony and Caesar fall together† (2.1.157-162). Brutus, however, responds with his own reasoning, â€Å"Our course will see n too bloody, Caius Cassius, To cut the head off and then hack at the limbs, Like wrath in death and envy afterwards; For Antony is but a limb of Caesar† (2.1.163-166). They two are also self reliant and self-dependent. They can think and act for themselves as they should any great man says Cassius to Brutus, â€Å"Me... ...derable differences in trust and loyalty are the ultimate factors that influence the conclusion of the play. Both of these characters have great qualities such as intelligence, self-dependence, and reasoning ability that make them excellent leaders. It, however, is their differences that govern the end result of the conspiracy. The single most outstanding decision of the play was when the conspirators resolved not to kill Antony along with Caesar. Brutus’ overwhelming trust of Antony led him to believe Antony was not going to be a problem. There are many implications of leadership as seen in Julius Caesar. Those who tend to exhibit strong leadership characteristics will have much more impact on those who tend to stand back and fall into the crowd, even if the decisions being made are illogical. When two strong leaders interact, there usually is a disagreement on the course of action, which can be harmful for the group. The strong characters of Brutus and Cassius, and the w eaker conspirators, prove both these conclusions. Works Cited Shakespeare, William. "The Tragedy of Julius Caesar." Houghton Mifflin Company. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston, 1994.

Flag Burning Editorial :: essays research papers

Flag burning can be and usually is a very controversial issue with people. Many people believe that the American flag stands for something important and shouldn’t be destroyed in that manner. Others believe that flag burning is a statement that one should be able to make without major repercussions. Both sides have valid opinions and both sides state their case well. Although I am neither nor or against the burning of the flag, I believe the right should not be taken away. I believe that if a group of people have valid reasons and a valid point to make by obliterating a flag in such a way, they should have the right to do it. The people who are against flag burning seem to generally be those who have served this country through war and through other such ways. They are older people who believe that this country is quite wonderful if not almost perfect. They have a strong sense of patriotism to this country and would die for what it stands for: liberty and freedom. They could compare it to the burning of crosses in front of a church or to the way the Nazis turned a very beautiful symbol into a racial and religious hate badge for murderers. Disrespect for tradition is what it boils down to. From a young age we are conditioned to blindly respect that flag hanging from a pole and to pledge out allegiance to it without even knowing what it truly is. It has been tradition for at least three generations. People who have been prisoners of war or people who fought for this country have a reason to respect it so much. The have fought long and hard for what we have and respect it. Some of our generation doesnâ€℠¢t realize how lucky we have it. A child of this generation could debate how good and pure and wonderful this country is and could show you how we have had our liberty and freedom taken away to the point that we really don’t have any. True, we have had our freedom limited a bit, but that is only for the protection of ourselves from one another and from the government. As far as flag burning goes, people of this generation and other generations, have a right to show how they feel about what’s going on in this country. They feel that this county is doing something wrong and that is how they choose to express their grievance. Flag Burning Editorial :: essays research papers Flag burning can be and usually is a very controversial issue with people. Many people believe that the American flag stands for something important and shouldn’t be destroyed in that manner. Others believe that flag burning is a statement that one should be able to make without major repercussions. Both sides have valid opinions and both sides state their case well. Although I am neither nor or against the burning of the flag, I believe the right should not be taken away. I believe that if a group of people have valid reasons and a valid point to make by obliterating a flag in such a way, they should have the right to do it. The people who are against flag burning seem to generally be those who have served this country through war and through other such ways. They are older people who believe that this country is quite wonderful if not almost perfect. They have a strong sense of patriotism to this country and would die for what it stands for: liberty and freedom. They could compare it to the burning of crosses in front of a church or to the way the Nazis turned a very beautiful symbol into a racial and religious hate badge for murderers. Disrespect for tradition is what it boils down to. From a young age we are conditioned to blindly respect that flag hanging from a pole and to pledge out allegiance to it without even knowing what it truly is. It has been tradition for at least three generations. People who have been prisoners of war or people who fought for this country have a reason to respect it so much. The have fought long and hard for what we have and respect it. Some of our generation doesnâ€℠¢t realize how lucky we have it. A child of this generation could debate how good and pure and wonderful this country is and could show you how we have had our liberty and freedom taken away to the point that we really don’t have any. True, we have had our freedom limited a bit, but that is only for the protection of ourselves from one another and from the government. As far as flag burning goes, people of this generation and other generations, have a right to show how they feel about what’s going on in this country. They feel that this county is doing something wrong and that is how they choose to express their grievance.

The Impact Of Challenging Behaviour Education Essay

The challenge for pedagogues is non to discredit or decrease the extraordinary attempts but, consistent with IDEA and the research to direct their attempts into transforming ordinary scenes so that they excessively can fit what today is regarded as extraordinary and tomorrow will be regarded as ordinary – ( Soodak et al.,2007 ) The intent of this assignment is to acknowledge the function of â€Å" Challenging Behaviour † , how it affects people when covering with their behavior and how do we assist them get bying with it by seting the theory into pattern. The appraisal of this assignment was structured on 25 hours of observation on a 13 twelvemonth old pupil during school, community and place. This assignment is sectioned into three parts which in the first portion depict what is disputing behaviors and how it affect the individual. The 2nd portion describes the pupil and his interactions with the environment around him. In the 3rd portion, this assignment describes a contemplation of what the perceiver saw during the 25 hours of observation that lead to a support program which will be built on the student`s strengths instead than concentrating on his demands. This will assist the pupil develop resilience and being able to emerge as a extremely functioning grownup.1 ) Challenging Behaviour Terminolog yThe nomenclature â€Å" ambitious behavior † has been used to mention to the â€Å" obstinate † or â€Å" debatable † behaviors which may be exhibited by persons with a learning disablement. There is no exact word to depict disputing behavior. Challenging behavior manifests itself into different types, changing from low to high strength. â€Å" Culturally unnatural behavior of such an strength, frequence or continuance that the physical safety of the individual or others is likely to be placed in serious hazard, or behavior which is likely to earnestly restrict usage of, or consequence in the individual being denied entree to, ordinary community installations † ( Emerson, 1995 ) .1.1 ) The Impact of Challenging BehaviourIn every behavior classified as â€Å" disputing † , there are three features in common, which: hinder the person from larning, developing and wining is harmful to the individual himself and to others puts the person at high hazard for subsequently societal jobs and school failure Persons that fall under the class of Challenging behavior frequently find themselves rejected, disliked and frequently ridiculed by the society. This group of people experience lesion in their self-esteem / assurance, accepting them to be secluded, depressed, and deprived from chances to develop, advancement and pattern societal accomplishments that they highly need. Sometimes pedagogues / society exacerbate the job. The book â€Å" Exceeding Lifes † ( 4th ed pg 133 ) , stated that excessively frequently teachers concentrate on students` shortages instead than their strengths. A concrete illustration is when persons with disputing behaviors are capable to zero tolerance policies such as suspending pupils from schools, handling them like they do non exists or when we order them to travel out of the category. This all go on when first ; the behavior is seen before the person, and 2nd ; the person in non seen as a whole individual. â€Å" Students who experience failure in one c ountry, besides tend to see failure in the other † – ( Jolivette, 2000 ) . Challenging behavior is caused by several factors interacting with each other such as environmental stressors, nerve-racking life status, kid maltreatment and school factors. â€Å" It is hence of import to step in every bit early as possible † ( Slaby, Roedell, Arezzo, and Hendrix, 1995 ) ( Tarbox, 2009 ) ( Bessell, 2001a )1.2 ) Covering with Challenging BehaviourTo better understand when covering with disputing behavior we have to self-question: why do it go on? what intent do they ( people with C.B ) service? how can we take the job off from the individual? What actions do we take to forestall the job from happening once more?1.3 ) Functions of Behaviourâ€Å" The map of a behavior refer to the beginning of environmental support for it † – ( Tarbox et al ; 2009 ) . There are four common maps in behaviour which are: Attention: desire for attending from equals / grownups Escape: flight from individual, undertaking or environment Sensory: the behavior feels good or meets a centripetal demand Tangible: desire for a specific point or activity1.4 ) Determining the Functioning of BehaviourTo turn to disputing behaviour one demand to find its operation. Determining the maps of behavior, one demand to: Interview ( ecological event ) what type of relationship there is between the individual and his environment Direct observation ( the four maps of behavior ) Functional Analysis ( eg: S.T.A.R Model / ABC- Accident Behaviour Consequences ) Functional Hypothesis ( the information that emerges from informations / analysis )2 ) Student ProfileMatthew is a 14 twelvemonth old adolescent. He is tall, robust and energetic. He has brown eyes and short brown hair. Matthew like custodies on activities and in fact his avocations are constructing carnival military personnels and cot, cookery, playing picture games and playing football. His future aspiration is to work in household concern and to get down one of his ain. One of his wants is to complete the secondary school every bit shortly as possible to recognize his dream.2.1 ) Student`s BackgroundMatthew is the eldest sibling. He has a younger brother ( Christopher ) , two old ages younger than him. Christopher attends the same secondary school as Matthew and every twenty-four hours he spends most of the clip at his grandparents` house ( few metres off from his place ) . Matthew`s parents have minimal educational cognition. Matthew`s male parent ( Joseph ) run an agricultural h ousehold concern and spend most of the twenty-four hours working in the Fieldss. Matthew`s female parent return attention of the house and when needed she besides gives her hubby a manus. 2.2 ) Student`s Medical History At the age of three Matthew was diagnosed with leukaemia. This status impaired Matthew from larning due to the fact that he ne'er went to kinder and twelvemonth one. Matthew started go toing on a regular basis to school from twelvemonth two that subsequently on he was besides found diagnosed with larning troubles ( LD ) and at hazard of attending shortage overactive upset ( ADHD ) .2.3 ) Educational arrangementsâ€Å" Childhood leukaemia subsisters may develop non verbal acquisition disablements that affect their authorship and concentration accomplishment † – ( Bessell, 2001a ) Primary schools – When go toing at the local authorities school, Matthew ( Year 2 ) found it really hard with larning. The undermentioned twelvemonth his female parent applied Matthew to be supported by a learning support helper ( Lsa ) . Harmonizing to the Statementing Moderating Panel study, Matthew was found diagnosed with larning troubles along with troubles with attending span, distractibility and impulsivity. ( These together with emotional troubles are farther lending to Matthew`s troubles in accomplishing school ) . The SMP board recommended shared support but shortly turned it into one to one support. Matthew started being supported from Year 3. Matthew repeated that same twelvemonth ( Year 3 ) because his academic public presentation was well below norm. At school Matthew started being bullied ( Year 3 -Year 5 ) . Matthew was unwilling to travel to school and frequently spliting into fits. His female parent had to alter his school because she didn`t find any cooperat ion with the school staff at that clip. Matthew attended his concluding twelvemonth of primary school at another authorities school in another vicinity. Secondary School – Matthew`s psychological study that was done in 2008 stated that he was at hazard of attending shortage overactive upset ( ADHD ) . Matthew has been go toing to this secondary school for the last three old ages, since his passage. At this school he is being supported by Inter-Disciplinary Team.2.4 ) The Inter-Disciplinary TeamInco ( Mr Stephen Spiteri ) Head Master ( Can. Noel Saliba ) School Psychologist / Councilor ( Antonwlla Mizzi ) Lsa ( Ms. Leanne Azzopardi ) Student`s female parent ( Josette ) Student ( Matthew ) Through this squad, at school, Mathew`s academic public presentation is monitored. The Lsa in coaction with the topic instructors adapts the work for Matthew and communicates with Matthew`s female parent. The school psychologist is measuring Matthew every two months to assist him show his feelings. The head-master is the squad spokes-person / go-between. When squad members encounter troubles such as something that is impeding, different sentiments / schemes ; the caput maestro organizes a meeting to discourse these jobs. The student`s female parent helps the squad by giving and suggests utile information to the squad because she knows the most about Matthew. Mathew`s coaction with in the squad is by giving his perspective position so that squad members can accurately turn to his demands. The Inco represent the squad outside the school premises. The purpose of the squad is to see Matthew independent every bit much as possible.2.5 ) Degree of SupportMatthew is supported with a full cli p Lsa ( one to one support ) . He follows the course of study with differentiated acquisition and sometimes requires disengagements during lessons such as PSD and Music.2.6 ) Types of supportAdapted press releases, visuals, head maps, colour cryptography, mold, measure by measure instructions, illustrations, motivating ( easy gets distracted ) , and ICT ( Clicker 5 used in English lessons ; synergistic boards, computing machines for composing notes ) are ever used across all topics. During appraisals ( scrutiny ) Matthew is provided with a reader, prompter and excess clip is allowed.2.7 ) Student`s Level of FunctioningCognitive accomplishmentsAuditory Processing – Matthew has no job with hearing. He hears all right. The trouble is in how the encephalon interprets ( understanding the construct ) . Ocular processing – Levi does non hold any job with sight. Matthew finds trouble to organize and pull strings accurate images in his head ( scheme ) . Memory Skills – This is the country which most impairs Matthew`s acquisition. Matthew is limited to new information ( short term memory ) . He picks up merely spots and pieces of what is being said during a lesson ensuing him in doing sense of merely a small. Processing velocity – This country rely on the Memory accomplishments and there is a displacement depending on the undertaking. As stated antecedently Matthew has all right motor accomplishments and if for illustration he had to construct a cot, he performs good ( and even more rapidly than his equals ) . If he had to read / compose a short paragraph, he finds it really hard because of restrictions in more than one of the basic psychological factors. Logic and Reasoning – Matthew can execute good when categorising and grouping objects. Due to the fact that Matthew`s memory limit the information, the encephalon terminal up to treat wrong information.CommunicationSpeech – Levi does non happen trouble in speech production. He has all right articulation, voice quality and eloquence every bit good as non verbal behaviors such as facial looks, gestures and caput and organic structure motion. Language – When giving / having information in his first linguistic communication ( Maltese ) Matthew does ticket. When he communicates in English Matthew finds it hard to pass on because of deficient vocabulary. He besides use gestures to show himself when speaking in English.Self-help accomplishmentsMatthew is independent in his self-help accomplishments. He has all right eye-hand coordination and finds no trouble in taking attention of himself.SocializationMatthew doesn`t find any trouble in socialising. He is a friendly individual. At school during deferral he normally likes to badger others and being ill-mannered. Matthew does non hold many friends at school. After school he spent most of the clip with his two friends.3 ) Reflection`s Analysis ReportNote: The contemplation is based on what the perceiver ( me ) saw during the 25 hours observation at school, community and place.3.1 ) Environmental factorsSchool FactorsThrough the eight hours observation at school, Matthew`s behavior was triggered by these factors: Learning ( embarrassment and ennui ) Rejection Labelled Contending Cipher have the power to command over the environment and neither Matthew has the power to command his equals, Lsa`s and instructor. Learning ( Embarrassment ) – Due to his past unwellness, cognitively, Matthew is limited to larning. Matthew feels embarrassed when he finds constructs difficult to larn. Sometimes pedagogues trigger the student`s behavior because the more they try to make their work, the more they creates jobs ( see school observation 1 & A ; 8 ) . Then a clip bomb ignites with a concatenation reaction of Matthew`s temperament start escalating, Lsa start to panic because she feels defeated that her instruction was non reached, Matthew acquire worried about his self-image and get down concentrating on his equals instead on his Lsa until he explodes with the first thing he encounters. Learning ( Annoyment ) -This besides depend on how the instructor uses his resources to do the lesson interesting. There is no 1 size fits all for differentiated acquisition. As stated before, Matthew is at hazard of ADHD and if the lesson is non interesting, than the ennui triggers his attending ( see school observation 6 ) . A clear illustration of positive behavior is when lessons stimulate Matthew. In these lessons, his behavior defined as â€Å" disputing † is diminished ( see school observation 3, 4, 5,7 & A ; 13 ) . These two factors have one thing in common. For these behaviors Matthew apply the â€Å" Escape † map. For him escape makes him be in a positive province. Not all behaviors occur so the individual can â€Å" obtain † something ; many behaviors occur because the individual wants to acquire off from something or avoid something wholly ( Miltenberger, 2008 ) ( Miltinberg, 2008 ) ( Cooper, 207 ) Rejection – â€Å" While it might look unusual that a individual would prosecute in a behavior to intentionally hold person scold them it can happen because for some people it ‘s better to obtain â€Å" bad † attending than no attending at all † ( Cooper, Heron & A ; Heward, 2007 ) . Matthew is disliked by most of his equals and he uses inappropriate behaviors to pull attending. Attention is attracted in two ways ; either by cursing ( to affect or demoing that he is tough as show in all in the S.T.A.R theoretical account action column ) or by moving out ( observation 6 & A ; seven ) . Labeling – At school Matthew is labelled. As stated antecedently sometimes instructors are the job and see merely the negative of the individual. ( See observation 11 ) . Negative labels can all excessively easy go self-fulfilling prognostications. They prevent you from seeing the kid ‘s positive qualities. They besides cause you to take down your outlooks of the person. When you can see a kid in a positive visible radiation, it helps him to see himself that manner, and to move more positively. Contending – â€Å" Alternatively they learn to anticipate rejection and may even detect that the best defence is a strong discourtesy and work stoppage out preemptively to protect themselves † – ( Moffitt, 1997 ) At school everybody knows what is Matthew`s failing and unluckily there are pupils that prefer to acquire hit and see Matthew in problem ( see school observation interruptions ) . In the yesteryear he was being bullied, and this still affects him. He uses this behavior to demo that he does non let anyone to of all time mess with him.Community & A ; Home factorsFrom the observations done in the community ( 9hours ) and at place ( 7hours ) , there is noteworthy displacement in Matthew`s behavior between that exhibited at school and that exhibited in the community and at place. In the community Matthew does non seek much attending and he is a different individual from school ( see community observation 1 & A ; 3 ) . The behaviour displacements, because Matthew is non restricted by regulations and there is nil that embarrasses him such as acquisition. ( Wehmeyer, 1996 ) ( Hong, 2007 ) ( Ryan, 1995 ) When Matthew feels restricted, his behavior is triggered. At place sometimes he feels bes ides restricted either because he wants privateness or that when no curse is allowed ( place observation 1 ) .3.2 ) Degree of Self-governmentâ€Å" Self-government refers to â€Å" moving † as the primary insouciant agent in one`s life and doing picks and determinations sing one`s quality of life free from undo external influence or intervention † – ( Wehmeyer, 1996, p.24 ) To be self-determined, one has to be motivated. When there aren`t custodies on activities or stimulated feelings, Matthew loses involvement. To be motivated one has to be self-assured. Being disliked and rejected, Matthew has low self-prides and that why he uses the â€Å" flight † map because ne'er trust himself. A scheme for motive is the execution of picks. During the observations done the picks were rare and in fact, throughout the 25 hours of observation there was merely one pick given ( see school observation 2 ) . Choices aid people get motivated. â€Å" Goal scene is related to leting pupils to do picks, which besides can advance, self-government, independency, socialisation, positive behavior, and better academic public presentation † – ( Hong et al. , 2007 pg 232 ) . The demand for liberty is conceptualized in footings of sing a sense of pick, indorsement, and will with regard to initiating, maintaining, and ending behavioral battle. A If pupils are abl e to believe about their picks and the effects before they act, and take a safe, acceptable behavior, so the optimum result of the disciplinary procedure will hold been achieved. â€Å" To be autonomously motivated involves experiencing a sense of pick and will as a individual to the full endorses his or her ain actions or determinations † ( Ryan 1995 ) . In a nutshell, acquisition is a precedence for Matthew because it is impacting his behavior and besides his self-government. A behaviour support program will be created to assist Matthew place, control and decide inappropriate behaviors ; by being presented differentiated instruction to actuate him. Motivation helps him be self-determined and self finding increase his quality of life.4 ) Behaviour Support program4.1 ) BaselineWhen meeting acquisition that is hard to understand, lessons that do non excite him, relationships that are difficult to manage, he expresses his feelings into disputing behavior utilizing the â€Å" flight map † . This map leads him to lose the control of his behavior by ; deteriorating his relationship with his equals and instructors, restrict Matthew from larning and affects his self-pride.4.2 ) Long Term GoalMatthew will be able learn by commanding his behavior ( choler, defeat, embarrassment and ennui ) .4.3 ) Short-term Goals4.31 ) Lsa & A ; Teacher Lsa & A ; instructors will function to pattern mature problem-solving, non fall backing to the same inappropriate behavior ( e.g: maintaining composures, Lsa communicates / talk in a low voice that merely Matthew can understand and non be heard by remainder of the category to forestall Matthew from being embarrassed and accidentally put the pupil under the limelight ; make non take the affairs personally [ panic or agitation ] and think of themselves ( pedagogues ) as fire combatants ) . Lsa & A ; teacher will pull an image in the student`s head that s/he is non merely making the occupation merely to acquire paid but because s/he truly care ( indirectly inquiring the pupil for the chance to see you ( Lsa & A ; teacher ) as a individual he can swear. Lsa will be prepared if the pupil fails the teacher`s illustration ( Plan B ) . Plan B consist of: Lsa will move â€Å" cool † like nil happened and still see the strength in the pupil that he can win. Lsa will get down inquiring unfastened inquiries to see what the pupil had understood. Lsa will associate the subject to the student`s avocations / life experiences by doing it more interesting instead than doing him flight ( e.g. associating Maths in mundane life state of affairs, associating English as if the pupil has to fall in love with a English adult female.Teaching schemes that motivates larningTeachers in coaction with Lsa will: Plan and portion resources to supply interesting lesson ( UDL for larning ) that stimulate â€Å" every † pupil to include everyone. Design equal coaction such as activities that involvement and prove their cognition. ( Groups consist of 5 members. Matthew`s group has to be ever arranged in a ratio of 3:1 – 3 friends and 1 equal that dislike Matthew. The negative equal ever alterations throughout the twelvemonth. This helps Matthew to go on solid his relationship with his friends and bettering his relationship with equals that dislike him. Therefore there is no demand to seek attending. Help â€Å" all † pupils change their position of cardinal to success / failure from an outside factor ( hard degree of the undertaking ) to an internal factor ( attempt, ability ) Offer picks ( in instructional scenes ) wages pupils for achieving â€Å" personal best † ends ( free clip ) Give immediate feedback.5 ) DecisionWith the execution of the Behavioral Support program will assist Matthew will cut down the dispositions to the point of extinguishing them ( practising ) and interchanging them with positive behavior. Peer coaction will assist Matthew do more friends in a positive manner and there is no demand to seek attending with inappropriate behaviors. With this scheme he will larn that regard is gained by positive behavior. Choices will assist Matthew experience included and in control. It helps his self-pride and besides his development. He learns to do determinations scenes where he has some control. This aid him to larn accepting state of affairss where there is no picks to separate. He will larn to use this construct by get downing from school and go oning throughout the community. Wagess will actuate Matthew to larn and do him desire to make the undertaking once more. The more Matthew will be rewarded, the more will assist him develop relationships, addi tion appropriate interactions and polish his bing accomplishments. This will assist him to develop resilience and increase his quality of life. â€Å" Ignoring the behavior on its ain is non traveling to assist ; the kid will presume they are winning or acquiring off with the behavior. Ignoring it and praising the good behavior will state the kid which behavior is appropriate † – Eileen GeigerMentions

5 visas para estudiar high school en Estados Unidos

5 visas para estudiar high school en Estados Unidos Muchos padres de otros paà ­ses desean que sus hijos cursen un aà ±o de high school en Estados Unidos. Si eres uno de ellos y te preguntas quà © visa se requiere, debes saber que hay varias opciones.  Tambià ©n es importante saber cul no se deberà ­a utilizar, ya que es una violacià ³n migratoria que puede dar lugar a problemas graves. En este artà ­culo se brinda informacià ³n sobre todas las visas americanas que permiten estudiar en Estados Unidos con anlisis detallado de cada una de ellas, con sus ventajas e inconvenientes y las visas que son derivadas de à ©sas. Adems, se explica los posibles problemas de estudiar con una visa de turista. Tipos de visas americanas que permiten estudiar high school en Estados Unidos Son las siguientes: J-1, que es una visa de intercambio con un programa que permite estudiar.  F-1, que es una visa de estudiante acadà ©mico.F-3, una visa exclusivamente para mexicanos y canadienses.  M-1,visa para estudios vocacionales y tà ©cnicos.M-3, visa para estudios vocacionales para mexicanos y canadienses. Cada visa tiene sus propias reglas, por lo que debe saberse cul es la que mejor se adapta a las necesidades de cada estudiante.   Visas J-1 para estudiar high school en Estados Unidos Bajo el nombre de visas J-1 de intercambio se encuentran programas muy diversos entre sà ­. Entre ellos, el que permite a los estudiantes internacionales realizar estudios de secundaria en los Estados Unidos. Sus principales caracterà ­sticas son: El dà ­a en que comienzan las clases el estudiante debe tener ms de 15 aà ±os de edad y menos de 18 aà ±os y seis meses. Adems, como mximo, el estudiante sà ³lo puede haber completado 11 grados (cursos) a contar desde el inicio de la educacià ³n obligatoria en su paà ­s. Mientras realiza sus estudios en Estados Unidos, el estudiante internacional no puede vivir en casa de familiares o de amigos de la familia. Obligatoriamente debe alojarse en un internado o con una familia estadounidense de acogida designada por los administradores del programa. Se puede estudiar en una escuela pà ºblica o en una privada, pero no se puede haber estudiado previamente en Estados Unidos ni con una visa J-1 ni con una F-1 en programas acadà ©micos por un aà ±o o en semestres de intercambio, pero sà ­ en programas de estudios de inglà ©s en verano o semejantes. Los estudiantes internacionales pueden, previa autorizacià ³n, participar en actividades extraescolares deportivas. Pero no pueden trabajar, salvo actividades espordicas como cuidar nià ±os, conocido en inglà ©s como baby-sitting. Por à ºltimo, es imprescindible para obtener la visa J-1 iniciar los trmites a travà ©s de una organizacià ³n autorizada por el gobierno de los Estados Unidos. Es frecuente que fuera de los Estados Unidos existan organizaciones que colaboran con las estadounidenses para reclutar alumnos o facilitar la tramitacià ³n de  todos los papeles necesarios. Pero los patrocinadores reales de esta visa son siempre los expresamente mencionados en el listado de Designated Sponsor Organizations. Para encontrar los que aplican especà ­ficamente a este programa, en la opcià ³n de Program, clickar en la flecha y buscar  la opcià ³n de Secondary School Students. Se inicia todo el proceso contactando con una de esas organizaciones. En otras palabras, no se puede solicitar la visa al consulado o a la embajada sin tener documentacià ³n previa que obligatoriamente deben dar una de las organizaciones patrocinadoras. La visa F-1 para estudiar high school en Estados Unidos La visa F-1 es utilizada frecuentemente por los estudiantes internacionales que desean residir con un familiar, por ejemplo, tà ­os o abuelos, mientras estn cursando sus estudios, pero la puede utilizar cualquier estudiante internacional de high school que no desee estar limitado por las reglas de la visa J-1, explicadas en el prrafo anterior.   Para estudiar la secundaria con este tipo de visa hay que conocer las reglas: En primer lugar, sà ³lo se puede estudiar la secundaria, es decir, grados 9 a 12. No se puede solicitar una visa F-1 para cursar estudios en primaria. En segundo lugar, sà ³lo se puede cursar un aà ±o acadà ©mico por un mximo de 12 meses. Este là ­mite sà ³lo aplica a escuelas pà ºblicas pero no a las privadas o a programas para estudio de inglà ©s. En tercer lugar, es  obligatorio pagar el costo de la educacià ³n a la escuela. Esto es asà ­ aà ºn cuando se trate de high schools pà ºblicas. Por ley no se puede ignorar este requerimiento. El costo varà ­a de escuela a escuela y puede ir de los $3,000 a los $10,000.   Y en cuarto lugar, antes de solicitar la visa es necesario contactar con la high school que debe emitir un documento que se conoce como I-20 para iniciarse asà ­ el proceso de la peticià ³n. Es decir, primero se es admitido y luego se solicita al consulado el otorgamiento de la visa. La visa F-3 para mexicanos y canadienses Los estudiantes mexicanos y canadienses  o los residentes legales que residen en Mà ©xico o Canad y que residen a lo largo de la frontera on Estados Unidos y que desean realizar estudios en una institucià ³n fronteriza pueden solicitar una visa F-3, que es muy similar pero distinta en sus requerimientos a una visa F-1. Uno de las limitaciones ms importantes a tener en cuenta es que no se puede elegir estudiar en cualquier high school sino que la escuela elegida debe estar como mximo a 75 millas de la frontera. Adems, es obligatorio que el estudiante conserve su residencia en su paà ­s de origen. Visas M-1 y M-3 La visa M-1 permite realizar en Estados Unidos estudios vocacionales y tà ©cnicos, es decir, no acadà ©micos, por ejemplo, relacionados con Mà ºsica, Arte, Cocina, etc. Sus reglas son similares a las de la F-1, aunque no iguales. Para solicitarla primero es necesario haber sido  admitido previamente en el programa que se desea cursar y obtener el documento que se conoce como I-20 que debe emitir la escuela. Sà ³lo a continuacià ³n se puede pedir la visa M-1 en el consulado correspondiente. La visa M-3 es un hà ­brido entre la M-1 y la F-3 y permite a los mexicanos y canadienses que residen en una ubicacià ³n cercana a la frontera con Estados Unidos cursar en este paà ­s estudios vocacionales o tà ©cnicos. Visas derivadas de las de estudiantes y quià ©n se puede beneficiar de ellas En Estados Unidos, las  visas temporales de trabajo, de estudios, de intercambio o de inversià ³n permiten que los cà ³nyuges y los  hijos menores de 21 aà ±os que estn solteros de las personas que tienen esas visas pueden acompaà ±arlos con lo que se conoce como una visa derivada. Por ejemplo, una investigadora con visa J-1 puede viajar a Estados Unidos con su cà ³nyuge, y à ©ste tendrà ­a una visa J-2. Sin embargo, en el caso que trata este artà ­culo, es decir, visas para estudiantes de high school, es altamente improbable que se solicite una visa derivada, por la edad del beneficiario de la visa.   Sin embargo, los padres del estudiante internacional no tiene derecho a una visa derivada. En otras palabras, no puede obtener una visa porque quiere estar en Estados Unidos acompaà ±ando a hijo o su hija mientras à ©ste est completando sus estudios. Error de estudiar en EEUU con estatus  de turista Por decisià ³n de la Corte Suprema todas las escuelas pà ºblicas estn obligadas a admitir estudiantes que viven en su distrito escolar. Esto es asà ­ para evitar que los nià ±os indocumentados se queden sin escolarizar. Pero esta regla es a veces abusada por estudiantes internacionales que estudian en escuelas pà ºblicas cuando se encuentran en los Estados Unidos en condicià ³n de turistas, ya porque tienen una visa B2 o porque son ciudadanos de paà ­ses que pueden ingresar a USA sin visa. Cuando se produce esta situacià ³n se est cometiendo una violacià ³n migratoria y, si es descubierta o se sospecha de esta situacià ³n los oficiales migratorios en la frontera estn autorizados para prohibirle el ingreso a Estados Unidos y a cancelarle la visa.   Asimismo se estn dando casos en los que cuando se detecta una de estas situaciones tambià ©n se cancela la visa americana a los padres del estudiante, si la tuvieran.   Y lo cierto es que una vez que se produce la cancelacià ³n de la visa por esta causa no es fcil que el consulado emita una nueva. Por esta razà ³n y porque es una ilegalidad migratoria, los estudiantes internacionales de high school deben ingresar a USA con la visa correcta. La à ºnica excepcià ³n es cuando se ingresa de vacaciones y se asiste a clases con carcter recreacional y siempre por menos de 19 horas a la semana. Convalidaciones, homologaciones y salto a college A la hora de estudiar en un paà ­s extranjero es importante conocer las reglas de homologacià ³n de estudios tanto de Estados Unidos como del propio paà ­s. Estas son las organizaciones que pueden convalidar para estudiar en USA. Por à ºltimo, si despuà ©s de estudiar la high school se desea continuar en un college o universidad, estos son los requisitos que se piden para tener à ©xito en la admisià ³n. Es un proceso complejo que conviene empezar con tiempo de antelacià ³n . Este artà ­culo es meramente informativo. No es asesorà ­a legal.

GCSE maths coursework Essays

GCSE maths coursework Essays GCSE maths coursework Essay GCSE maths coursework Essay For this piece of GCSE maths coursework I have been asked to investigate the relationship between the total of a three-step stair on a number grid and its position on the grid. The stair will be on a 1010 number grid like this:919293949596979899100818283848586878889907172737475767778798061626364656667686970515253545556575859604142434445464748495031323334353637383940212223242526272829301112131415161718192012345678910I would need to find the total for stairs on the grid. For example the one shaded in red:45+35+25+36+26+27=194I would then tabulate this result and move the stair one square to the right so then I would get.46+36+26+37+27+28=200I would then continue moving it to the right until I am unable to anymore.Part 1:I will start of in the bottom left hand corner and work myself to the right of the grid.Position 1211112123The total for this stair is:21+11+1+12+2+3=50Position 2221213234The total for this stair is:22+12+2+13+3+4=56Position 3231314345The total f or this stair is:23+13+3+14+4+5=62I will now tabulate these results and others.Position Number (Lowest number in grid)12345678Total5056626874808692From looking at my results I can see that when I move the stair shape left by 1 column the total increases by 6 each time. I am going to try to find a formula to explain the relationship between the position and the total. For the rest of my investigation when I refer to n it will be the lowest number in the stair (The number in the bottom left hand corner). If you look at:25+26+27+35+36+45=194You can get the following formula:n+(n+1)+(n+2)+(n+10)+(n+11)+(n+20)=194Which if you simplify gives you a general formula of:6n+44=TotalI can prove this formula works by looking at my table once more. And adding some more to itPosition Number (Lowest number in grid)12345678Total5056626874808692DifferenceBetween Totals66666666As I mentioned above the difference between each stair total is 6. This shows that 6n is somewhere in the formula. I will now see what relation 6n has to the stair totals.6n612182430364248Total5056626874808692The value for 6n and the stair total are different. The total is larger which means the formula must be 6n+?. I will see what the difference between the total and 6n is to get the value of ?:Difference4444444444444444You have to add 44 to 6n to get the total of the stair. So now you can see the formula for the three-step stair is 6n+44 like I stated above.This formula should work for obvious reasons. If you look at position 1 the biggest number is 21 and the smallest 1, meaning there is a difference of 20 between them. This will be the same anywhere on the grid. In the stair below there is a difference of 20 between 94 and 74. This relationship between the numbers remains the same anywhere on the grid and that is why my formula works anywhere.I will now test to see if my formula, 6n+44, does work.948485747576The total for this stair is:74+75+76+84+85+94=488For this stair shape n=74. I will now substit ute numbers into my formula 6n+44.=(674)+44=444+48=488As you can see the answer gained from my equation is the right stair total for the stair given. I will now test for another stair to prove my formula does work54+55+56+64+65+74=368n=54=(546)=44=324+44=368I have now found and proven a general formula for a three-step stair on a 1010 grid. I will now extend my investigation further.Part 2:I will now extend my investigation by posing this question.Will my formula, 6n+44, work on different sized stair shapes on the 1010 grid? If not can a formula be deduced to find out the total for any size stair on a 1010 grid.Since I already have results for three-step stairs I will begin my investigation with a four-step stair. A four-step stair on the grid will look like this919293949596979899100818283848586878889907172737475767778798061626364656667686970515253545556575859604142434445464748495031323334353637383940212223242526272829301112131415161718192012345678910Position 1The total for this sta ir is:1+2+3+4+11+12+13+21+22+31=120Position 2The total for this stair is:2+3+4+5+12+13+14+22+23+32=130Position 3The total for this stair is:3+4+5+6+13+14+15+23+24+33=140Position 4The total for this stair is:4+5+6+7+14+15+16+24+25+34=150I will now tabulate these results and those for other 4 step stairs.Position Number1234567StairTotal120130140150160170180I will see whether 6n+44 will work to find the stair total for 4 steps. I will use position 1 as an example.n=1=6n+44=(61)+44=6+44=50As you can see the formula does not apply to four step stairs. Now I will try to find a formula that does apply to four steps.Since this time there is a difference of 10 between the totals I now times n by 10 in my equation. I will see what 10n looks like compared to the totals.10n10203040506070StairTotal120130140150160170180Difference110110110110110110110The same way as with the three steps 10n does not equal the total it is larger. The difference is 110 so the formula for four step stairs is 10n+110. I will now test my new formula.61+62+63+64+71+72+73+81+82+91=720n=61=10n+110=(1061)+110=720You can now see that my formula for the four step stairs is correct. I will now try five step stairs.Position 1The total for this stair is:1+2+3+4+5+11+12+13+14+21+22+23+31+32+41=235Position 2The total for this stair is:2+3+4+5+6+12+13+14+15+22+23+24+32+33+42=250Position 3The total for this stair is:3+4+5+6+7+13+14+15+16+23+24+25+33+34+43=265Position 4The total for this stair:4+5+6+7+8+14+15+16+17+24+25+26+34+35+44=280Position 5The total for this stair:5+6+7+8+9+15+16+17+18+25+26+27+35+36+45=295Position 6The total for this stair:6+7+8+9+10+16+17+18+19+26+27+28+36+37+46=310Position Number123456StairTotal235250265280295310For five step stairs I believe that I will have to work out a new formula. Since the totals increase by 15 each time in my equation I will have to 15n.When comparing 15n to the totals I find:15n153045607590StairTotal235250265280295310Difference220220220220220220I have to add a number to 15n to get the stair total. From my table you can see that this number is 220.The formula to find the total of any five-step stair o a 1010 grid is:15n+220I will test my formula.n=5555+56+57+58+59+65+66+67+68+75+76+77+85+86+95=1045=15n+220=(1555)+220=825+220=1045So my formula for five-step stairs does work as shown above.I will now try to find a general formula to find any size step on a 1010 grid. To try and find a pattern I will keep n the same, n=1, and change the stair size.For now in all stairs n=1One step stairThe total is1+0=1Two step stairThe total is:1+2+11=14Three step stairThe total for this stair is:1+2+3+11+12+21=50Four step stairThe total for this stair is:1+2+3+4+11+12+13+21+22+31=120Five step stairThe total for this stair is:1+2+3+4+5+11+12+13+14+21+22+23+31+32+41=235Six step stairThe total for this stair is:1+2+3+4+5+6+11+12+13+14+15+21+22+23+24+31+32+33+41+42+51=406Seven step stairThe total for this stair is:1+2+3+4+5+6+7+11+12+13+14+15+16+21+22+23+24+25 +31+32+33+34+41+42+43+51+52+61=644I will now try to find a pattern with my results.n1111111Height of Stair1234567Total114501202354066441st Difference1336701151712382nd Difference23344556673rd Difference11111111From looking at this table I am able to recognize a new idea, that in the final formula the number of 11 and heightà ¯Ã‚ ¿Ã‚ ½.I will make a new table to try and find out more.(h=height of the square)n1111111Height of Stair1234567+11h31188297704137523763773-11h-11-22-33-44-55-66-77Total066264660132023103696h3182764125216343Stair Total11450120235406644As you can see no pattern is obvious from this table.When I was looking at the formula, 6n+44 I noticed that when you multiply it by 2 the n value is a multiple of the height of the stair. I decided to check if this was the same for the other formulas.h345Formula6n+4410n+11015n+220hx2122030hà ¯Ã‚ ¿Ã‚ ½91625The relationship is the same and I put in hà ¯Ã‚ ¿Ã‚ ½ to see if there was a pattern. From the table you can see that the t hird row equals hà ¯Ã‚ ¿Ã‚ ½+h. This could not be used in a formula because it twice as large so to use it in my general formula it would have to be:n(hà ¯Ã‚ ¿Ã‚ ½+h)2This is the first part of my general formula but it is not complete and I need a second half.From looking at the differences in stair total and the totals from 11hà ¯Ã‚ ¿Ã‚ ½-11h I believe I have found the second part of my equation. When looking at the total of 11hà ¯Ã‚ ¿Ã‚ ½-11h when h=2 I saw it equaled 66. The formula for a two-step square is 3n+11. 66/11=6. I wondered if dividing 11hà ¯Ã‚ ¿Ã‚ ½-11h by six on other heights would work, To check I made a table:n1111111Height of Stair1234567+11h31188297704137523763773-11h-11-22-33-44-55-66-77Total066264660132023103696Divide by 601144110220Total1n+02n+116n+4410n+11015+220So every time when 11hà ¯Ã‚ ¿Ã‚ ½-11h is divided by 6 it gives the right number in the second part of each formula. So I now have a complete general formula to find out any sized stair anywhere o n a 1010 number grid. The formula is:n+(hà ¯Ã‚ ¿Ã‚ ½+h) + (11hà ¯Ã‚ ¿Ã‚ ½-11h)2 6However I will need to test this formula:T: Total of the stairn: Stair number (the number in the bottom left had corner of the stair)h: The height of the stairn=72 Three Step Stair:T=72+73+74+82+83+92=476T=n((hà ¯Ã‚ ¿Ã‚ ½+h)/2)+(11hà ¯Ã‚ ¿Ã‚ ½-11h)/6T=72((3à ¯Ã‚ ¿Ã‚ ½+3)/2)+(113à ¯Ã‚ ¿Ã‚ ½-113)/6T=72((12)/2)+(264)/6T=72(6)+44T=432+44T=476For this one the answer is correct now I will try another sized stairn=55 Five Step Stair:T=55+56+57+58+59+65+66+67+68+75+76+77+85+86+95=1045T=n((hà ¯Ã‚ ¿Ã‚ ½+h)/2)+(11hà ¯Ã‚ ¿Ã‚ ½-11h)/6T=55((5à ¯Ã‚ ¿Ã‚ ½+5)/2)+(115à ¯Ã‚ ¿Ã‚ ½-115)/6T=55((30)/2)+(1320)/6T=55(15)+220T=825+220T=1045Now since I have tested it twice I am sure that my formula is correct and will work for any size stair anywhere on in the 1010 grid. Now looking back I see what else I could have done to improve my investigation. Instead of changing stair height I could have instead changed the width of the grid or the height. I could also have changed the width and length simultaneously i.e. 55, 66, 77.

What Is Federal Work Study How Does It Work

What Is Federal Work Study How Does It Work SAT / ACT Prep Online Guides and Tips You’ve been accepted into your dream college! Congratulations! Now comes an entirely new challenge: figuring out how to pay for your education. College is expensive and becoming more so every year. If you don’t have a small fortune to fall back on (and most students don’t), you’ll need to put together a financial aid package that covers your tuition, room board, and other expenses. One common financial aid program is work study. In this article, we’ll answer the question â€Å"What is work study?† and discuss who qualifies for it, how much money you can earn, and whether or not you should take a work study job. What Is Work Study? The Federal Work Study Program is a federally-funded program in the US that helps students pay for college. Through work study, part and full time students enrolled in US colleges and universities can get part-time jobs to earn money. So, what is work study? Here’s the 411: Federal work study provides part-time employment while you’re studying. It’s available to undergraduate, graduate, and professional students with financial need. It’s available to full-time or part-time students. The program emphasizes providing jobs that relate to civic engagement (so, helping your community) or your course of study. There are both on and off campus work study jobs. If you work on campus, you’ll likely work for your school (think, manning the library help desk). If you work off campus, you’ll be working with a non-profit organization or public agency (remember, the jobs are often related to civic engagement). Some schools have partnerships with private, for-profit companies, but you can only snag one of these jobs if there’s a demonstrated link to your major or degree. Am I Eligible for Federal Work Study? Not everyone is eligible for work study. To see if you qualify, you first need to fill out a FAFSA Form (Free Application for Federal Student Aid). On your FAFSA form, you’ll give information about you and your family’s income, assets, and demographics (like household size, home location, and more). The FAFSA’s used to calculate something called expected family contribution, or EFC. Your expected family contribution is what your family is anticipated to provide towards your college expenses. If your family’s EFC is lower than the cost of attending college, you may receive a financial aid package from your college or university. However, it’s not guaranteed how much aid you’ll get or even if you’ll get it. Some colleges and universities award aid on a first-come, first-served basis, so it’s important to get your FAFSA in early. There’s also no official cutoff for receiving aid, so it doesn’t hurt to send in a FAFSA even if you think you won’t qualify for a package. If you do receive a financial aid package, you may see work study as part of your deal. In short, here are the three things you need to do to qualify for work study: Fill out a FAFSA application. Attend a college or university that participates in the Federal Work Study program. Demonstrate financial need. If you qualify for work study, you may end up with a job in the library or other on campus institution. How Does Federal Work Study Work? If you’re awarded a federal work study job, you may be wondering â€Å"How does federal work study work?† Here’s what you need to know: #1: You Can Work On or Off Campus Most schools have both on and off campus jobs available to work study students. Which job you’ll get depends on the availabilities at your school and your course of study. If you work on campus, you’ll be helping your school in some way. You may work at the library or as a laboratory assistant. If you work off campus, you’ll likely work with a non-profit organization or public agency. You may be able to work at a private, for profit company, but only if you can demonstrate that the job has a link to your major. #2: You'll Make at Least Minimum Wage Wondering how much money you’ll make with work study? The good news is you’ll make at least minimum wage. The even better news is that you may make more than that - it all depends on your position and your school. Your package will detail how much money you can earn from work study. That doesn’t mean you’re guaranteed to receive that money - you’ll need to do your job to earn it. If your work study award is $2,600, for instance, you’ll be able to work until you’ve earned $2,600. This is helpful for budgeting, because you’ll know how much money to expect, but doesn’t allow you the freedom to earn more money if you need it. #3: Your Money Will Be Deposited in Your Account The money you make from your work study job goes straight to you, not your school. You can use your money for anything you want, like food or supplies. You get to control what you do with the money - it’s not sent directly to your college to pay for tuition or anything else. #4: You’re Not Guaranteed the Same Job Year After Year You’re not guaranteed the same work study job year after year. You’re not even guaranteed to get a work study job every year. You’ll need to reapply with a FAFSA form every single year in order to renew your work study. Should I Get a Work Study Job? Work study jobs are a great way to earn extra money to pay for room, board, food, and other supplies that’ll help you get through college. However, it’s important to remember that a work study job is just that - a job. You’ll need to show up on time to your shifts and perform different tasks. A work study job will cut down on your availability to study and focus on your schoolwork. Do you have enough time for that? Will you be able to do your work study without letting your grades suffer? Getting a work study job isn’t like getting free money - you need to earn it. When deciding whether or not to take your work study job, consider what your availability and workload are like. If you have a tough semester coming up, you might not want to put any other pressure on yourself. If you pursue a job off-campus, your employer might not be as understanding of your need to study. Work Study Jobs vs Regular Jobs If you need to work during college, you may be wondering, â€Å"Should I try for a work study job or a non-work study job?† There are pros and cons for each. Work study jobs are offered through your college or university. Work study employers are more likely to be respectful of your school schedule. Likewise, you may be able to more easily get a job related to your field of study, which will help bolster your application to other jobs after you graduate. Unfortunately, work study jobs are limited - you won’t be able to earn more than the money allotted in your package. If you aren’t making enough to cover your expenses, you may still need to supplement your income in other ways. Non-work study jobs offer endless ranges for income. You may be able to earn significantly more money in a non-work study job. However, you’ll have to apply for these jobs yourself, without the assistance of your school. Your boss might not be as understanding of your course load and the work may not be related to what you want to do. Ultimately, you need to take a hard look at the options presented to you in your work study offer and see if you’re able to make the money work for your needs. What’s Next? Application fees are the first hurdle you'll have to overcome when paying for college. Take a look at this list of colleges that don't charge any application fees to see whether you might be able to save some money in the application process. Are you worried about standardized tests and their role in your college application? Read this article to find out when these tests might not matter for you.Also take a look at this list of colleges that don't require SAT scores. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Organized Crime Essay Example | Topics and Well Written Essays - 1250 words

Organized Crime - Essay Example Despite the fact that there were criminal organizations existing before this prohibition, the country experienced an upward development of strong organizations, which took advantage of the prohibition to make millions of dollars through illegal importation and sale of liquor to the American citizens. For example, a Chicago gang, the Capones, led by a notorious gangster, Al Capone, is said to have been making more than $100 million on annual basis through bootlegging of liquor and other criminal activities such as prostitution (Abadinsky, 2002). After the ban was lifted in 1933, criminal organizations that depended on income from the sale of liquor had to look for other sources of income and this brought about a rise in activities such as drug trafficking, human trafficking, gun trafficking and extortion among others. This paper is a critical evaluation on some of the criminal organizations in the US. Criminal Organizations in the US The US is a country, which is rich in diversity esp ecially due to the presence of high numbers of immigrants from all corners of the world. This diversity has propelled the country’s economic growth but it has also led to the emergence of numerous criminal organizations and street gangs as a result of culture importation coupled with poverty and insecurity in neighborhoods especially those belonging to the minority groups. Some of these organizations have grown in size such that they are not only operating within the US but also across international borders. Mara Salvatrucha, for example, is a transnational organized criminal gang, which is perceived as being one of the most notorious both internationally and within the US. It is estimated that the gang has more than 50000 active members, 10000 of whom are supposedly operating inside the US (Logan, 2009). The formation of this gang was motivated by the need to provide protection for its members but with time, it has deviated from its original goal by engaging in well organize d criminal operations involving drug trafficking, extortion, gun trafficking, murder among others (Logan, 2009). Mara Salvatrucha, commonly abbreviated as MS-13, begun in Los Angeles after immigrants from El Salvador, who were escaping from civil conflicts in their country met hostile communities of Mexican and African American origins, who were not willing to accommodate them in their neighborhoods. The Mexicans and African Americans in Los Angeles had well established street gangs, which kept on attacking and harassing the Salvadorians to the point that it became too much for the immigrants to handle. They were used to armed conflicts due to the civil war in their country and therefore, they had the skills and the motivation to defend them selves from armed attacks (Logan, 2009). The US authorities have had a difficult task of identifying and arresting members of this gang but their actions are highly credited for the ever increasing numbers of Mara Salvatruchans (Monteith, 2010). It is believed that the authorities have made this possible through deportation of gang members, which has made it possible for them to recruit new members from their home countries only to return to the US through illegal means to meet with members of their families and other gang members operating within

Serious Game Critique Essay Example | Topics and Well Written Essays - 750 words - 3

Serious Game Critique - Essay Example The serious games have the capability of changing opinions of the societies of influencing them towards achieving a common goal through educating and funny learning. This has aroused the need to analyze one serious game, in order to demonstrate the way it has the capabilities of influencing the societies towards social, physical, and emotional changes. The research study also identifies if the serious game was successful, and illustrate the way the targeted audience responded to the game. This paper specifically assesses the Climate Defense, which is a defense games educating the player to prevent the global warming through the absorption of carbon dioxide before building up into the atmosphere. The game contains towers that represent quantities of trees that can be planted to absorb the carbon dioxide emitted to the atmosphere. The towers are constructed by the player to destroy the clouds of carbon dioxide, which matches along the pathway from the ground surface to the atmosphere in the form of waves. The game presents the overall impacts to the player, especially after the increase of global temperatures. It gives details of the expected results, as predicted by the economists and scientists after the increase of the global temperatures. However, the games provide an opportunity for the player to approach the problematic aspect of the results by decreasing the wave-size of the emitted carbon dioxide. It also gives the player an alternative approach of increasing the efficiency of energy consumptions by decreasing the waves of carbon dioxide, which the trees must deal with. Therefore, the game achieves its goals of eliminating the player the various approaches to end the issue of global warming, especially the common one of planting the trees. It achieves its notions be even predicting the possible impacts if the situation is not taken under control. Such predictions include the economical point of view and scientific

Leisure Operational Management Budgeting Assignment Essay

Leisure Operational Management Budgeting Assignment - Essay Example Today’s active lifestyle, stress which is as a result of work and family duties affect the lifestyle we live. Sleeping hours are usually reduced due to the several commitments in which people engage in. Lack of adequate sleep leads to restlessness, decreased reaction time, as well as lowering levels of energy. The effects of inadequate sleep as so dangerous to the body, they lead to low immunity system leaving the body vulnerable to diseases and illnesses. Work out gym is a potential business market; it will enable people to work on their cardio (Meddis, 1977). Canterbury Christ Church University is a university on the move. There is a steady increase in population growth every year. The current population ant the university is high. The growth in population has been necessitated by the number of students being admitted as well as the population neighboring the university. This has attracted the need to set up a workout gym that will target the customers around as well as within the university. The work out gym will target the students, and the population around the university. Entrepreneurs willing to venture into the leisure market especially work out gyms have got the opportunity to invest in this very appealing business. The leisure industry especially investing in gym services to the customers is in good condition and there are several customers wiling to pay for the services offered. Consumers who are employed have got money to spend in the work out gyms due to the nature and hours they take at work, leisure is crucial to any human being. Health concerns remain the main concern why people will have to seek the services of a work out gym. Further, flexible working hours as well as long weekends will enable consumers to exercise effectively in this facility. Success in the leisure industry especially in the work out gym

Journal Essay Example | Topics and Well Written Essays - 1250 words - 4

Journal - Essay Example The article offers that â€Å"retailers already are bracing for another meager holiday season† (Rugaber, 1). At the microeconomic level, less demand for credit can impact the retail industry significantly if there are wide scale changes in consumer behavior and attitude toward retail spending. Some consumers may be considering that the cost of a car would be too significant on their personal budgets and would rather keep their creditworthiness by paying down debt. Consumer attitudes might also be focused around small scale items, as cost savings, such as reducing grocery store volume per trip or changing their favorite brands. The article offers that jobs are scarce currently which also changes the mindset of buyers, giving them more incentive to cut back on personal spending in the retail environment. The National Retail Federation believes that the retail holiday season will see a one percent drop in sales this year, due to consumers reducing their spending and their need for credit. Speaking strictly from the microeconomics level, this makes sense how one aspect of consumer attitude can strongly impact the strength of a specific industry, such as retail. It would seem that the real question which should be asked is whether consumers would be cutting back on large purchases or small purchases and in what specific retail segment. Is it scattered throughout retail or does this concern only deal with high dollar purchases? Microeconomics has taught the importance of conducting research and gaining demographic information in order to support local business success and profitability. Consumer attitudes changing to reflect a new attitude regarding spending and credit is a microeconomic issue with potential real-life problems for certain retail marketplaces. It would be very important to conduct consumer research to find out why. The new light bulbs

Gandhi's view on western civilization Essay Example | Topics and Well Written Essays - 1250 words

Gandhi's view on western civilization - Essay Example The phrase â€Å"Home Rule† is an English explanation of the previous word â€Å"swaraj† which is in the Gujarati language and means the self-rule of the people, both as individuals and as local communities, free from the rule of the British. Gandhi rejects the idea that western countries are civilized and India is not. Things which are treasured in the west, like technology and high levels of education are seen as being only good for the rich because they never reach the poor, and even when they are used in poor areas, the poor people suffer from them. One example he uses is the way that machinery takes away the jobs of the poorest people: â€Å"Machinery is the chief symbol of civilization; it represents a great sin.† (Chapter 19, page 63) He compares machinery to â€Å"a snake-hole which may contain from one to a hundred snakes† (Chapter 19, page 64) He sees the negative effects of modern scientific progress and argues for a more human and less extreme kind of progress that takes account of the needs of all the people, and not just the profits of the wealthy industrialists. There is one thing missing in western civilisation, when it is seen from an Indian point of view, and that is the spiritual or moral dimension. Christianity was seen as part of the conquering colonial culture, and Gandhi prefers the gentle way of Hindu morality, which stresses individual conduct in harmony with society and the world around. He sees western civilization as pure materialism: â€Å"Many problems can be solved by remembering that money is their God†¦They wish to convert the whole world into a vast market for their goods.† (Chapter 13, page 32) In contrast, the concept of duty is important to Indians, and Gandhi links this with his idea of what civilization should be: â€Å"Civilisation is that mode of conduct which points out to a man the path of duty† (Chapter 13, page 45) Gandhi uses the dialog form to debate issues, since the two speakers ask each other questions and answers them, showing two sides to every argument. This approach uses reason to show how harmful western civilization is. Another method is to use images and parables from Indian culture which illustrate the dangerous nature of western people and ideas, for example: â€Å"When a tiger changes his nature, Englishmen will change theirs.† (Chapter 4, page 25). Some of this danger is a moral danger: â€Å"the Mother of Parliaments is like a sterile woman and a prostitute.† (Chapter 4, page 27) The power of western civilization is called a vortex which hypnotizes people and draws them in (Chapter 4, page 29). Gandhi argues that the concept of civilization that the western nations have is not healthy for the people, and mechanized industry allows great exploitation of workers so that â€Å"Their condition is worse than that of beasts† (Chapter 4, page 30) The provision of material goods in huge quantities is described as a for m of slavery, because people toil to get them, but they have to endure terrible working conditions to get even a tiny portion of them. Other words describing modern westernized civilization are â€Å"monster† (Chapter 8, page 33); â€Å"cursed† (Chapter 13, page 46); and â€Å"godless.† (Chapter 13, page 46) Some of criticisms of western civilization are very harsh, for example he notes that Muslims call it â€Å"

Journal Essay Example | Topics and Well Written Essays - 1250 words - 4

Journal - Essay Example The article offers that â€Å"retailers already are bracing for another meager holiday season† (Rugaber, 1). At the microeconomic level, less demand for credit can impact the retail industry significantly if there are wide scale changes in consumer behavior and attitude toward retail spending. Some consumers may be considering that the cost of a car would be too significant on their personal budgets and would rather keep their creditworthiness by paying down debt. Consumer attitudes might also be focused around small scale items, as cost savings, such as reducing grocery store volume per trip or changing their favorite brands. The article offers that jobs are scarce currently which also changes the mindset of buyers, giving them more incentive to cut back on personal spending in the retail environment. The National Retail Federation believes that the retail holiday season will see a one percent drop in sales this year, due to consumers reducing their spending and their need for credit. Speaking strictly from the microeconomics level, this makes sense how one aspect of consumer attitude can strongly impact the strength of a specific industry, such as retail. It would seem that the real question which should be asked is whether consumers would be cutting back on large purchases or small purchases and in what specific retail segment. Is it scattered throughout retail or does this concern only deal with high dollar purchases? Microeconomics has taught the importance of conducting research and gaining demographic information in order to support local business success and profitability. Consumer attitudes changing to reflect a new attitude regarding spending and credit is a microeconomic issue with potential real-life problems for certain retail marketplaces. It would be very important to conduct consumer research to find out why. The new light bulbs

Death Penalty Essay Example | Topics and Well Written Essays - 2500 words - 2

Death Penalty - Essay Example It shall discuss the different legal and academic papers which support this position and shall focus on the following issues surrounding the imposition of capital punishment: whether or not its administration is affected by race and whether or not it actually deters the commission of crimes. These concerns are crucial in determining the appropriate application of capital punishment and would help this student arrive at a logical conclusion to this paper. In Supreme Court of Louisiana No. 98-KA-1078 v. Allen Snyder (1998), Louisiana Supreme Court Justice J. Johnson entered his dissenting opinion to the court’s decision by firmly stating that he would â€Å"have more confidence in the fair-mindedness of this jury and the jury’s pronouncement of the death sentence, had the state not used its peremptory challenges to exclude every African American juror, resulting in an all white jury for this black defendant†. His statement provides one of the crucial reasons why the death penalty should be abolished in all fifty US states. There have been various instances of cases involving discriminatory juries. Such instances include the â€Å"Texas shuffle†, where African American jurors were not allowed to be part of the jury in death penalty cases (Miller-El v. Cockrell, 2003). District attorneys have a belief that black jurors often have doubts about a defendant’s liability for killing and that they also belie ve that such defendants are remorseful of their crimes regardless of their seemingly uncaring behavior. On the other hand, white jurors see these defendants as dangerous. And black jurors feel that the white jurors do not actually comprehend the environment where the black defendant comes from (Amnesty International, 2009). In a paper by Loury (2001) he assessed the trend in the felony division jury trials in Cook County Circuit Court between January 1 and June 30,