Free Essays on Dress Code

There are many great things about this great school. There is a great faculty and overall a great group of students. A perfect appearance is Providence Days’ goal. In achieving this goal of perfection, Providence Day (PD), in my opinion, are cheating there students and some of faculty with the dress code. The dress code directly conflicts more than half of are schools core values. The contradiction of the values makes those values look more like some pretty writing opposed to a goal that this school is trying to achieve. What makes the dress code so controversial is the inconsistency the dress code has, with many of Providence Days’ core values. As I look at Providence Days’ core values, four out of the eleven schools values contradict the dress code. One value states; â€Å"We believe that the school community should help each student maximize individual potential, explore unique interests and develop self-confidence.† My interpretation of this quote consists of the idea that the schools population is going to help each student maximize their potential, accept their uniqueness, and help them build self confidence. A dress code takes a lot out of this goal. A student’s wardrobe was one of our last ways of expressing ourselves in a safe and legal manner. The implementation of a dress code limits a student’s uniqueness. The dress code also restrains their development of self confidence because, it makes them think there is only one way to dress that will present them in a respectable light. The feeling of there only being one way to dress respectively does not give them a chance to explore the diverse ways of dressing. The core value that states: â€Å"We believe that students should be encouraged to try new endeavors and take risks without fear of failure† is a big contradiction in school values and an enforced dress code. When Providence Day says they want kids to try different things without fear of failure, and then turn... Free Essays on Dress Code Free Essays on Dress Code There are many great things about this great school. There is a great faculty and overall a great group of students. A perfect appearance is Providence Days’ goal. In achieving this goal of perfection, Providence Day (PD), in my opinion, are cheating there students and some of faculty with the dress code. The dress code directly conflicts more than half of are schools core values. The contradiction of the values makes those values look more like some pretty writing opposed to a goal that this school is trying to achieve. What makes the dress code so controversial is the inconsistency the dress code has, with many of Providence Days’ core values. As I look at Providence Days’ core values, four out of the eleven schools values contradict the dress code. One value states; â€Å"We believe that the school community should help each student maximize individual potential, explore unique interests and develop self-confidence.† My interpretation of this quote consists of the idea that the schools population is going to help each student maximize their potential, accept their uniqueness, and help them build self confidence. A dress code takes a lot out of this goal. A student’s wardrobe was one of our last ways of expressing ourselves in a safe and legal manner. The implementation of a dress code limits a student’s uniqueness. The dress code also restrains their development of self confidence because, it makes them think there is only one way to dress that will present them in a respectable light. The feeling of there only being one way to dress respectively does not give them a chance to explore the diverse ways of dressing. The core value that states: â€Å"We believe that students should be encouraged to try new endeavors and take risks without fear of failure† is a big contradiction in school values and an enforced dress code. When Providence Day says they want kids to try different things without fear of failure, and then turn...

The History of Toy Inventions

The History of Toy Inventions Toy manufacturers and toy inventors use both utility and design patents, along with trademarks and copyrights. In fact, many toys especially video games take advantage of all three types of intellectual property protection. Toys as big business did not begin until after the 1830s, when steamboats and steam trains improved the transportation and distribution of manufactured goods. Early toymakers used wood, tin, or cast iron to fashion horses, soldiers, wagons, and other simple toys. Charles Goodyears method for vulcanizing rubber created another medium for manufacturing balls, dolls, and squeeze toys. Toy Manufacturers One example of a contemporary toy manufacturer is Mattel, an international company. Toy manufacturers produce and distribute most of our toys. They also research and develop new toys and buy or license toy inventions from inventors. Mattel began in 1945 as a garage workshop belonging to Harold Matson and Elliot Handler. Their business name Mattel was a combination of the letters of their last and first names, respectively. Mattels first products were picture frames. However, Elliot started making dollhouse furniture from picture frame scraps. That proved to be such a success that Mattel switched to making nothing but toys. Electronic Toys In the early 1970s, Pong, the first patented video game was a great hit.  Nolan Bushnell  created Pong along with a company named Atari. Pong debuted in  arcades and was soon ported to home units. The games Space Invaders,  Pac-Man, and Tron followed. As technology advanced, the dedicated single game machine was replaced by programmable machines that allowed different games to be played simply by exchanging a cartridge. Inventions in circuitry and miniaturization in the early 1980s produced handheld games. Nintendo, a Japanese electronics company, along with many others, moved into the video game market. Home computers created a market for games that were versatile, action-packed, challenging, and diverse. As our technology progresses, so does the complexity and diversity of our amusements. Once, toys simply reflected everyday life and activities. Today, toys create new ways of living and teach us to adapt to changing  technologies and inspire us to follow our dreams. The History of Specific Toys From Barbie to the yo-yo, learn more about how your favorite toy was invented Barbie DollCrayonsEtch-A-SketchFrisbeeHacky SackHula HoopLEGOMr. Potato HeadPlay-DohPuzzles, Board and Card GamesSilly PuttyTeddy BearsComputer and Video GamesYo-Yo

The Influence of Age on the Perception of Decriminalizing Marijuana Research Paper

The Influence of Age on the Perception of Decriminalizing Marijuana - Research Paper Example Cannabis refers to products which may be obtained from the hemp plant, which is scientifically known as cannabis. Marijuana is obtained from cannabis(Jenkins, 2006). Pacula, et al. (2005) defined the term decriminalization almost literally as the â€Å"removal in the criminal status of cannabis possession offenses† (P. 348). However, Pacula, et al. (2005) observed that decriminalization remained undefined in the field of international policy. It is also worth mentioning at this point that a number of countries and sub-jurisdictions who were publicized to have decriminalized marijuana actually just reduced the penalties for offenses pertaining to possession of marijuana or cannabis for amounts specified by law (Pacula, 2005). The following studies were reviewed either for their direct or indirect bearing on the topic of this study: McCoun et al. (2009) suggested that the effect of the law on decriminalization of marijuana varies among age groups. In adult populations, the law h as a significant effect on marijuana use. Inversely, youth populations appear to be unfazed by regulations and sanctions (as cited in McCoun, et al. 2009). McCoun, et al. (2009) also argued that the impact of legal sanctions differs significantly depending on the age group being studied. Results of their analysis of Australian cannabis consumption show that the youth have a lower tendency to be swayed by legal sanctions. In contrast, adult subjects are largely influenced by government policies.   The authors expressed concern about immediately concluding that the youth are less sensitive to marijuana-related arrests because young people are more impulsive and prone to risky behavior. The McCoun, et al. (2009) study has the most bearing on the current study in the sense that the study tackled decriminalization of marijuana and that the effect of age was studies as a predictor variable. However, the McCoun (2009) work is different from the present study since the effect of age on pr ohibition was studied, instead of the effect of age on perceptions about decriminalizing marijuana as proposed in this study.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reyda and Farley (2006) supports the popular notion about young people and marijuana use. The authors cited evidence revealed in their study that vulnerability of adolescents to be influenced to use marijuana is lessened as they grow older. In addition, it is shown that adolescents are prone to miscalculating risks and developing biases in terms of decision making and judgment than when they grow older. Reyda and Farley’s work has indirect bearing on the study, but nonetheless, their findings bolster this researcher’s position that college students as young people would be supportive of decriminalizing marijuana since marijuana use is tagged to younger people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Meanwhile, Fetherston and Lenton (2005) investigated public perception on the legalization of cannabis by conducting randomized ph one surveys on 809 residents of Western Australia. The respondents were asked regarding their views on cannabis legalization, attitudes towards a proposed legislative model, and their opinion of its perceived effects. Initial participant responses show that majority of respondents share a negative view regarding cannabis. However, most participants consider criminal sanctions against cannabis use as inappropriate and ineffective.

Basis of Grammatical Evidence Essay Example | Topics and Well Written Essays - 1000 words

Basis of Grammatical Evidence - Essay Example From the two perspectives, there is a contrast basing on the issue of spying, which is a form of investigation patterns, which incurred and propelled by various participants in both texts. Text 1 adopted from the Arabs news Germany summons U.S. envoy over Merkel phone spy suspicion and Text 2 adopted from the New York news Anger Growing among Allies on U.S. Spying Table1: The clause structure types: Transitive Intransitive Active Passive Long Short Text: 1 1.8kol,5 8 18 1 5 Text: 2 14 9 16 3 8 From the table 1 it gives a clear indication that in both texts transitive clauses have been used more that intransitive clauses. In addition, there is an active voice more than passive voice. We define a transitive clause as one that involves the actor and the goal initiated. In consideration of intransitive, either it is termed as the absence of the actor or goal initiated from the clause availed in the texts. The author has used a total of 14 transitive clauses and 9 intransitive clauses to bring about the essence of tasks required. Table2: Process types analysis of text 1 and 2. Text 1 Text 2 Material 48% 65% Mental 19% 15.9% Verbal 29% 2.5% Relational 2% 20% Interpretation: text usually represents a grammatical norm and both processes and participants are present. Grammatical representations play a vital role since it is one of the best indicators in which texts think or the way of seeing operations present in texts. More so, process analysis is a provision of pictures, which depicts more information about the text, and the prevailed hidden messages termed as ideologies of the scholar. From the table above, we realize that material processes, as well as texts, usually occurs frequently as compared to other processes availed. Text 1 is from the Arabs news. It states out a high frequency of material processes, indicating 48 % of the physical workings involving suspicion summon that was initiated on the Chancellor Angela Merkel’s phone call line during his offici al duty in Berlin. Physical norm is evident here in consideration of the following activities that were availed during the process. â€Å"The American ambassador was summoned for talks with Foreign Minister Westerwelle this afternoon.† AFP quoted this from a foreign ministry spokesperson. Moreover, this text represents 29% of verbal processes, showing that the text is news text. Going by scholarly research, we find that the author behind this news wants to consolidate his texts with humor and a sense of real talk evident as per the availed text line from the article. This text line is â€Å"The position of the German government will be presented clearly. The move comes a day after Merkel named President Barack Obama on Wednesday demanding answers after learning that U.S. spies may have monitored her phone. A statement by the chancellor’s spokesperson, Steffen Seibert, says Merkel warned Obama warned this would constitute a â€Å"breach of trust† between the all ies.† Similarly, a mental process is evident in this article with an approximate percentile of 19%. This shows that the author believes and have a strong desire and feelings towards the issue of suspicion as far as the aspect of phone monetization is of concern. â€Å"Among close friends and partners, as the Federal Republic of Germany and the U.S. have been for decades, there should be no such monitoring of the communications of a head of government,† the statement said, according to AFP.†Ã‚     

Peace-Building and Community Development in Uganda Essay Example for Free

Peace-Building and Community Development in Uganda Essay Community development is a multi-faceted activity that has different ends. It also has different requirements depending on the needs of people inside the community. Development can be achieved through sustaining small and medium businesses, ensuring education for all, managing inclusion and diversity, keeping peace and order, and creating comprehensive disaster management. Through these, a community like Uganda can be sustainable. In Uganda, the dehumanizing aspects of slavery in the South and racial discrimination in the North are more than just the beatings, but also the parting of children from their mothers, the denial of education, and the sexual abuses of slave masters (Davis, 2004). The civilization that developed in Uganda reflected the variety and contrasts found on the continent. The peoples of Uganda differ greatly in language, customs, and appearance. The geography of this huge continent also shows sharp contrasts. Along the Nile River, which flows from the tropical forests of Central Uganda through the deserts of the north, several early civilizations developed. One of the most influential regions was Sahara. Sahara’s political, economic, and cultural influence had an effect on the history of other kingdoms. Later, empires based on trade grew up in the region of Sahara (Davis, 2004). Patterns of settlement and trade were influenced by the varied climates and natural sources of the Uganda continent. The hottest and wettest regions of the continent are near the equator, in the basin of the Congo River. Heavy rainfall and warm humid air encourage the growth of lush rain forest. Near the edge of the rainforest is the savanna, an open grassland dotted with shrubs and scattered clumps of trees. The savannas provide land for farming and herding. These grasslands are also home of Uganda great herds of wild animals, gazelles, giraffes, wildebeests, zebras, lions, and elephants (Davis, 2004). Racism in Uganda has been associated with reduced spirits, lower efficiency and a greater probability to experience terrible stress and nonappearance in the major activities in a community. People who go through racism speak of having feeling of timidity or letdown and lowered levels of self-esteem. Minorities who sense that their identity and culture are not cherished may also live through lowered levels of self-confidence and self-respect and think that they have are not welcome in a neighborhood or community. This mindset may bring about a feeling of denunciation of their own values, language, and ultimately their culture, and an ensuing loss of individuality (Hooks, 1994). In Uganda, the ways of thinking of people concerning cultural miscellany of their communes differ extensively. Amongst a number of minorities, there is a devotion to a deepened insight into cultural diversity and multiculturalism. Some â€Å"mainstream† people are anxious about variations and sense antipathy towards people of color. If the person of color is suffering discrimination of any sort, he or she may feel forlorn and miserable. He or she may also attempt to evade incidents where racist activities could happen, and pretend to be unwell or be anxious of deserting their homes (Kressel, 2001). In some nations, significant segments of the population reject coexistence with minorities in equal terms. These minorities have faced discrimination in such areas as housing, education, and employment. Although no scientific proof supports racist claims, racism is widespread and has caused major problems throughout the world. Racism is most often used to justify the creation of political or economic systems that encourage or maintain the domination of one racial group over another. Such beliefs were long used to rationalize the enslavement and persecution of people viewed as inferior (Stoessinger, 2002). Throughout history there have been persecutions and atrocities that can be described as cases of genocide. The Russian pogroms (persecutions of the Jews) during the late 1800s and early 1900s were an example of genocide. During World War II, the Germans practiced genocide. They killed about six million European Jews. Victims of the Holocaust went through dehumanization simply to make the killing of others psychologically easy for the Nazis. Many victims of the Holocaust suffered from various experiments which eventually led to the death. Some of the experiments were things such as: sun lamp, internal irrigation, hot bath, warming by body heat, hypothermia, among others (Clemens and Purcell, 1999). In recent years a debate has raged over the question of whether opportunities for black economic advancement are more affected by race or class position. Sociologist William Wilson believes that racial discrimination has become less important than social class in influencing the life chances of black Americans (Hinkle, 2004). He says that civil rights legislation and affirmative action programs have substantially lifted the cap historically imposed on black social mobility by segregation, resulting in greater educational, income, and occupational differentiation: Blacks with good educational backgrounds and job skills rapidly moved into the American middle class; blacks with limited educations and job skills became the victims of dehumanization and welfare dependency. Now poor urban blacks find themselves relegated to all-black neighborhoods where they are further dehumanized and socially isolated from mainstream American life (Zanden, 1993). According to Maiese (2003), the United Nations defined peace-building as an interplay of â€Å"capacity building, reconciliation, and societal transformation†. For other organizations, the short-term goals are more evident; peace-building revolves around promoting peace in an immediate situation. The United Nations drew up an international convention in 1948 that made genocide a crime. On Dec. 9, 1948, the United Nations passed the Genocide Convention, which was designed to overcome the claims of Nuremberg defendants that they had violated no law. The convention made genocide a crime. The next day, the UN adopted the Universal Declaration of Human Rights. Fifty years later, in 1998, the International Criminal Tribunal for Rwanda became the first international court to pass a guilty verdict for the crime of genocide. The verdict related to crimes committed during the 1994 conflict in Rwanda (Kim, 2004). In 1999, there was already a convention, called the Geneva Spiritual Appeal, which made history in collecting in one venue the Catholics, the Jewish, the Buddhists, the Muslims, the Protestants, and the Orthodox Christians. Then again, there remain Christians, Animists, Muslims in conflict in Nigeria; Christian-Muslim discord still abounds some parts in Asia as Indonesia and the Philippines; Buddhists and the minority population of the Hindus Tamils are at odds in Sri Lanka; and incredibly, Animists and Witches are cursing each other in Uganda (Reich, 1998). Sometimes, it is appropriate to entitle these conflicts nationalist ones, because they impact on the endeavors to build nation-states, in which the majority gets the state. More like the winning territory takes over or designs the administration. Defining such a nation is typically by linguistic or religious yardsticks. Hence, we have the Ugandans in the continent of Africa singled out as the inferiors by tongue and by faith, and Germans differ from the French by their verbal and non-verbal communication (Carter, Gwendolen, and Herz, 1991). Perhaps theres a tendency of people growing to be defensive about their identity if they sense that it is under cordon. There is really not a single ultimate peace resolution plan that can referee the unrest. Attempts had been made like the 1999 Convention but the conflict is not exclusively attributable to spiritual diversity alone. It may be distributed among ethnic feuds, religion-based worldviews, economic modifications, and political coalitions, among several others (Carter, Gwendolen, and Herz, 1991). On having the United Nations’ enforcement of globalized paradigms, they would need to try harder. Peculiarities factor in on the extent of their reception. If the countrys fragile, they are more likely to get involved. If the countrys sturdy, they are more likely to lag behind and perform diplomatically around the edges. The key is not to establish globalized benchmarks but to develop local, internal avowals (Stoessinger, 2002). They said there is only one Bible and a million interpretations. But there is a single quotation in it that speaks of harmony: a house divided against itself cannot stand. Proclaiming a house partitioned to be a condominium cannot be expected to work out when many of the occupiers want instead to demolish the edifice entirely and put up their own, unattached houses. Speaking of houses, local religious sects could construct and ring a Peace Bell at the beginning and end of their spiritual observation. Ugandan victims could ask their municipality to formally declare their observance of the day (Kim, 2004). It would also be certainly wise for any intercontinental organizations to use workforce from countries that went through related experiences, rather then using the abstract approach brought by peacekeeping squads from Western nations to intervene in Uganda. One specific strategy possibly is to have this staff encourage the people inviting other faith traditions to join them in a prayer service for peace in Uganda (Carter, Gwendolen, and Herz, 1991). International treaties should make it easier for local organizations to get concerned in the region of Uganda where genocide is concentrated without misplacing valuable time as they wait for the pronouncement of the United Nations Security Council, the Conference on Security and Cooperation in Europe, or the Organization of African Unity (Reich, 1998). But it should always be made a point that the auxiliary time is spent on deepening interfaith commitments to dialogue and cooperation for promoting peace. In the 1990s, Jewish groups pressured those who had profited from the Holocaust to compensate Holocaust victims or their descendants. Groups that paid reparations included the German government, certain Swiss banks, and some German companies (Clemens and Purcell, 1999). In the country Uganda, Paul Rusesabagina, the hotel manager played the hero in the lives of thousands having different cultural backgrounds. In the middle of European colonization in Rwanda, Paul made an uncompromising initiative to communicate with the most relevant redeemers from the camp of Brussels’ headquarters. This way, he succeeded in playing the peacekeeper among the threatened people he hid in their hotel (Carter, Gwendolen, and Herz, 1991). The United Nations also played an indispensable role in Uganda. Led by Col. Oliver, the organization gets to know what is actually happening but not to make contingent actions and resolutions to put a stop to genocidal cases that mete out Rwanda. He stood the middleman between the U. N. superiors and the people under the wings of Paul Rusesabagina (Carter, Gwendolen, and Herz, 1991). However, it was also evident that the situation could have gone smarter if the likes of Paul Rusesabagina and Col. Oliver were given ample attention or at the very least, not ignored. Apart from the United Nations, a multitude of support and private-owned groups advocate against dehumanization and as such, campaign for a zero-dehumanized world and for a healing process to start with (Stoessinger, 2002). For instance, Interact Worldwide is an advocacy-driven virtual institution with the purpose of building support for and implement programmes, which enable marginalized people to fulfill their rights to sexual and reproductive health. Redefining Progress works with a broad array of partners to shift the economy and public policy towards sustainability; that they can measure the real state of a country’s economy, our environment, and social justice with tools like the genuine progress indicator and the ecological footprint; that they design policies to shift behavior in these three domains towards sustainability; and that they promote and create new frameworks to replace the ones that are taking us away from long-term social, economic, and environmental health. Other popular organizations include The Family Alliance to Stop Abuse and Neglect, National Down Syndrome Congress, Resources for Children of Holocaust Survivors, Amnesty International, Freedom House, Human Rights Watch, Reebok Human Rights, among many others (Carter, Gwendolen, and Herz, 1991). Prejudice provides for the safe release of hostile and aggressive impulses that are culturally tabooed within other social contexts. By channeling hostilities from within family, occupational, and other crucial settings onto permissible targets, the stability of existing social structures may be promoted. This is the well-known scapegoating mechanism, another common method to dehumanize (Zanden, 1993). In Uganda, scapegoating resulted in the inhuman treatment of Ugandan tribes like Tutsi. Bound by his duty-based ethics, Paul Rusesabagina could be pictured having utter, intrinsic moral commitments to some external source to carry out certain actions, notwithstanding his particular situation and personal goals (Carter, Gwendolen, and Herz, 1991). The ways of thinking of people concerning cultural miscellany of their communes differ extensively be it in Rwanda or in some other place in the world. Amongst a number of minorities, there is a devotion to a deepened insight into cultural diversity and multiculturalism. Some â€Å"mainstream† people are anxious about variations and sense antipathy towards people of color. If the person of color is suffering discrimination of any sort, he or she may feel forlorn and miserable. But with Paul Rusesabagina around, the people kept safe in Uganda were saved not only from the harm of genocide but from the deadly bias posed against them by the larger society that is morally wrecked and uncharitable (Carter, Gwendolen, and Herz, 1991). An inherent debate has raged over the question of whether opportunities for black economic advancement are more affected by race or class position. Some believe that racial discrimination has become less important than social class in influencing the life chances of Ugandans. Civil rights legislation and affirmative action programs have substantially lifted the cap historically imposed on black social mobility by segregation, resulting in greater educational, income, and occupational differentiation: Blacks with good educational backgrounds and job skills rapidly moved into the middle class; blacks with limited educations and job skills became the victims of dehumanization and welfare dependency. Now poor urban blacks find themselves relegated to all-black neighborhoods where they are further dehumanized and socially isolated from mainstream Ugandan life (Hooks, 1994). The risk is that when chauvinistic behaviors and attitudes are allowed to go unimpeded in any environment, a climate cultivates which sees these incidents as natural and so permits racism to become deep-rooted. Whereas not many complaints are collected every year, this should not be compared to a low frequency of racist incidence. Inadequate understanding of legislation, fear or apprehension on the part of victimized minorities to disclose racist activities or disinclination by parents to engage in legal amends are factors that may thwart the conveyance of official complaints. As well, formal treatments for grievances of racism are not constantly suitable, with arbitration usually being considered as a preferable substitute (Kim, 2004). Racism has been a steady problem in Uganda all through time. Other forms of racism are, perhaps, less obvious. The hierarchical structure, academic elitism, and the whole way of life of mainstream society are directly opposed to cultural values and world views. How all this conflict is experienced by people of color can only be explained adequately by the citizens of the society themselves; it will be different depending on their past experience and even non-existent for others, but the suppression of the values and way of life of the mainstream society will adversely affect everyone because racism against these people of color eats at the hearts of the dominating as well as the dominated people (Hinkle, 2004). Peace-building can concentrate on resolving current issues between constituents. It involves moderating by authorities or other members of the community to maintain understanding between parties. On the other hand, it is also creating a society where the constituents are educated and transformed so that they do not only know peace but also lives peace. In these terms, education plays an integral role. This creates a community which is not only dependent on intermediaries but with self-regulation of peace as well. In the end, a community filled with peace-loving citizens is a community where peace has been built (Stoessinger, 2002). Personally, if I were a member of a certain low-income urban neighborhood similar in nature in Uganda, I would offer my full knowledge of the end and the means to achieve it. As part of the will for a â€Å"sense of community,† I will take the initiative to conform to shared leadership or become servant leaders. After all, a leader providing positive reinforcement is a leader creating a positive climate and peace-loving attitude all over a community. So long as there will be provision of opportunities that allow me to exercise responsibility and creativity in our common endeavor, my active participation would include extensive information dissemination, be it online or via available physical infrastructures, and active civic participation.

Cunstract, Intirnel, end Extirnel Velodoty :: dete, ivodinci, stady

Cunstract velodoty hes tu du woth istebloshong currict upiretounel miesaris fur thi cuncipts biong stadoid (Yon 2009, p. 40). Yon (2009), wrotis thet risierchirs cen ompruvi cunstract velodoty cunstract velodoty cen bi of maltopli suarcis uf dete os impluyid (troengaletoun uf dete), istebloshong cheon uf ivodinci, end rivoiwong thi ripurt woth thior onfurments (p. 41). In mekong sari thet uni cen drew e mienong end asifal onfirincis frum scuris un pertocaler onstramints uf dete cullictoun end tu dimunstreti thi eccarecy uf thior fondongs, Criswill (2013) elsu edvoci thi asi uf mimbir chickong end troengaletong dete (p. 201). Qaerm (2009) end Serqaeh (2008) buth asid sivirel dete suarcis (ontirvoiws, ducamints, midoe, end ontirnit) on thior stadois. Thi troengaletoun uf dete suarcis on thior stadois elluw fur sivirel ivodinci tu bi cullictid un thior cesis andir stady, cuncipts ur veroeblis wiri clierly end pricosily ixpleonid end upiretounelozid. Thos privintid oneccarecois end embo gaotois darong thi foild stady end elluwid fur lergi vulami uf dete tu bi cullictid end asid by buth onqaorirs. Bat buth ergaid thet dai tu tomi end fonencoel cunstreonts, thiy cuald nut rivoiw thi dete cullictid woth kiy onfurments tu currict eny mosteki, oneccarecois, clerofocetouns whoch tu sumi ixtint thrietinid thi velodoty uf thior stadois. 8.2 Intirnel Velodoty Thos rifirs tu istebloshong e ceasel riletounshop, whiriby cirteon cundotouns eri shuwn tu lied tu uthir cundotouns (Yon, 2009, p.40). Thi guel uf siikong tu isteblosh ceaseloty os muri ivodint on ixplenetury ur ceasel stadois rethir then discroptovi ur ixpluretury stadois (obod). Thos os dai tu thi lomotid cuntrul risierchirs hevi uvir ixtreniuas ur andisorebli veroeblis thet onflainci thi riletounshop bitwiin thi veroeblis. Estebloshong ceaseloty cen bi ompruvi darong thi dete enelysos stegi whiri thi risierchir niid tu du pettirn metchong, ixplenetoun baoldong, eddriss rovel thiurois end thi asi uf lugoc mudils (p.41). Buth Qaerm (2009) end Serqaeh (2008) stadois dod nut siik tu isteblosh ceaseloty bitwiin thior ondipindint end dipindint veroeblis. Buth stadois eri seod tu bi ixpluretury on netari. Fur ixempli, Qaerm (2009) stady siik tu discrobi thi meon ecturs end thi stretigois thiy impluyid tu pash thi dumistoc voulinci boll untu thi guvirnmint eginde fur ettintoun whiries Ser qaeh (2008) stady siik tu discrobi thi meon fecturs effictong thi omplimintetoun uf thi foscel dicintrelozetoun pulocy on Akaepim Suath dostroct uf Ghene. 8.3 Extirnel Velodoty Yon (2009) difonis ixtirnel velodoty es istebloshong thi dumeon tu whoch e stady’s fondongs cen bi ginirelozid biyund thi ommidoeti cesi stady (p.

American History Précis Essay

In the short story American History by Judith Ortiz Cofer encourages us to understand our own feeling and being sensitive to the situation around us before we act. Cofer supports her claim by describing Elena’s insensitivity to the president’s death visiting Eugene while everyone was still mourning. Eugene’s Mother assumes that Elena, her family, or Puerto rico immigrants in general are insensitive to the tragedy. â€Å"I don’t know how you people do it,† pg 301 Eugene’s mother also doesn’t understand immigrants and believes herself superior to both Elena and people who are similar to Elena, she believes that she is not sorrowful enough about president Kennedy’s death to want to study with her son. However she doesn’t understand Elena’s feelings of simply wanted to spend time with Eugene, whom she liked and could connect to. † In the same was Elena also fails to understand the situation around her. The author uses dialogue as her mother warns her â€Å"you are heading towards humiliation and pain† pg 300. Unlike Elena, her mother understands the situation around her knowing that Eugenes mother won’t be happy that Elena want to study with her son. The author encourages to understand people feelings around us in order that we can be sensitive to them, which will prevent â€Å"humiliation and pain. † The speaker in this short story is an innocent young girl called â€Å"skinny bones† who goes through hardships and trouble at school. She lives in the crowded el building that houses immigrants from Puerto Rico like herself. Her tone can be described as unhappy and uncontent with her life â€Å"I hated my skinny flat-chested body, and I envied the black girls who could jump rope so fast their legs became blurs. The author writes with a serious tone as she portray the hardship immigrant children faces during this time period. Judith Cofer writes for other young adult who are also developing through hard times, portrayed Puerto Rico – American immigrant life and the difficult time other children gave Elena at school.

Communication Sources of Education Essay

The objective of education should be to encourage the search for answers, since it is the only way to advance. Within the aim of advancement in knowledge, various facets incorporated within the teaching portfolio ensure the success of professional educators. To achieve success, educators have to lean on certain ideals to enable them better perform their duties as required. One of the main inclinations that would be crucial to the success of an educator would be showing concern about students. Apart from just teaching them, educators must show interest on aspects such as social, physical, emotional, and cognitive well-being (Capuzzi, 2012). Being alert to these facets not only help the educator teach effectively, but also enables the learning process to be smooth for students. In addition, students can better their current knowledge in given subjects, especially with support from their individual educators. Moreover, the practice accords the educators the opportunity to look in to, in an explorative manner, and challenge the existing educational policies. Literature Review A number of learning theories offer information, which can be quite instrumental in understanding the ability of students to learn within a classroom setting. Social cognitive theory by Albert Bandura was developed purposely with the aim of comprehending how students learn (Murphy, 2010). He felt that initial belief of rewards and behaviorism could not provide an understanding of the full process of human comprehension. His feelings were that people could learn through observation of actions of the others in certain situations. It was realized that his beliefs affect the modern classroom. The modern classroom is full of many factors, which affects students learning. The social cognitive learning theory by Bandura states that a student’s personality is modeled by the environment, thought and behavior. Educators should attempt to identify themes that emerge from teaching and make a decision on whether these themes a coherent pattern. Evidently, at the outset, that by way of example than percept, educators impart more (Capuzzi, 2012). Students are extremely perceptive in recognizing when the instructor does not put into practice what he preaches. Both in actions and in words, educators should always teach several values students. These include; importance of preparation, organization, and homework; respect for people’s view; and the value of effective and clear exchange of information both in written and  oral  form. To cater for more than just teaching the students, educators should come up with strategies to incorporate other aspects of life into the class. Students may become defensive if they feel that the teacher is prying on their privacy. In this, an educator should approach this subject with care, otherwise he or she may risk losing the trust altogether. The theme of inclusiveness ensures diversity is taken into account in all teaching. According to (Gould, 2010), educators should attempt to create a positive atmosphere. When students are called upon to answer questions, mistakes should be treated as opportunities in exploring misconceptions, rather than a reflection of the abilities of the students. Educators should create a fair playing field to teach students that, in their current world, there is no easy way out. With a class of almost many students, it is hardly easy to know each student by their names, let alone know about their emotional, physical, or cognitive experiences. To coun ter this, Capuzzi (2012) suggests that educators work with the policy of an openness, where they are available for consultation and assistance at working hours. There exists a gap between students and educators needs to be bridged if the educators are to effectively teach and guide their students. Koshy & Koshy (2010) realized that a modified approach that teachers use in teaching from question-answer to answer-question approach provides a bridge between teachers and learners, and fosters self-evaluation and self-efficacy. Self-evaluation and self-efficacy provide the perfect opportunity for the educator to get to know his or her student on a personal note. In this, the educator is now able to evaluate the student’s emotional, physical, and cognitive aspects of life. Bandura, a renowned theorist, attained fame after his social-cognitive learning theory. The theory is based on individual self-efficacy and modeling. Despite having a number of ideas on learning, Bandura chose social cognitive learning theory. Through the process of modeling, students were required to account for diverse forms of learning. It was Bandura’s belief that through modeling, students are capable of making significant gains in self-motivation, action, and thought. Psychologists, until that time, had exclusively focused on learning through the consequences of actions. Bandura demonstrated that through the hazardous and tedious process of trial and error learning could be a short cut through modeling of competencies and knowledge exhibited by a variety of model (Murphy, 2010). Bandura’s belief was that students’ learn through experiences of watching others, which lead to self-efficacy or self-motivation. The theorist is credited for developing the social cognitive learning theory. While applying this theory, educators should guide their students by being role models, and by observing their behavior as Bandura suggest. Murphy (2010) observes that at that point in time, educators are able to mentor, advice and teach their students more effectively. Knowing the students’ is emotional, cognitive, and physical situation can be very instrumental in understanding the problems facing them or better still, the methods one can use as an educator to teach them effectively. The important part of advising, mentoring, and teaching student, is caring. Being attached to students begins by caring for them and what they are to become in the future. They have strengths and weaknesses, likes and dislikes, wants and needs, hopes and dreams. Educators should be party to these dreams and hopes, since they facilitate the learning process that they have factored into their futures (Zunker & Osborn, 2012). What becomes on them and the leap-of-faith on their part should increase interest regarding their futures. Conclusion In conclusion, having better and more knowledge of students than just their classroom performance make educators better mentors, better teachers, and better persons. Educators should share reality with students to ensure they feel they are relating to a genuine person, who is willing expose his/her values, feelings, and distinctive perception about the world and the society. It is imperative to increase skills and knowledge in the application of instructional techniques to teaching philosophy by aiming at professional development in the subject matter. Additionally, educators should enhance their knowledge on how problem-solving strategies are related to student assessment. They should voluntarily sit in on their school training meetings to compare results with those of other educators. Educators should target increasing the abilities of students in all aspects of life, since it is an important part of the national, local, and state dialogue on educational achievement. References Capuzzi, D. (2012). Career counseling foundations, perspectives, and applications (2nd ed.). New York: Routledge. Gould, J. (2010). Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters. Koshy, V., & Koshy, V. (2010). Action research for improving educational practice: A step-by-step guide (2nd ed.). Los Angeles: SAGE. Murphy, M. (2010). Habermas, critical theory and education. New York: Routledge. Zunker, V., & Osborn, D. (2012). Using assessment results for career development: Career counseling: A holistic approach (8th ed.). Belmont, Calif.: Brooks/Cole Cengage Learning. Source document

Master the Guitar Essays - Chords, Guitar Chords, Seventh Chords

Master the Guitar Essays - Chords, Guitar Chords, Seventh Chords 1 Master the Guitar In 7 Days! 2 TABLE OF CONTENTS Day 1 Pgs 4-12 Introduction Fundamentals of Your Guitar Tuning Hand & Finger Basics Posture Day 2 Review of Day 1 (Practice For What it's Worth) Pgs 13-21 Open Chords Major open chords Minor open chords Dominant 7th major chords Major 7th open chords Diminished chords Augmented chords Summary Day 3 Review of Day 1 - 2 (Practice Hurt) Pgs 22-37 Beginning Theory Major scales Minor scales Harmonic minor scales Melodic minor scales 3 Day 4 Review of Day 1 - 3 Pgs 38-45 Beginning Theory Cont. Key signature glossary Notation & other music symbols Day 5 Review of Day 1 - 4 Pgs 46-47 Tablature Day 6 Review of Day 1 - 5 (Practice Hey There Delilah) Pgs 48-64 CAGED system for barre chords E & A Forms Power chords Strumming Patterns Day 7 Review all Days (Practice Seven Nation Army) Pgs 65-71 Time to Play Conclusion 4 DAY 1 INTRODUCTION It looks like you want to learn the guitar! Congratulations! You will find this endeavor rewarding and at times, very trying. I have been a musician for nearly 30 years and am here to inject my musical wisdom into you. There won't be a magic button you can press that will make you good. Practice will be the only way to get where you want to go and play the way you want to play, a lot of practice. I'm going to walk you through the very basics of your guitar, tuning, posture, how to hold your pick, exercises, notation, tablature, scales, beginning theory, chords, strumming, and some really simple songs you can rock to! Don't limit yourself to one genre (style) of music. You should really diversify. You will learn so much more by listening to rock, jazz, blues, bluegrass, classical, and Spanish styles of guitar. Be sure that as you learn that you spend time with people that are musicians. Learn from their experience and expertise. Everyone possesses a different interpretation of music and songwriting, so take it as a free lesson. The last thing I want to say before we get started is have fun. Playing the guitar is an enriching experience with many rewards along the way! 5 FUNDAMENTALS OF YOUR GUITAR One of the first things you are going to want to do is get familiar with your guitar, guitar part names, and accessory names. Here is a diagram: All parts of the guitar are equally important, but some of the areas of particular interest are (from the bottom up) the bridge, strings, neck, fret, and tuning pegs. Let's begin with the bridge. This is where your stings will be changed. There are round pegs at the end of every string. These will need to be pulled out and new stings inserted. You will need to learn the string names. Beginning from 6 the top (biggest) string to the bottom string (smallest): EADGBE. The top and bottom strings are the same note, just different octaves. On the neck of your guitar you should notice two things. One, there are going to be a series of metal lines that extend from one end of the neck to the other. These are called frets. Two, if you look down the side of the neck of your guitar you will see dots. The dots are located at frets 3, 5, 7, 9, 12, 15, and 17. Fret 12 has a double dot for which I will explain further once we get to that portion of these lessons. Let's talk for a minute about the tuning pegs at the top of the guitar on the headstock. This is where the stings end. Before you ever change strings, pay particular attention to which peg each string ends up. Here is a helpful hint for remembering how the strings are placed into the tuning pegs. If you are holding your guitar in posture (which will be discussed a little later) there will be three pegs pointing toward the ceiling (upright) and three pointing toward the ground (downward). If you are looking at the guitar as the diagram indicates, there will be three pegs on the left and three pegs on the right. Let's work with the latter example. Low E (biggest string) goes into bottom left peg, A goes to middle left peg, D goes to top left peg, G does to top right peg, B goes to middle right peg, high E (smallest string) goes to bottom right peg Here is an important reminder for you once you have reached this point. Be sure that you thread all strings the same way. What I mean by this is be sure that when you turn the peg clockwise, it tightens the string while counterclockwise loosens

Requisitos ciudadanía para hijos nacidos fuera EE.UU.

Requisitos ciudadanà ­a para hijos nacidos fuera EE.UU. Los hijos de ciudadanos que nacen fuera de los Estados Unidos podrà ­an adquirir la ciudadanà ­a estadounidense desde el momento de su nacimiento si se cumplen una serie de requisitos. En este artà ­culo se detalla en quà © casos y con quà © requisitos un ciudadano americano transmite la nacionalidad a sus hijos nacidos en el extranjero segà ºn la ley actual, que aplica a todos los nacidos a partir del dà ­a 14 de noviembre de 1986. Para los nacidos en fechas anteriores aplican otras leyes y debern consultar cules eran los requisitos que aplicaban en el momento en que nacieron. Cabe destacar que, en la actualidad, las reglas para obtener la nacionalidad de EE.UU. por padre o madre aplican a los descendientes de estadounidenses por nacimiento o por naturalizacià ³n. Puntos Clave: ciudadanà ­a estadounidense por derecho de sangre El padre o la madre estadounidense pueden transmitir la ciudadanà ­a de EE.UU. a sus hijos nacidos en otro paà ­s si se cumplen una serie de requisitos.Los requisitos son diferentes segà ºn el estado civil de los padres y nacionalidad de los padres:padre y madre estadounidense y casados entre sà ­padre o madre estadounidense casado con extranjeropadre estadounidense solteromadre estadounidense solteraEl progenitor estadounidense debe probar haber residido en EE.UU. antes del nacimiento del hijo.Es aconsejable solicitar el Certificado de Nacimiento en el Exterior y/o pasaporte estadounidense tan pronto como nazca el hijo. Ciudadanà ­a estadounidense para nacidos fuera de EE.UU. por aplicacià ³n del derecho de sangre Por el mero hecho de ser hijo de ciudadano estadounidense no est garantizada la ciudadanà ­a de EE.UU. Para obtenerla es necesario cumplir con una serie de requisitos, que varà ­an segà ºn el estado civil de los padres y si uno o ambos son estadounidenses Los dos padres son ciudadanos estadounidenses y son matrimonio Si tanto el padre y como la madre son ciudadanos de los Estados Unidos y estn casados entre sà ­, todos los hijos de ese matrimonio nacidos fuera de EE.UU. son ciudadanos estadounidenses desde el momento del nacimiento del hijo. El à ºnico requisito que se pide es que siempre al menos uno de los padres hubiera tenido residencia en Estados Unidos o cualquiera de sus territorios antes del nacimiento de los hijos. En este caso no se pide un mà ­nimo de tiempo de residencia. El padre o la madre es estadounidense y est casado/a con una persona extranjero/a El hijo de este matrimonio es estadounidense desde el momento de su nacimiento siempre y cuando: el progenitor estadounidense ha residido en EEE.UU. mà ­nimo cinco aà ±osal menos dos de esos aà ±os los haya vivido tras cumplir los 14 aà ±os de edad. El padre es estadounidense y no est casado con la madre, que es extranjera Segà ºn la nueva Seccià ³n 309(a) de la Ley de Inmigracià ³n y Ciudadanà ­a (INA, por sus siglas en inglà ©s) y que se ha modificado recientemente, el hijo nacido fuera de EE.UU de padre estadounidense y madre extranjera cuando ambos progenitores no estn casados entre sà ­ es ciudadano estadounidense si se cumplen todas las exigencias siguientes: El padre ha residido en EE.UU. por al menos cinco aà ±os. Como mà ­nimo dos aà ±os de residencia tuvieron lugar despuà ©s de que el pap hubiera cumplido los 14 aà ±os de edad.Se debe probar de un modo convincente y que no deje lugar a dudas que el menor es hijo biolà ³gico de quien afirma ser su padre.El padre debe comprometerse por escrito a apoyar financieramente a su hijo mientras à ©ste es menor de 18 aà ±os de edad. Adems, el padre deber legitimar al hijo segà ºn una de las siguientes maneras: a) segà ºn las leyes del lugar de residencia; b) se puede presentar  documento donde una corte establezca que la relacià ³n filial entre el ciudadano americano y su hijo nacido en el extranjero o c) mediante una declaracià ³n jurada en la que se reconoce la filiacià ³n.   La legitimacià ³n debe haberse completado antes de que el menor cumpla los 18 aà ±os de edad. Cabe destacar que la ley cambià ³ recientemente para estos casos de transmisià ³n de ciudadanà ­a estadounidense. La vieja Seccià ³n 309 (a) exigà ­a ms tiempo de residencia en EE.UU. al padre pero permità ­a transmitir la ciudadanà ­a a un hijo hasta los 21 aà ±os de edad. Las personas nacidas fuera de EE.UU. hijas de padre estadounidense soltero que tenà ­an ms de 15 aà ±os pero menos de 18 a fecha del 14 de noviembre de 1986 pueden optar por pedir que se les aplique la seccià ³n vieja o la nueva, cualquiera que le sea ms conveniente. La madre es estadounidense y no est casada con el padre, que es extranjero Los nacidos el 11 junio de 2017 o antes adquieren la ciudadanà ­a estadounidense por su madre si à ©sta ha vivido en Estados Unidos o alguno de sus territorios de un modo corrido por al menos un aà ±o. Sin embargo, las reglas son distintas desde la sentencia de la Corte Suprema 137S. ct167 (2017) Sessions vs. Morales-Santana. Asà ­, en la actualidad, para que los nacidos fuera de EE.UU. con fecha posterior al 11 de junio de 2017 adquieran la ciudadanà ­a estadounidense, sus madres solteras deben cumplirse los mismos requisitos de tiempo residido en EE.UU. que aplican a los varones solteros. Es decir, deben haber residido al menos 5 aà ±os en los Estados Unidos de los cuales 2 tienen que ser despuà ©s de haber cumplido los 14 aà ±os. La madre es estadounidense y tiene un bebà © en el extranjero que genà ©ticamente no es suyo Los avances en la medicina permiten casos en los que una mujer puede recurrir a una donacià ³n de à ³vulos y asà ­ llevar adelante un embarazo y tener un hijo que no es suyo desde el punto de vista genà ©tico. Es lo que se conoce en inglà ©s con las iniciales ART. En estos casos, la madre podr transmitir la ciudadanà ­a estadounidense al nià ±o siempre y cuando las leyes que aplican en el lugar del nacimiento reconozcan a la mujer como la madre legal del infante. Si eso es asà ­, luego aplicarn las reglas generales explicadas anteriormente: si la madre est soltera o casada y, si à ©ste es el caso, si lo est con un ciudadano, un nacional o un extranjero. Cà ³mo probar la residencia en Estados Unidos por el tiempo requerido No hay excepcià ³n a esta regla, no se conceden waivers. Se cumple el requisito si se ha vivido en cualquiera de los 50 estados que conforman la Unià ³n Americana o en uno de sus territorios: Puerto Rico, Guam, Islas Và ­rgenes Americanas, Islas Marianas del Norte, Samoa Americana y otras islas y atolones no habitados de forma permanente. Tambià ©n se  computa como tiempo vivido en los Estados Unidos  o uno de sus territorios el tiempo transcurrido en el extranjero en las siguientes situaciones: sirviendo en el Ejà ©rcito en condicià ³n de honorabilidadtrabajando para el gobierno de los Estados Unidos o ciertas organizaciones que pueden calificarsiendo hijo dependiente de una persona en cualquiera de las dos situaciones que se acaban de seà ±alar La prueba de residencia se realiza  llenando el formulario DS-5507 y presentando pruebas. Una parte de este formulario aplica sà ³lo a los padres varones no casados para cumplir con la obligacià ³n de comprometerse a mantener a sus hijos hasta los 18 aà ±os. Entre los documentos que se pueden aportar par aprobar la residencia destacan: Diplomas de estudios de liceo (high school) e incluso el yearbookCalificaciones de estudios universitarios (transcripts)Informes de la Administracià ³n de la Seguridad SocialRecibos de haber recibido un salarioPago de impuestos (tax returns)W2Pasaportes actuales o expirados con sellos de entradas y salidasInformes militaresRà ©cords mà ©dicos o de vacunasFotos familiaresY cualquier documento que sirva para probar la presencia continuada de una persona en Estados Unidos por el tiempo exigido. En general los oficiales de las oficinas consulares son flexibles con el tipo de documentacià ³n presentada, siempre que sirva a su fin y sea autà ©ntica. Estn entrenados para detectar casos de fraude. Quà © hacer cuando un nià ±o estadounidense nace en el extranjero El padre o la madre estadounidense debe contactar lo ms pronto posible con la Embajada o Consulado que corresponda segà ºn el lugar de residencia y hacer una cita para solicitar solicitar un pasaporte estadounidense para el menor o un Reporte Consular de Nacimiento en el Exterior (Consular Report of Birth o CRBA, por sus siglas en inglà ©s). Tambià ©n se le conoce como FS-240. La forma a cumplimentar es la DS-2029. Tambià ©n es posible solicitar al mismo tiempo ambos documentos. Este Reporte Consular de Nacimiento en el Exterior se debe solicitar despuà ©s del nacimiento, tan pronto como sea posible. En todo caso, siempre antes de que el menor cumpla los 18 aà ±os de edad. No se emiten Consular Report of Birth a ninguna persona mayor de 18 aà ±os. Si no es posible hacer el trmite inmediatamente despuà ©s del nacimiento, deber realizarse, en todo caso, antes del primer viaje del nià ±o o nià ±a a Estados Unidos. Si un menor tiene derecho a la ciudadanà ­a americana por padre o por madre no puede ni entrar ni salir de Estados Unidos con un pasaporte extranjero con visa ni sin visado bajo el amparo del Programa de Exencià ³n de visas. Cabe destacar que con el Reporte Consultar de Nacimiento no puede viajar internacionalmente. Deber solicitarse para ese menor que es ciudadano su propio pasaporte. Para ello llenar la planilla DS-11, seguir las instrucciones y prepararse para presentarse con el infante en el consulado en la fecha y hora de la cita. Dà ³nde solicitar informacià ³n sobre ciudadanà ­a En caso de dudas, se puede contactar en inglà ©s con la Oficina de asuntos legales de Directorio de servicios para ciudadanos en el extranjero, del Departamento de Estado, escribiendo un correo electrà ³nico a ASKPRIstate.gov. Tambià ©n es posible contactar con el consulado u oficina consular que tiene competencia sobre el lugar en el que se reside habitualmente. Cambios relevantes en la leyes de Ciudadanà ­a El 31 de diciembre de 2010 el Departamento de Estado dejà ³ de emitir Certificados de Informe de Nacimiento (Certificate of Report of Birth, forma DS-1350). Ahora sà ³lo se emiten los Consular Report of Birth Abroad. Pero los Informes emitidos antes de esa fecha siguen siendo vlidos y una prueba de identidad. Con anterioridad a 1978 las personas estadounidenses nacidas en el extranjero porque adquirieron la ciudadanà ­a a travà ©s de uno de sus padres acababan perdià ©ndola si no residà ­an por un tiempo en los Estados Unidos. Muchas personas dejaron de ser estadounidenses por esa razà ³n. En la actualidad podrà ­an recuperar  la ciudadanà ­a  y en muchos de los casos el à ºnico requisito a cumplir serà ­a prestar el juramento de lealtad a los Estados Unidos. Los interesados pueden contactar con el Departamento de Estado o preguntar a la embajada o consulado ms cercano. Casos en los que la ciudadanà ­a no se trasmite automticamente En ocasiones la ciudadanà ­a se puede adquirir despuà ©s del nacimiento y antes de cumplir los 18 aà ±os por ser  hijo de estadounidense. Estos son los casos y los requisitos que se deben dar: Por adopcià ³nPor ser hijo de una persona que se convierte en ciudadana por naturalizacià ³n. Es lo que se conocà ­a como  ciudadanà ­a derivada.Por uno de los abuelos en el caso de ser hijo de estadounidense que no puede trasmitir la ciudadanà ­a por no cumplir con requisitos de residencia en Estados Unidos Este es un artà ­culo informativo. No es asesorà ­a legal.

Social Media Assignment Example | Topics and Well Written Essays - 500 words

Social Media - Assignment Example great deal of researches and investigations have been carried out in order to assess the usage of different social media networking websites among both the genders. It should be noted that as per the research conducted by Duggan and Brenner in 2013, it was noted that from the sample of 1802 participants out of which 846 were men and remaining were women, 16% of women used Instagram while it was 10% among men. This indicated that women made use of the Instagram service for sharing their photos more in comparison with men (Duggan and Brenner). There are couples of reasons behind the usage of Instagram by users. As per the research conducted by Sigala, Christou and Gretzel (2012), females tend to be more curious about the happenings and experiences of others. It is due to this reason that they follow millions of other users on Instagram. However, male participants indicated that they wanted to stay updated with the later products and events for which Instagram remains a very good medium (Sigala, Christou and Gretzel). The suggested methodology for the research is mixed approach where qualitative as well quantitative methods will be used. The mix approach is considerably significant in proving literature analysis with the help of statistics (Kumar). A survey questionnaire will be directed towards participants. The number of participants will be divided into two categories on the basis of male and female. The question that will be used to conduct analysis will be close-ended questions (Goddard and Melville). Relevant researches will be used to assess the investigations of the subject matter that has been done so far. Credible databases will be used to find journal articles, books, periodicals relevant to the subject. The conducted research will not be used for the purpose of financial gain and will only be conducted as a part of academic achievement. The research will be carried out after taking informed consent from the instructor. Secrecy of responses of

Traditional Marriages vs. Arranged Marriages Essay

Traditional Marriages vs. Arranged Marriages - Essay Example In this type of marriage, the individuals do not value their traditions and can adopt any lifestyle provided they are comfortable with it. On the other hand, in arranged marriages, the individuals do value their traditions of family and social life; hence there is restriction as to whom they should marry. This kind of marriage is very common in Middle East and part of Asia and Africa. It is also very common among the royal families and unification movement. Those practicing arranged marriages are mindful of their family traditions and social values and for this case; they ensure that they get a spouse within their castle. For the case they ensure the marriage partner comes not only from the same caste but from the same sub-castle. Traditional marriage has many options as there are many ways that those marrying might have come across each other. They might have across each other in college, in church or even social gathering and developed a liking in each other thereby developing a relationship leading to marriage. On the other hand, in arranged marriage it has only one option as the parents are the ones in charge of finding a matching partner for their son/daughter. In this case, the parent identify a matching partner for their son/daughter and then approaches the parents for negotiation even before the marrying partners have met. In traditional marriage because it can be done hurriedly, they do not emphasize on finding the most suitable partner hence leading to a high number of divorce rates among the marrying couples. The partners might have met in college, church or even social gathering and developed a liking in each other thereby think they can marry. This might be done in a hurry without investigating the family background of the partner or even the past life, only to realize later on that the relationship can not work. This leads to divorces now and then in the society. On the other hand, in arranged marriages, a lot of emphasis on the matching partner is taken and the family background scrutinized whether it has a good reputation or not. The parent take time before they can finally approve that the partner can marry their son/daughter and then give a go ahead their daughter/son to meet. In these situations, these individuals have so much faith with their parents such that they would not like to disappoint them; hence they ensure the marriage last. The couple respect each other and they always know that their parent have chosen the best partner for them. In traditional marriages, the marrying partners have a variety of people and lifestyle to choose on terms of marriage partners. For this case, they are free to marry from anyone they feel they can cope with. This is unlike in arranged marriage whereby the parent chooses the partner for their son/daughter hence no freedom at all in terms of choosing a partner in terms of likeness of lifestyle. In arranged marriages, the parents have to look at so many factors before they approves that the partner can fit in their family or not. Some of the factors they do consider are the family background, education, social life, age, height and beauty. For this case, t