liquids essays

liquids essays In this chapter we will see how water and its three states of matter play a big role in our daily lives. Even though all the three of matter of water have the same molecule, they can be different at some point. For example it takes more energy to change liquid water to steam than to melt ice at 0 c. The liquid water state lies in between solid and gas, but not midway between. But liquid is more similar to solid than to ice. Solid states is in terms of closely packed, highly ordered particles in contrast to widely spaced, randomly particles of gas. The liquid states between both, with more disorder arrangement than for the solid state and with some empty spaces. Those are just some of the important properties of liquids and solids. There are many solids and also gases at the atmosphere, but the liquid we most see is water. It is one of the most important substances on earth. It is important for sustaining reactions in our bodies that keep us alive. One water phase change is when you heat liquid water, what happens? First the temperature of the water rises. Now the motion of the water molecules increase, then when the temperature reaches 100 c, the water starts boiling, the temperature remains at 100 c. Until all the water has change to gaseous state. That is how liquid water can change from liquid to gaseous state. Another water phase occurs when liquid water is cooled to 0 c where the water starts to freeze. But until all the liquid water has change to ice, then the temperature starts decreasing again. Now the water is no longer liquid it has change states to solid ice. At temperatures below 0 c liquid water freezes and above 0 c ice melts. But water expands when it freezes. That is because ice at 0 c has a greater volume than one gram of liquid water at 0 c. 13.2 Energy Requirements for the Changes of State Changes of state from solid to liquid and from liquid to gas ...

Perdón I-212 por deportación de Estados Unidos

Perdà ³n I-212 por deportacià ³n de Estados Unidos Los extranjeros deportados o expulsados de Estados Unidos reciben una penalidad y no pueden ingresar legalmente por un tiempo de castigo, excepto si obtienen un perdà ³n conocido como waiver I-212. El tiempo de castigo puede ser de 5, 10, à ³ 20 aà ±os o incluso de por vida, dependiendo de la razà ³n de la deportacià ³n. En este artà ­culo se explica cundo no es necesario pedir este waiver, tambià ©n conocido en algunos paà ­ses como perdà ³n o permiso, cà ³mo se solicita cuando sà ­ es necesario, tarifa que debe pagarse con la solicitud, tiempo que se demora en resolverse, quà © hacer si se obtiene la aprobacià ³n de este perdà ³n y cundo es necesario adems presentar otro perdà ³n conjuntamente.  ¿Cundo NO es necesario solicitar este perdà ³n? No todos los extranjeros que han sido expulsados o deportados de Estados Unidos necesitan este perdà ³n como paso previo para solicitar una visa no inmigrante -como por ejemplo la de turista o trabajo temporal -  o una visa de inmigrante  para la tarjeta de residencia (green card). Por lo tanto, si no se necesita, no solicitarlo, porque serà ­a una pà ©rdida de tiempo y de dinero. Y es que no precisan pedir este perdà ³n las personas en cualquiera de las siguientes categorà ­as: 1. - Los extranjeros que llegaron a un puesto migratorio de Estados Unidos y se les permitià ³ retirar su solicitud de ingresar al paà ­s. 2.- Los extranjeros que al llegar a un puesto migratorio de Estados Unidos fueron parados y se les impidià ³ el ingreso al paà ­s pero no fueron objeto de una expulsià ³n inmediata oficial. Esto es muy importante, porque hay que distinguir cuando ha habido una expulsià ³n y cuando simplemente no se admite al extranjero y se le devuelve al paà ­s del que ha llegado. Esta diferencia es fundamental. Hay que mirar quà © papeles se firmaron o fueron entregados. 3.- Los extranjeros que fueron parados en la frontera intentando cruzar ilegalmente pero, por la razà ³n que sea, no recibieron una orden de expulsià ³n inmediata. Es muy importante saber si se recibià ³ una o no. 4- Los extranjeros que llegaron a un puesto migratorio sin visa por pertenecer a un paà ­s de Programa de Exencià ³n de Visados y no se les permitià ³ el ingreso. Esto es importante para los turistas y personas de negocio chilenos y espaà ±oles. 5.- Los casos de salida voluntaria, cuando se salià ³ de Estados Unidos dentro del plazo previsto. Esta es una excepcià ³n muy importante. 6. - Los solicitantes de visa U por và ­ctima de violencia que se encuentran en Estados Unidos y piden un ajuste de estatus. 7.- Y, por à ºltimo, aquellos expulsados o deportados de Estados Unidos que ya han cumplido el tiempo de la penalidad. Por lo tanto, es fundamental saber el monto de los aà ±os que aplican a cada caso. Y es que para algunos extranjeros la penalidad dura 5 aà ±os, para otros es de 10 y para otros, 20 y, finalmente, para otro grupo existe lo que se conoce como prohibicià ³n permanente (permanent  bar en inglà ©s). Para conocer con certeza por cunto tiempo es la penalidad y los cargos se deben consultar los rà ©cords de corte, en casos de deportacià ³n, incluyendo la orden del juez y el documento que se denomina Notice to Appear in Removal Procedeedings. En el caso de expulsià ³n inmediata, es aconsejable tener el rà ©cord de la CBP (Patrulla fronteriza) y del Notice of Expedited Removal. En los casos en los que la dicta un juez por ser un caso de arriving alien tambià ©n es importante ese documento. En otras palabras, solo es necesario solicitar este perdà ³n si todavà ­a no ha pasado el tiempo de la penalidad y se quiere solicitar una visa no inmigrante o una visa inmigrante para ingresar a Estados Unidos. En este punto puede surgir la duda de quà © pasa con aquellos extranjeros que tienen una penalidad de prohibicià ³n permanente,  ¿pueden pedir un perdà ³n? La respuesta es que sà ­ en las siguientes condiciones: En primer lugar, si la prohibicià ³n permanente es porque se estuvo ilegalmente en Estados Unidos por ms de un aà ±o (no tiene que ser corrido), despuà ©s se salià ³ del paà ­s y se ingresà ³ o se intentà ³ ingresar posteriormente de forma ilegal y se desea pedir una visa no inmigrante, en este caso se puede pedir el perdà ³n en cualquier momento. Tener en cuenta que para la visa de inmigrante las reglas son distintas y es lo que se explica ms abajo. En segundo lugar, lo mismo sucede para los migrantes que fueron removidos de Estados Unidos y que despuà ©s ingresaron ilegalmente o fueron agarrados cuando lo intentaban. En este caso tambià ©n aplica una prohibicià ³n permanente pero se puede pedir el perdà ³n en cualquier momento si lo que se desea solicitar a continuacià ³n es una visa no inmigrante. Un caso distinto es cuando se quiere solicitar la visa de inmigrante en los 2 supuestos anteriores y tambià ©n todos los dems casos de prohibicià ³n permanente ya es necesario poder demostrar ausencia de Estados Unidos por al menos 10 aà ±os antes de poder solicitar el perdà ³n.  ¿Cà ³mo se pide el perdà ³n I-212 para ingresar a EE.UU. despuà ©s de deportacià ³n? Por regla general el perdà ³n se pide llenando el formulario I-212, si bien hay unas pocas excepciones cuando se solicita una visa no inmigrante en determinados consulados de los Estados Unidos. Tambià ©n puede haber variaciones segà ºn el caso en lo referente a la cuota por aplicar y a la necesidad de aportar datos biomà ©tricos (huellas digitales y fotografà ­as). El formulario debe ir acompaà ±ado de documentos que se piden en las instrucciones del formulario y adems de aquellos  que sirvan de apoyo a la razà ³n por la que se solicita el perdà ³n. Entre ellos, destacan: Certificados de hijos, matrimonio, etc para probar existencia de familiares inmediatos en Estados UnidosDeclaraciones juradas de personas que afirmen que la persona que pide el perdà ³n es de buena moralreportes mà ©dicos o psicolà ³gicos para probar la dureza por la que pasan los familiares en Estados Unidos debido a la separacià ³n causada por la deportacià ³n.Reporte policial para demostrar un rà ©cord limpioEvidencia de rehabilitacià ³n si en el pasado se ha cometido algà ºn delitoCertificados de estudios o profesionales para probar capacidades de empleoReporte sobre la situacià ³n del paà ­s en la que se tiene que vivir si no se permite el regreso a Estados Unidos, etc. Si alguno de estos documentos est en un idioma distinto al inglà ©s, debe traducirse. Este listado debe entenderse como una sugerencia y deben incluirse todo lo que sirva para merecer el perdà ³n. El oficial de migracià ³n tiene libertad para decidir si aprueba la solicitud de perdà ³n. No existen reglas absolutas pero se considera que son factores a favor de su aprobacià ³n los siguientes: La existencia de familiares inmediatos en Estados Unidosla situacià ³n de dureza que puede ser causada al familiar en Estados Unidos, siempre que sea un ciudadano o un residente permanente legal. Incluso se puede considerar la dureza que se causa al empleador que se tenà ­a.El tiempo que se vivià ³ en Estados Unidos. Cuanto ms, mejor.El estatus migratorio que se tenà ­a antes de ser removido. Por ejemplo, si se tenà ­a la green card o una visa.La falta de rà ©cord delictivo o si se ha cometido uno, que no sea grave.En el caso de las expulsiones, cuenta a favor tener sà ³lo 1. Ms de una expulsià ³n aumenta las posibilidades de negacià ³n del perdà ³n.El ser considerado persona con buena moral. Aquà ­ podrà ­a ser un problema situaciones de falta de pago de pensià ³n alimenticia, etc.Si ya ha transcurrido mucho tiempo desde la expulsià ³n o deportacià ³n.La probabilidad de convertirse en residente permanente legal en el futuro. Es decir, se tiene una peticià ³n de resid encia realizada por un empleador o un familiar. Por el contrario, se consideran factores en contra a la hora de decidir sobre la aprobacià ³n del perdà ³n los siguientes: Ausencia de familiares en Estados Unidos o que los familiares no dependan de ningà ºn modo de la persona deportada.Historial delictivo, particularmente cuando se trata de un delito grave o agravado.Mal carcter moralVarias violaciones migratoriasMs de 1 intento de ingreso ilegal a Estado UnidosProbabilidad de convertirse en una carga pà ºblica o se es un peligro para la seguridad de Estados UnidosEnfermedad fà ­sica o mental, excepto si el à ºnico lugar donde puede recibir tratamiento es en Estados Unidos.  Si pasà ³ poco tiempo desde la deportacià ³n o expulsià ³n.Si en el pasado se trabajà ³ ilegalmente en los Estados Unidos. Tiempo de demora del perdà ³n I-212 y cuota por la peticià ³n En la actualidad, la totalidad de las solicitudes de perdà ³n I-212 se resuelven en menos de 180 dà ­as, es decir, seis meses.   En el momento en el que se escribe este artà ­culo, la cuota por aplicar es de $930, que debe pagarse al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s).  ¿Quà © pasa si se obtiene la aprobacià ³n del perdà ³n I-212? Ese perdà ³n es vlido de por vida, a menos que la agencia que lo concedià ³ lo revoque o que la persona cometa algà ºn delito o infraccià ³n migratoria que dà © lugar a una nueva deportacià ³n o expulsià ³n. Sin embargo, el perdà ³n no restaura nunca a la situacià ³n anterior al problema que dio lugar a la deportacià ³n o a la expulsià ³n. Por ejemplo, si se tuvo una visa de turista, no se recupera, o una tarjeta de residencia, etc. Adems, el tener el perdà ³n aprobado por sà ­ mismo no es suficiente para poder ingresar a Estados Unidos. Es decir, hay que solicitar una visa no inmigrante o tener una peticià ³n de visa inmigrante. Cualquiera de estas visas puede ser denegada si no se cumplen todos los requisitos para su aprobacià ³n. En el caso de las visas no inmigrante el problema puede surgir por no ser elegible o por no ser admisible. En el caso de las visas de inmigrante, sà ³lo por causa de inadmisibilidad. Precisamente para muchas causas de inadmisibilidad es posible pedir un perdà ³n. Para las causas que convierten a una persona en inelegible no es posible. Teniendo en cuenta esto, es importante leer el siguiente apartado.  ¿Es necesario pedir otros perdones conjuntamente con  I-212? Dependiendo del caso de cada uno, puede ser imprescindible presentar 1 o ms perdones conjuntamente con el I-212, ya que à ©ste solo sirve para la penalidad de la deportacià ³n o expulsià ³n. Por ejemplo, si se quiere es obtener una visa de inmigrante y hay otros problemas de inadmisibilidad como el castigo de los 3 à ³ 10 aà ±os, fraude de ley, comisià ³n de delito,enfermedad etc. entonces se necesita tambià ©n pedir el perdà ³n I-601, que tiene requisitos muy exigentes. Pero si se desea pedir una visa no inmigrante y hay ms causas de inadmisibilidad adems de la remocià ³n, tambià ©n se debe pedir otro tipo de perdà ³n.    Adems, es posible que el problema sea una causa de inadmisibilidad contra la cual no es posible pedir jams un perdà ³n, como por ejemplo tener en contra una declaracià ³n de haber solicitado previamente de forma frà ­vola la condicià ³n de asilo. Otro ejemplo es haber declarado falsamente ser ciudadano estadounidense para obtener un beneficio. Asimismo, no hay perdà ³n en los casos de delito de drogas cometidos despuà ©s de cumplir los 18 aà ±os, con la à ºnica excepcià ³n de posesià ³n de mariguana para uso propio o en los casos de matrimonio de conveniencia para obtener los papeles. Debido a que los casos de perdones son muy complicados es altamente aconsejable asesorarse por un buen abogado especialista en estos asuntos.  ¿Cul es la penalidad si se ingresa a Estados Unidos sin el perdà ³n I-212? Si se ingresa ilegalmente cuando est pendiente de cumplir el castigo por la expulsià ³n o la deportacià ³n automticamente se reinstaura la orden de deportacià ³n, de tal manera que si se es detenido o arrestado se proceder a su deportacià ³n sin pasar por Corte. Adems, es posible que apliquen multas y que se den cargos penales por los que puede haber pena de prisià ³n.Finalmente, cae sobre esa persona la prohibicià ³n permanente para regresar a Estados Unidos. Consejos legales Es muy importante entender las dificultades de obtener un perdà ³n y, honestamente, que la mayorà ­a que son aprobados han sido preparados por abogados migratorios reputados con experiencia en este tipo de casos. En esta pgina no se recomienda a ningà ºn letrado en particular, pero sà ­ se aconseja verificar con AILA, la asociacià ³n de abogados migratorios, para consultar sobre este tipo de casos. Este es un artà ­culo informativo. No es asesorà ­a legal.

Breakthrough of Electricity-Powered Vehicles and their Potential Essay

Breakthrough of Electricity-Powered Vehicles and their Potential Benefits - Essay Example So it must be the decision of everyone to at least consider partaking in the prevention of increasing consequences of environmental pollution that affects the local, regional, and global environment. It is in this reason that the United States should consider looking for alternatives that will totally eliminate driving fuel-based motor vehicles. Driving electric cars in the future is a good alternative due to the following economic and environmental reasons. Electric cars will decrease America’s dependence on foreign fuel â€Å"Oil is the lifeblood of modern civilization† (Pollack 278). It could not therefore be contested that America’s modern economy rely heavily on foreign fuel. However, one essential advantage in driving electric cars is to minimize the dependence of countries like the United States on countries which can produce substantial amount of oil for global consumption. Unfortunately, the impacts that electric-powered cars have to offer and all of the benefits that are derived from them are not appropriately communicated to the public. The United States is without question highly dependent on oil that has become a major source of worldwide conflict. With the utilization of the electric-powered car, countries like the United States will be able to achieve independence on imported oil. Reaching this ambition appears to be so close yet so far considering â€Å"a real, permanent solution to deal with the economic pain and strategic vulnerability inflicted on every American as a result of the collective foreign oil addiction† (Huffington Post). Purchasing oil is outrageously expensive, and the United States is already in debt with the Middle East leaving vulnerability to manipulation. The United States should not be dependent on any country, let alone the Middle East, especially not for a resource that has ultimately led to war. Electric cars using renewable energy will sort out this mess once and for all. As President Obama s tates in his speech, â€Å"our economic prosperity should not be beholden to the Middle East, or anywhere else† (Huffington Post). This addiction cannot be easily solved by turning to other countries for drilling but can be resolved by the government urging Americans to be in control of the future energy consumption. This could not be possible without the uprising usage of electric vehicles. â€Å"Using domestically-generated electricity rather than relying on foreign oil, we can achieve energy independence and will no longer need to engage in costly wars in the Middle East to secure energy supply† (Papercut Films). Electric cars will decrease emission of green house gases Every fuel-powered car releases massive amount of dangerous gases, rapidly adding to the buildup toxins in the atmosphere. Specifically, the combinations of Carbon, Nitrogen, and Sulfur Oxides, and Hydrocarbons [question: are these words capitalized?] emitted from the exhaust pipe. Besides solid evid ence, these scientific terms hold no significance, unless one is aware of the everlasting affects these gases have on the environment. In the midst of the car’s fumes merging into the air that people breathe, the destruction of the ozone layer is also intensifying, which in turn increases global warming. Inhaling Carbon Monoxide impairs the flow of oxygen to the brain, lung problems including cancer, birth defects, and ultimately can lead up to damaged

The Battle of Algiers Essay Example | Topics and Well Written Essays - 500 words

The Battle of Algiers - Essay Example The movie is a real picture of what happened in Algeria during the colonial era. The movie is also developed following the story in the book the â€Å"Wretched of the earth.† The movie is featuring an actor representing the real Frantz Fanon who is the author of the book and was a key player during the Algerian independence struggle. The movie is reconstructed using realistic styles to be like a documentary in order to elaborately inform viewer on the historic event (Proyect). The movie documents all injustices and inhumanity the colonizers imposed on the people as they struggled for independence. In the movie the battle of the Algiers, the entire scenes are constructed using historic memories and content of the book written by Frantz Fanon â€Å"The wretched of the earth.† It is visualized that some content of the book were being imitated live in the movie. For example, there are live scenes in the movie where reenactment of a character acting as Fanon appears (Proyect). The actor representing Fanon in the movie speaks out citing real words used by the real Fanon from his various books (Proyect). In addition to this, there are various interviews in the movie showing statements from people who knew Fanon, his family, and FLN members (Proyect). Other people included were Fanon’s colleagues from the hospital he used to work from. When the movie is compared to the book, definitely the interviews and real speech are not evident. The book is purely descriptive of the events that took place. The entire move is also supported by inclusion of styles like music and other sounds that could depict emotion or an incurring incident (Proyect). There are real sounds of gunfire and bomb explosion heard and seen in the movie. Contrary, when comparing this with the book, it is different. The author of the book has to use written exclamation marks and written sound symbols to illustrate emotion and other sounds. In both the Frantz Fanons Wretched of the Earth

Arthur Millers Death of a Salesman (cited) Essay Example for Free

Arthur Millers Death of a Salesman (cited) Essay Willy and Nora: Tragic Heroes or Home-wreckers? No one has a perfect life. Despite what Aaron Spelling and his friends in the media might project to society today, no ones life is perfect. Everyone has conflicts that they must face sooner or later. The ways in which people deal with these conflicts can be just as varied as the people themselves. Some procrastinate and ignore their problems as long as they can, while others attack problems to get them out of the way as soon as possible. The Lowman and Helmer families have a number of problems that they deal with in different ways, which proves their similarities and differences. Both Willy Loman, the protagonist of Arthur Millers Death of a Salesman and Nora Helmer, protagonist of Henrik Ibsens A Dolls House experience an epiphany where they realize that they were not the person the thought they were: while Willys catharsis brings about his death, Noras brings her to a new life; hers. Both characters flaws bring about their departure from their respective families as well. They are both overly concerned with the appearances they and their families present to society: as a result they both project false images to others. From their appearance, both seem to be involved in stable marriages and appear to be going places. Willys job as a traveling salesman seems stable (although we never know what it is he sells) when he tells his family that he knocked em cold in Providence, slaughtered em in Boston (Miller 1228). It is not until Willys wife, Linda tells us that he drives 700 miles and when he gets there, no one knows him any more, no one welcomes him (Miller 1241). If thats not enough to convince readers of his failure on the job, the fact that he gets fired after working for the same company for 36 years cements his incompetency in the business world to readers. While Nora does not work in the business world, (few woman, if any did over 120 years ago) her failure to take care of her responsibilities becomes quite evident as well. See more: citing an essay When the play opens and Nora enters with a Christmas tree and presents for the children, she gives off the impression of a good mother trying hard to prepare a great Christmas for her family. Upon further analysis we see that Noras duties, in general, are restricted to caring for the children, doing housework, and working on her needlepoint. Nora cannot complete these duties even with the full-time help of Anne Marie, a housekeeper who cleans up after Nora just as much as the children. When Nora and Kristine are having a discussion towards  the start of the play, Nora informs her friend that, Im so happy and relieved [with my marriage]. I must say its lovely to have plenty of money and not have to worry. Isnt it? (Ibsen 1119). The rosy picture she painted of her family and marriage are in stark contrast to the stranger of a man (Ibsen 1168) she refers to her husband as. We realize that she had not been living her life at all; rather the life that her husband wanted her to live. Whi le both Willy and Nora succeed in giving of the appearance of being competent, efficient and helpful family members who contribute to the well being of their respective families, they prove otherwise as the plays progress. While the two plays take place nearly 100 years apart, are set on different continents and each have completely different family members, both engage in lies and deceit that hurt their families; after which each protagonist leaves their family. Not only does Willy lie about his performance on the job, he lies about his faulty car as well. He tells his family that the Studebaker keeps malfunctioning when in reality we find out through Linda that he has been deliberately trying to kill himself. The biggest way in which Loman deceives his family is by cheating on his wife while away for work in Boston. When his eldest son discovers his fathers unfaithfulness, he loses all trust for his father, and Biffs life pretty much goes downhill from there. Willy Lomans lies, deceit, unfaithfulness have resulted in huge problems for his family. Nora also starts trouble in her household through lies and deceit. Noras crime of forgery is not even a crime in her mind; she does not realize that the law does not take into account peoples motivations behind their actions. While she knows that Krogstad has been associated with shady law practices, she does not realize that his crime was on the same level, if not less illegal than the one that she has committed. When Tourvald opens the letter and finds out about her crime, he goes ballistic, and cannot believe that his own wife could be capable of such a crime. This is ultimately the reason / situation that helps Nora realize that she must leave her family in order to begin to live her own life. But Nora even lies about the little things in life such as the eating of macaroons (Ibsen 1126). Her husband forbade her from eating them on account that they will rot her teeth, and when she is seen eating them in her house, she says that they are a gift from Kristine, which is a lie. Both Willy and Noras lies and deceitfulness frustrate their families to the  point where each protagonist much leave their family; although Willys departure is his death, Noras is the start of her real life. Both main characters also use an escape mechanism to leave reality when they realize that their lives are on the wrong path. When Loman starts to realize that his pride and joy in life, Biff, is a lazy bum (Mille r 1218) he begins to talk to himself (Miller 1221). These mental lapses bring Loman to a happier place and time, when his kids were young and innocent and he thought that the best part of his life lay still ahead. This acts almost as a defense mechanism against the pains of reality for Willy. In the final scene, after Biff tells his father that he is a dime a dozen and that the Loman name really doesnt mean much, Willy engages in the ultimate escape mechanism; suicide. Although it may appear on the surface to be a selfish and coldhearted move to spite his family, he actually did it so that his family may live a better life with money he thinks they will receive from his life insurance policy. When faced with the harsh pains of reality, Nora also uses defense / escape mechanisms to ignore the problems at hand first, then to conquer them in the end. She believes that she has done nothing wrong, and that if what she has done is illegal, that her good intentions will nullify the illegality of her forgery. When Krogstad informs her otherwise, tells her the possible repercussions of her act, and ultimately gives her an ultimatum, this is her first touch of reality outside of the dolls house that she lives in. To cope with the harshness outside of this dolls house, she immediate ly retreats back inside and attempts to distract herself with Christmas decorations (Ibsen 1133). She uses the tree and presents to distract her from her problems, and tells the nursemaid Anne Marie that shes too busy to play with her kids who want to see her because she must try to distance her mind from the subject at hand. Here she is only making the problem worse by not dealing with it. When she finally realizes that her main duty [is] to [her]self (Ibsen 1166), and that she has been living life according to what her father and husband have wanted rather than what she has wanted, Noras epiphany is complete. She knows that the only possible solution that can work for her is to leave right away. Willy and Nora both escape their problems first by drifting away with mental distractions, then when they fully realize their problems, they both must physically leave their families. For Willy this means death, for Nora, the  start of (a new) life. Willy and Nora share a fatal flaw: they try to make others happy before making themselves happy. All that Willy ever wanted in life was to be well-liked and for his sons to follow in his footsteps. Their lives focused too much on fulfilling others rather than themselves, and in the end this flaw led to their departure from each of their respective families. When Charley asks Willie when the hell are you ever going to grow up? and Biff declares that we never told the truth in this house for 10 minutes (Miller 1280) we realize that Willy will never grow up and that he must leave his family because he will never grow up and that nearly his whole life has been a farce. Similarly, when Nora tells her husband that the only way he (and her) can only change if Tourvald has his doll taken away (Ibsen 1168) we realize that Noras life too has been a farce and that she must leave in order to begin her own life.

The Media and Body Image :: Media Argumentative Persuasive Argument

The Media and Body Image    Abstract    This research examined the media and how it affects fitness and body image. This was assessed by collecting data from surveys taken by three groups of ten high school students, five of each sex.   Two of the three groups were exposed to different media packages, one depicted images of unnaturally thin individuals, the other depicted athletic figures, while the third group was exposed to no prior data.   The results indicate the students attitudes towards social fitness views and self-acceptance.   It was my hypothesis that a correlation between media and the fitness concept will be found but the idea of a personal body image will remain fixed as body image is a determined part of one's psyche.   A significant correlation was discovered between those who viewed the thin package and their attitudes on social fitness.   However a low score in the self- acceptance scale in all three groups suggests a low self-concept within all participants.   This supports my statement that there would be a connection between the fitness concept and the media packages as well as a constant self- concept maintained by all participants.    In assessing personal attitudes it is often important to measure not only what an individual feels towards others but also his/herself.   Prior research indicates this is especially important when measuring attitudes towards physical issues. It has been found that opposing views may be held simultaneously by individuals in regards to themselves and others.   Also concern for how a response will reflect upon his/herself may negate an individual expressing his or her true attitudes.   This research sought to assess the attitudes of high school students towards fitness and body image in the presence of different physical media icons.   By monitoring the individuals response to both a third person scale and a personal scale, true attitudes can be assumed.   In this study, the different groups were the independent variable, here in described as Group A, those exposed to the thin images, Group B, those exposed to athletic images, and Group C, those exposed to no images or the control group, whereas the groups score was the dependent variable.   The surveys were distributed to thirty students, ten in each group, five of each sex.   The dependent variable, in the Social Fitness Attitudes Scale, reflects the individuals attitude towards fitness in society and in a dating atmosphere.   The higher the individuals score the more they are influenced by society, with a score of 46 being the accepted indication of society influence.   In the Self Acceptance Scale, the lower the individuals score the lower their self concept with scores between 36-110

Query letter

Dear Publisher,  Illustration has always been my passion since the last 15 years of my life and now I am at a point from where I can introduce my illustration book, â€Å"Cultural Diversity†, to the readers all across the Globe. My book, â€Å"Cultural Diversity† offers a collective view of the world, in which it highlights the greatness of it. I have traveled extensively across the continents to create my book from my direct experience. Thus â€Å"Cultural Diversity† has become a depiction of wonderful collage of various cultures of Europe, Asia, America and Africa, while identifying the effects of cultures over civilization.I love to communicate with the world with my paintings and especially I love to put forth a message through them that world is much beautiful than we can anticipate – that irrespective of situations there is always the ray of hope, love, amity and fraternity – and I have sincerely tried to show that these universal positive q ualities unify the various civilizations across the globe.These positive qualities that I could observe among all the places I visited, have remained my guiding engine behind the creation of â€Å"Cultural Diversity† – they culminated into a wonderful package of emotion, which then converted them into painting. That package of emotion, however, contains various shades in it – like an intense desire to the hopeless winning hopes or the youths blooming to their best. Thus there are many paintings that contain elements of inspiration for all – which would touch the human mind and tell them to do their bit to come out of the shell of despair and frustration. Pictures tell more than 1000 words, so I believe and that has made me more confident about imbibing the positivism in the readers' mind through my paintings.I believe my proposed book would open a new horizon of ideas regarding how people can find the main chord of unity that exists in every part of the w orld with same qualities known to everyone. My book â€Å"Cultural Diversity† thus, would facilitate its readers to discover that common chord and rediscover the joy of togetherness and fraternity. In the wake of global disharmony, I believe this book would serve a great social cause as well.From a simple perspective, this book would communicate with its readers by two ways – by its paintings/illustrations and by short commentaries on them. This would greatly help a reader to get a comprehensive grasp over the nuances of each culture presented in the book. This brings forth the issue of educational value of this book – which encompasses all the segments of the readers like parents, teachers and researchers, besides the student community.Though â€Å"Cultural Diversity† has been accompanied by Mellitus language, I am ready to present it in other languages too – because the simplicity of the content of this book would pose no hindrance at all their c onversion into any other language. As for the language of the picture, it would appeal the same way to anyone belonging to any culture of language. And it is my paintings that dominates this book, each carrying one or two paragraphs of writing with them.In all, the proposed book   â€Å"Cultural Diversity† contains all my own essences of education, experience, creativity, imagination and utmost passion to serve the world in my own humble way – where the world would stop by and happily think of the joy of togetherness, of wonderful unity in diversity. Thus I would like you to be the bridge between my dream and the reality by being the publisher of â€Å"Cultural Diversity†Looking forward to hearing from youDETAILS OF THE PROJECTI. OVERVIEW OF THE BOOK: â€Å"CULTURAL DIVERSITY†Each painting of the book has evolved out of a particular culture, and thus contains specific elements of that culture to help the reader/viewer identify that. It took a painstakin g amount of research to find out the appropriate characters, social events or other elements that could highlight the uniqueness of a culture. I'm sure, the incorporation of different characters at every page that I have made with special emphasis on remembering them for longer period, would keep its readers engaged from its first page to the last page. â€Å"Cultural Diversity† would also serve as a wonderful documentary of a time that is surely in transition in the wake of globalization – with the advent of Internet and virtual world, the little nuances and customs spread all across the globe among different communities are now becoming the part of history – a good slice of which has been kept alive in my proposed book.This book demonstrates cultural diversity among 19 nationalities with strong cultural features. Between its folds, it holds the message that the world should be peaceful with friendly people living together; no matter what language they speak of what are their other ways of living. This book is an account of my first-hand experience about all the 19 places and their cultures, where I researched painstakingly to gather all the details like traditional costumes, skin colors, facial features, life style, and the styles of their architecture. 19 pieces of painting in the book represent 19 nations, while the last painting combines the features of all 19 nations to form a unique painting to substantiate the final message – â€Å"No matter we differ in color, race or nationality, all of us are the parts of one single journey of civilization on this earth.†The nationalities chosen for the project are: British, Chinese, Japanese, Italian, French, Korean, Thai, Indian, Hindu, African, German, Egyptian, Vietnamese, Greek, Filipino, Turkish, Dutch, Icelander, and Russian. Each painting of them clearly highlights the unique feature of a particular nation, with exaggerated costumes, emphasized facial features and stylized characters. My own imagination too has supplemented the compositions, besides an intense use of my knowledge and skill of painting that I mastered through extensive schooling and practice – in fact this book is the end product of my tenure as a student.II. CATAGORY/NATURE OF THE BOOKThis books belongs to the category of Painting and Illustration. Three examples of other books, viz., â€Å"Jimmy's Books of Paintings†, â€Å"Moster Goose† and â€Å"The Adventures of Abdi† from this category would explain better:1. â€Å"Jimmy's Books of Paintings†: Jiminy he is a famous artist in Taiwan and Japan with lots of titles to his credit. Most of his book have become popular, of which a good many cheater has been made for toy or gift goods. His target readership aims readers from the age group 12 onwards, which would be my target tool. Some of his books have been used as educational items for the younger generations, as Jimmy mostly highlighted the subject à ¢â‚¬ËœLove' in his books.   Accordingly, my book highlights the topic â€Å"Fraternity†.How My Book Differs from Jimmy: Jiminy’s artwork has solid condense smooth contrast, while my art has more contrast impact, intending to drag more of the readers' attention. This is in complete contrast with Jimmy's style. While Jimmy's book speaks about Love, my book wants to establish the power of fraternity – which holds a much larger canvas and much significance in topicality under the present context of deteriorating state of global harmony. Therefore my book promises to attract a larger readership across the globe.2. â€Å"Moster goose†: This is another kind of illustration book, which simply tells some stories with simple painting. This book targets little children’s' market. The illustrations and writings in it are very simple and is not for the readership above 15 at the most.How it Differs from My Book: My book is very complex in a sense that it cont ains something more than an illustration. It speaks its story through the paintings primarily. However, the elements incorporated in the paintings would definitely rouse the interest among children as well. This way my book is miles ahead in the range of possible readership, with its promise to become a part of the growth of the children all across the globe.3. â€Å"The Adventures of Abdi†:   This book uses live sources as its basic design where it tells a complete story with picture.Its Difference with My Book: My book covers more elements than live sources, and instead of telling a single story, it highlights different aspects of different communities across the globe and in the end unifies them in a single painting to put forth the message of fraternity. I have used few paragraph to inform about the communities mostly, thereby leaving much scope for the readers to imagine on their own, while letting the paintings interact with them. Thus my book stands apart in style an d technique from â€Å"The Adventures of Abdi† and also promises to gather much larger readership than it.III. AUTHOR'S BACKGROUNDI have been learning Art for about ten years. There were many reasons why I chose to be an Artist as my lifetime career. While painting a piece of artwork, other than fulfilling the happiness inside of me, it also helps me to put the painful memories of my real life aside. On top of that, my family background took the major role of why I want to be an Artist.Since my parents got divorced before I was born, my mother raised me. While I grew up without having a father by my side, my mother became the most important role in my life. But on my age of fourteen, my mother was confirmed having rectum cancer. That was the most frightening moment of my life. What if she left me and won’t be there for me anymore?Luckily, my mother didn’t leave me. After she got healed, she said to me, â€Å"You must learn something in professional skill. In ca se I must leave you some day, you must have the ability to support your own life in this challenging world.† I love painting since I was little, so I thought maybe I have some talents within this field. But when I decided to join the world of art, my mother had strongly disapproved that idea. She opined that it is hard for an artist to get a stable job in Taiwan, my native the place.Passion overruled the suggestion, as painting happens to be my life. I never feel tired of creating artworks. Fortunately, she listened to my appeal and finally allowed me to choose what I want to be.I spent most of my time on painting. I enjoyed and treasured each of my chances of learning in school and that definitely has improved my painting skill, knowledge of art, composition, color theory and creativity. Initially it was more of a challenge took charge of me, as I wanted to prove my worth as an artist to my mother – but in the end it turned out to be one of pure love for art and nothin g else! Now my hard work is not just aimed to fulfill my mother's dream, but also to fulfill the promises showing in my art.A lot of people use different ways to recall their memories and experiences. For example, writing dairies, recording voices, or taking pictures. My way of recalling my memories and experiences is to paint down what I saw. I have been living in America for five years. America is a very interesting country since it is an international place where people came from different parts of the world. Most of the people I’ve met in this country have actually moved here from another place. With such friends and schoolmates living close by, each of us contribute to form a wonderful global culture here, which perhaps also influenced my thought process to go in creating a book with the concept of global fraternity.IV. TARGET MARKET SEGMENTMy target market segment covers the following features:І) It aims to cater to the market segment between the range of 12 years a nd above.ІІ) It aims to cater to the global audienceІІІ) It aims to keep the price range within the reach of lower or lower middle income group.V. IDEAS ABOUT PROMOTIONThere will be online stores under my personal web site and I will contact the online bookstores operating from Taiwan and US, who would carry promotional campaign with excerpts of my book and downloadable screensavers made with one or two of my paintings. Alongside they would provide easy online retail outlets. A promotional video can also be made with the excerpts of the book. These will be joined by traditional advertisements on the magazines and on the websites.I will open a web blog with the description of the book and promotional literature for it. Besides that I will hold small meetings with friends and peers to hold lecture sessions with the USP of the book. Alongside, I will promote my book with some small giveaways like key holder, small notebooks, etc., all designed with elements taken fr om my book.VI. PRODUCT SPECIFICATIONi) Book Size: 16Ãâ€"12 inch total 40 page including coversii) Printing: Profession Print will be done in China. Digital file request for example print, most example print will be free if we order the amount of print around 5000-10000 books, full color print. Selection of different paper and book cover paper material will change the cost accordingly. This estimate has been received from a printing farm based at Shenzhen city, China, over international phone quote, which puts the basic price range for 5000 prints (hard cover book, double side saint gloss finish on two-pound paper) cost around $2-$3 per book, excluding shipping cost.І) Shipping Cost and Delivery Time: It is about $600, that would   take around 3 week to US.ІV) Estimated Final Cost: Around $4 per book.V) Estimated Sale Price: I will set my book sale price around $16.99 for US, $10 for Asia such as China, Taiwan, Hong Kong.Ends

A Farewell to Arms †Use of Weather Essay

A Farewell to Arms is a gripping novel that tells the tale of an American soldier, Frederic Henry, in Italy during The Great War who is torn between his duty as an officer and the love of his life, a nurse named Catherine. In the novel, Ernest Hemingway brilliantly uses nature to symbolize and foreshadow certain events in the couple’s difficult journey to escape the war and be with each other. Rain, snow, lakes and rivers all represent either loss, safety, or freedom for the two. Rain clearly symbolizes loss, death and tragedy in the story. This is established very quickly, as in chapter one Henry states that, â€Å"At the start of the winter came the permanent rain and with the rain came cholera †¦ in the end only seven thousand died of it in the army† (4). Right away, the reader should pick up on the symbolism of loss. After Henry falls in love with Catherine, the night he has to leave her to go back to the front there is fog that turns into a cold rain. As the novel progresses, rain foreshadows many other events such as the German offensive and massive Italian retreat, in which many Italian soldiers are killed. It also foreshadows the loss of Henry’s own unit. The day that Henry and his men are to retreat, Bonello mentions the wine they are drinking and Aymo replies, â€Å"To-morrow maybe we drink rainwater† (191). The next day Aymo is actually killed and Henry’s unit falls apart. The big example of rain foreshadowing loss occurs at the end of the story. When Henry and Catherine are at their lodge in the mountains, the night they decide to move to the town for the baby, it starts to rain. Once the baby comes, it rains and Catherine, as well as the child, die. This was clearly indicated as Catherine once said, â€Å"I’m afraid of the rain because sometimes I see me dead in it† (126). Rain is definitely one of Hemingway’s most prevalent tools for foreshadowing in this story. Snow is used in the novel as a symbol for safety and security. It acts as a temporary cease to the fighting and bloodshed, as Henry states, â€Å"looking out at the snow falling slowly and heavily, we knew it was all over for that year† (6). It also represents safety when Henry and Catherine are in their home up in the mountains, completely surrounded by snow, where the war would not reach them nor the battle police to arrest Henry. It was because of this knowledge, how the snow brought an end to the fighting, that many people were hoping it would come once rumors of an enemy offensive were surfacing because snow would make it difficult for the enemy to fight and advance. When Henry returns to the front, the major says, â€Å"I don’t believe they will attack now that the rains have started. We will have the snow soon† (165). Because the snow would be coming soon, the Italians didn’t believe that an offensive was coming and were thus caught completely off guard when it did. In that way, snow symbolizes safety in the story. Symbols for freedom in the novel are natural waterways. Twice, Henry is able to escape war by either a river or a lake. During the retreat, many officers in the Italian army were being blamed for the army’s embarrassment and shot. Henry, being an officer, was pulled to the side and put in a line to be shot. Not allowing himself to be killed, Henry, â€Å"ducked down, pushed between two men, and ran for the river†(225). He sprang into the river and was eventually able to get out downstream. He was then able to find new clothes and was completely free from the army, the river being his liberator. Once reunited with Catherine, they stay at a hotel on a lake. One night he is awoken by the barman who warns Henry that he is going to be arrested in the morning. They quickly conceive a plan for Henry and Catherine to cross the lake to Switzerland; to freedom. All goes well with their plan and the couple are able to escape the country and live well in Switzerland, natural waterways freeing them from trouble for the second time. Hemingway uses nature perfectly to symbolize and foreshadow events in the story. With a mention of rain, snow, or a river or lake, the reader is able to get an idea of what an event might mean, or what events may occur, whether it be loss, safety, or freedom.

Analysis on Propaganda Posters of the United States of America Essays

Analysis on Propaganda Posters of the United States of America Essays Analysis on Propaganda Posters of the United States of America Essay Analysis on Propaganda Posters of the United States of America Essay Historians claimed that the imperialism, nationalism and alliances of countries were among the primary causes of the World War I (otherwise known as The Great World War, The First World War or simply WW1). Although its causes were diverse, it was foremost ignited by the assassination of Archduke Franz Ferdinand, heir to the Austria-Hungarian throne, and his wife on June 28, 1914 at Sarajevo, the capital of Bosnia. The war was fought from 1914 to 1918 between the Allied Powers (France, the British Empire, Italy and the United States of America) and the Central Powers (Germany, Austria-Hungary and the Ottoman Empire). Joining the First World War incited much disagreement among the constituents of participating countries. Oneness of the people’s minds to join a war was impossible to achieve. Aaron Delwiche wrote in his article, Of Fraud and Force Fast Woven: Domestic Propaganda During the First World War at www. propagandacritic. com website, â€Å"the absence of public unity was a primary concern when America entered the war on April 6, 1917†. Thus, gaining public approval was one of the primary agenda in the planning tables of participating countries in order to get public support for their wartime efforts. And what was found to be a valuable tool is the use of propaganda posters. This paper seeks to analyze and understand the use of propaganda posters particularly that of the United States and Germany. Propaganda Posters of the Allied Powers The Greatest Mother In The World By Alonzo Earl Foringer, USA (Source: royalalbertamuseum. ca/vexhibit/warpost/english/post22. htm) This poster was one of the famous Red Cross posters during the war. It is symbolic and reminiscent of Michaelagelo’s renaissance sculpture - Pieta (Mary holding the dead Christ in her arms) as it featured a Red Cross nurse holding an injured soldier. The poster which is both visual and verbal in context intends to recruit volunteers in the Red Cross during the war. First Call By James Montgomery Flagg, USA (Source: library. georgetown. edu/dept/speccoll/amposter. htm) This is another version of Flagg’s famous â€Å"I Want You† poster. It shows Uncle Sam with his finger pointed at the poster’s viewer, stating ardently â€Å"I Need You in the Navy this Minute! Our Country will always be proudest of those who answered the FIRST CALLâ€Å". The illustrator of this poster transformed Uncle Sam’s characterization as an imposing and responsible being from what is commonly perceived as an adoring and flaccid old man. The poster was obviously aims to recruit men for enlistment in the US Navy. Propaganda Posters of the Central Powers Poster No. 2 By von Schauroth, Germany (Source: firstworldwar.com/posters/germany. htm) The poster showed three soldiers vigilantly positioned in a trench of a battlefield. In this poster, German propagandist attempts to get the nation’s support and sympathy by providing a picture of a real-life situation of the German soldiers in the war fronts. German texts translate: Offering for the Army and Navy (Lower texts, To Donate Money: Theaterplace 14, Office 5). Unlike the United States of America’s strategy of seeking war funds from the public through subscription of liberty bonds, Germany did it as a way of ‘donation’.

Definition and Examples of Universal Grammar

Definition and Examples of Universal Grammar Universal grammar is the theoretical or hypothetical system of categories, operations, and principles shared by all human languages and considered to be innate. Since the 1980s, the term has often been capitalized.  The term is also known as  Universal Grammar Theory. Linguist  Noam Chomsky  explained,  [U]niversal grammar is taken to be the set of properties, conditions, or whatever that constitute the initial state of the language learner, hence the basis on which knowledge of a language develops. (Rules and Representations. Columbia University Press, 1980) The concept is connected to the ability  of  children to be able to learn their native language. Generative grammarians  believe that the human species evolved a genetically  universal grammar  common to all peoples and that the variability in modern languages is basically on the surface only, wrote  Michael Tomasello. (Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press, 2003) And Stephen Pinker elaborates thusly: In cracking the code of language...childrens minds must be constrained to pick out just the right kinds of generalizations from the  speech  around them....It is this line of reasoning that led Noam Chomsky to propose that  language acquisition  in children is the key to understanding the nature of  language,  and that children must be equipped with an innate  Universal Grammar: a set of plans for the grammatical machinery that powers all human languages. This idea sounds more controversial than it is (or at least more controversial than it should be) because the logic of  induction  mandates that children make  some  assumptions about how language works in order for them to succeed at learning a language at all. The only real controversy is what these assumptions consist of: a blueprint for a specific kind of rule system, a set of abstract principles, or a mechanism for finding simple patterns (which might also be used in learning things other than language). ( The Stuff of Thought. Viking, 2007) Universal grammar is not  to be confused with universal language, noted Elena Lombardi, or with the  deep structure of language, or even with grammar itself (The Syntax of Desire, 2007).  As Chomsky has observed, [U]niversal grammar is not  a grammar, but rather a theory of grammars, a kind of metatheory or schematism for grammar (Language and Responsibility, 1979). History and Background The concept of a  universal grammar  (UG) has been traced to the observation of Roger Bacon, a 13th-century Franciscan friar, and philosopher, that all languages are built upon a common grammar. The expression was popularized in the 1950s and 1960s by Chomsky and other linguists. Components that are considered to be universal include the notion that words can be classified into different groups, such as being nouns or verbs and that sentences follow a particular structure. Sentence structures may be different between languages, but each language has some kind of framework so that speakers can understand each other vs. speaking gibberish. Grammar rules, borrowed words, or idioms of a particular language by definition are not universal grammar. Challenges and Criticisms Of course, any theory in an academic setting will have challenges, comments, and criticisms by others in the field; such as it is with peer review and the academic world, where people build on the body of knowledge through writing academic papers and publishing their opinions. Swarthmore College linguist K. David Harrison noted in The Economist,  I and many fellow linguists would estimate that we only have a detailed scientific description of something like 10% to 15% of the worlds languages, and for 85% we have no real documentation at all. Thus it seems premature to begin constructing grand theories of universal grammar. If we want to understand universals, we must first know the particulars. (Seven Questions for K. David Harrison. Nov. 23, 2010) And Jeff Mielke finds some aspects of  universal  grammar theory to be illogical: [T]he  phonetic  motivation for  Universal Grammar is extremely  weak. Perhaps the most compelling case that can be made is that phonetics, like  semantics, is part of the grammar and that there is an implicit assumption that if  the syntax  is rooted in Universal Grammar, the rest should be too. Most of the evidence for UG is not related to  phonology, and phonology has more of a guilt-by-association status with respect to innateness. (The Emergence of Distinctive Features. Oxford University Press, 2008) Iain McGilchrist disagrees with Pinkner and took the side of children learning a language just through imitation, which is a behaviorist approach, as opposed to the Chomsky theory of the poverty of the stimulus:   [I]t is uncontroversial that the existence of a universal grammar such as Chomsky conceived it is highly debatable. It remains remarkably speculative 50 years after he posited it, and is disputed by many important names in the field of linguistics. And some of the facts are hard to square with it. Languages across the world, it turns out, use a very wide variety of syntax to structure sentences. But more importantly, the theory of universal grammar is not convincingly compatible with the process revealed by developmental psychology, whereby children actually acquire language in the real world. Children certainly evince a remarkable ability to grasp spontaneously the conceptual and psycholinguistic shapes of speech, but they do so in a far more holistic, than analytic, way. They are astonishingly good imitators- note, not copying machines, but imitators. (The Master and His Emissary: The Divided Brain and the Making of the Western World. Yale University Press, 2009)

Competing Values Framework tes Research Paper Example | Topics and Well Written Essays - 1250 words

Competing Values Framework tes - Research Paper Example One of the dimensions related to organizational focus ranging from internal emphasis on staffs within an organization to the external focus that covers the outward relations of the organization. Their second dimension was concerned with differences between control and stability versus flexibility and change (Hamm 1993). The framework has other important aspects in addition to its original role as a leadership tool. It is a relevant tool for use across all levels within an organization. Scholars developed its name because initially, the four models that form as its pillars seemed to carry conflicting messages. Stakeholders desired to have adaptable, flexible, stable, and controlled organizations at the same time. Core Assumptions The Competing Values Framework consists of four quadrants. The first segment is the internal process model. This model bases on hierarchy, documentation, emphasises measurement, and management of information. The four processes are responsible for enhancing c ontrol and stability. It is essential to note that hierarchies function well when time is not an important factor and when an employee has sufficient knowledge about the requirements of the job. The second quadrant is the open systems model (O’Neill 1993). This model operates on organic system, readiness, resource acquisition and support, emphasises on adaptability, and growth. The processes do not control employees but inspires them. This efforts lead to staffs being innovative and creative. Rational goal model is the third core assumption of the Competing Values Model. The model centres on profit and emphasises on rational actions. The model has various assumptions that include a notion that proper planning and setting of goals leads to productivity and efficiency. The plan of action in this case, entails clarification of tasks, setting of objectives, and taking action. The final assumption is the human relations model (Hooijberg 996). This model puts a lot of emphasis on c ohesion and morale among employees. Motivation of employees according to the model comes from efficient training programs for employees. It considers employees as constituents of the organization existing in a common social system. The Competing Values Framework considers the four models that appear different and disjointed as a unit. They are related and interconnected. They fall under one large domain of organizational and managerial effectiveness. They are the invisible values that propel people, policies, and programs. Organizations live and die because of them. Application The Competing Values Framework applies in many areas within institutions and business organizations. It applies to individual styles, assess communication within organizations, and serves as a tool to analyse the degree of leadership. It helps in developing and building organizational culture for adoption by employees. This creates core competences necessary for success of a particular company. The human reso urces department within the organization uses its efficiency design motivational schemes, employee selection criteria, and the quality of employees (Quinn and Rohrbaugh 1983). The management of organizations can use the same to develop the best human resource practices, organizational capabilities, and develop change patterns. These developments are important when setting financial performance. The values of the framework apply across all ranks within organizati

Dyslexia in American Public Schools Research Paper

Dyslexia in American Public Schools - Research Paper Example 1). Furthermore since in our educational system successful learning requires reading ability, being dyslexic would consequently be of great disadvantage, that the need for early diagnosis and intervention of dyslexia is argued to save dyslexic children from experiencing failure (Bentham, 2002, p. 72; Wadlington & Wadlington, 2005, p. 16; GB Parliament, 2006, p. 395), which studies (Turkington & Harris, 2006, p. 126; Carson-Knight, 2007, p. 37) show may cause them undue social and emotional problems. Understanding Dyslexia History Most probably, dyslexia had been present since early human civilizations, but was unnoticed because the system of writing then is pictographic (proto-writing) unlike today, which is alphabet-based (letters), with the Latin alphabet the dominant writing system worldwide (Fischer, 2001, p. 7). Then, as societies have become literate, the abilities to read, write and count have become essential. Hence it was only then that dyslexia has begun to raise serious co ncerns and studies. (Riddick, 1996, p. 8) How dyslexia has gained much attention in the educational field, specifically in the US, will be presented here in three stages: 1) The Origin, 2) The Move to the US, and 3) The Current Theories of Dyslexia. The Origin (17th - 18th centuries). The origin of dyslexia can be understood following the historical accounts on the learning disabilities field (Hallahan & Mock, 2003, pp. 16-29; Wong, Graham, Hoskyn & Berman, 2008, pp. 1-3), which can be traced back to the 17th century in Europe from the works of European doctors and researchers on the relationship of brain injury and speech disorders – Franz Joseph Gall (1809) and John Baptiste Bouillaud’s (1820) localization of brain functions, Pierre Paul Broca’s (1861) nonfluent aphasia, and Carl Wernicke’s (1874) â€Å"sensory aphasia† (Hallahan & Mock, 2003, p. 17). Findings of these studies have shown indisputably that the brain is divided into specific areas with each area tasked with specific kinds of mental/cognitive functions. Hence, it had been believed that brain damage to specific brain area would mean impairment on the given function of that area (Wong, et al., 2008, p. 2). Consequently, this had inspired studies on reading disorders leading to the discovery of reading disability and was named differently – ‘word-blindness’ by the German physician, Adolph Kussmaul (1877), â€Å"dyslexia† by the German ophthalmologist, Rudolf Berlin (1884) (Hallahan & Mock, 2003, p. 18), â€Å"alexia† by Charcot (1887), â€Å"alexia or dyslexia† by Bateman (1890) (Guardiola, 2001, p. 6), ‘pure word blindness’ by the Swiss-born neurologist Joseph Dejerine (1892) (Heim & Benasich, 2006, p. 271), ‘word-blindness and visual memory’ by James Hinshelwood (1895) (Ott, 1997, p. 6). From this, succeeding research studies on more specific areas of reading disability ensued –William Pr ingle Morgan’s (1896) first case study on congenital word-blindness and Sir Cyril Hinshelwood’s (1896-1917) first systematic clinical studies of reading disorders essentially validating Broca & Wernicke’s areas (Wong, et al., 2008, p. 2). Thus the first theories of dyslexia had taken their form, which observably had focused on the causes of dyslexia being attributed either to defects on the structure of the brain or to deficits on the functions of the brain (Guardiola, 2001, p. 9). The Move to America (19th-20th century). The research