The Impact Of Westward Expansion On The United States

The purchase of the Louisiana Territory in 1803 opened the door to westward expansion. Thomas Jefferson purchased this extensive plot of land with the hopes of strengthening and expanding the Republic, unaware that it would have the opposite effect. Jefferson’s fateful decision to expand the United States nearly destroyed the Republic that Americans worked so hard to build. It triggered the rise of divisions amongst Americans. These small cracks continued to grow and tear at the seams of the nation. Although westward expansion between 1800 and 1848 granted many new opportunities to the American people, it also brought about tension that plagued the nation for years to come. Some historians may construe westward expansion as beneficial to the United States, arguing that it reduced tensions within the nascent nation. Westward migration was glorified in the early 19th century as the way in which to achieve true freedom. The West was associated with economic opportunity and basic Republican ideals. Streams of individuals seeking prosperity and liberty flooded into the west after the Louisiana Purchase. With the rapid peopling of the west, new transportation systems arose in an effort to connect the new western territories to the southern and northern regions. Roads, steamboats, and canals such as the Cumberland Road and Erie canal were created to transport people and goods from one end of the United States to the other. The railroad was another invention that promoted unity.Show MoreRelatedEssay On Manifest Destiny1551 Words   |  7 PagesManifest Destiny was a widely spread belief that settlers in the United States should expand across North America. It was the belief that fueled the westward expansion. The westward expansion led to many other events in and around the United States. Before Manifest Destiny and the westward expansion the French and Indian War and Revolutionary War took place which allowed America to declare independence. Manifest Destiny w as a big influence on the evolution of transport and technology. Before weRead MoreManifest Destiny1555 Words   |  7 PagesThe Evolution Of Transportation Manifest Destiny was a widely spread belief that settlers in the United States should expand across North America. It was the belief that fueled the westward expansion. The westward expansion led to many other events in and around the United States. Before Manifest Destiny and the westward expansion the French and Indian War and Revolutionary War took place which allowed America to declare independence. Manifest Destiny was a big influence on the evolution of transportRead MoreThe Secession Crisis Of 1860-18611637 Words   |  7 Pagesand 1861, many events had impacts on the United States that lead up to the secession crisis of 1860-1861. Slavery had great impacts on the country, such as the economic effect of the South overestimating its importance due to the prevalence of slave grown cotton. Westward expansion had the social effect of the citizens of territories wanting statehood to get into arguments and civil wars due to popular sovereignty. States rights had the political effec t of the southern states believing that since theyRead MoreThe Impact Of The Westward Expansion On Women And African Americans991 Words   |  4 Pages The Impact of the Westward Expansion on Women and African Americans The Westward Expansion started prior to The Revolutionary War, settlers were migrating westward to what states are now modern day Kentucky and Tennessee in hopes for a fruitful life and larger job opportunity. This Westward Expansion was aided through the Louisiana purchase in 1803, in which the United States purchased territory from France, resulting in doubling in size of the country. This Louisiana purchase was stretchedRead MoreManifest Destiny And Westward Expansion Essay1447 Words   |  6 Pages1) OUTLINE: I. Topic sentence. Manifest destiny and westward expansion was a tremendous key component to the growth of the nation economically because of the impact it had on native americans, women empowerment, and expanding the population of the country. II. Significance of topic. Americans looked towards the western lands as an opportunity for large amounts of free land, for growth of industry, and pursue the manifest destiny. III. List of evidence related to topic. The railwaysRead MoreEffects Of Westward Expansion715 Words   |  3 PagesWestward expansion was a time of successes and failures, a time celebrations and grief, a time full of life and death but in the end it shaped how America is the way is today. Westward expansion was put in action because of the belief of Manifest Destiny, the belief that it is America fate to expand from the Atlantic to Pacific ocean. The economical, political and humanitarians impacts were necessary to achieve the goal of manifest Destiny and Westward Expansion. Westward Expansion had the biggestRead MoreManifest Destiny Essay735 Words   |  3 PagesManifest Destiny affect on Modern United States During the mid 1800’s America was at a peak of nationalism, which involved their religious beliefs. Manifest destiny describes the attitude of a white man in America during the 19th century, involving their desire for evangelization, white supremacy, and westward expansion. To a majority of the Americans, manifest destiny was a proud accomplishment they would be faced with. Manifest destiny had a negative impact on the Native Americans, however, itRead MoreManifest Destiny Essay1433 Words   |  6 PagesManifest Destiny Westward expansion was a key component that shaped the United States not only geographically, but economically as well. The first sign of any expansion West from the original states was when Thomas Jefferson bought the Louisiana Purchase from France in 1803. The country was in need of new land in order to accommodate for the expanding population. Once the country started to expand, its power soon followed. The nation had a struggle with expanding because of the Native AmericansRead MoreManifest Destiny1327 Words   |  6 Pagesthe reason behind the US expansion into the West. What are the social, political and economical effects of this idea on the people living in the United States colonies and the West? Manifest Destiny is a term coined by John L. Sullivan in 1845 when talking about the annexation of Texas. He believed, along with other expansionists, that it’s inevitable that the US population would spread across North America because the land is given by Providence to the United States and that it’s natural thatRead MoreThe Decline Of The Colonial Era929 Words   |  4 PagesThe Colonial era was the beginnings of what was to become the United States of America. The transition from the Colonial period to what is now known as the United State came by way of the American Revolution. The American Revolution led to the birth of a nation which in turn led to its westward expansion. The westward expansion exposed internal conflicts, between the North and the South, eventually leading to the Civil War. The development of America was birth through the merger of the Colonial era

A Critical Evaluation of the Deductive Argument from Evil Free Essays

Logically, can Evil and the â€Å"three-O† God co-exist in this universe? The deductive argument from evil says they cannot. In this essay I will explain the argument and analyze why it is valid but unsound. I will do this by discussing fallacious nature of the premise that if God were omnipotent and knew he could prevent the existence of evil without sacrificing some greater good he would then necessarily prevent it. We will write a custom essay sample on A Critical Evaluation of the Deductive Argument from Evil or any similar topic only for you Order Now The essay will propose the following evaluation of the deductive argument from Evil: that each premise logically follows from its antecedent, but that the concepts in the premises themselves are not entirely understood and can be refuted. God’s Omni benevolence, specifically, need not incontrovertibly mean the prevention of every evil on earth – not even necessarily natural evil. Furthermore, I will address the purpose of evil and the compatibility of God’s all-good nature with the existence of evil. Concluding finally that the deductive argument from evil does not justify a belief in the nonexistence of God, despite the strength of the overall argument. The deductive argument from evil is an explanation for the incompatibility of evil and a â€Å"three-O† God. It answers to the problem of evil, which is the problem of whether or not such a God could logically coexist with evil. This argument both positively states that evil exists in the world, and normatively states that if God existed there would be no evil, therefore God does not exist. As mentioned previously, it deals with the concept of a â€Å"three-O† God; which is to say a God who is omnipotent, omniscient and omnibenevolent. Omnipotence means here that God has the ability to do anything that is logically possible and omniscience denotes that God knows everything that is true. Omni benevolence is the idea that God is perfectly good by nature and that He does no morally bad actions, including the omission to perform action. I accept the first two concepts as sound, but reject the third since it is implying ideas that may not directly stem from the nature of goodness or the all-good personality of God. However, I will come to this later on in the discussion of why this argument – as it stands – should be rejected on the basis of referential fallacy. In the deductive argument from evil it follows that if God can do anything logically possible and He knows all truth, then knowing He has the power to prevent evil without sacrificing some greater good, by his omnibenevolent nature he will. Evil in this case is not merely the absence of good, but actions and events that cause suffering – particularly natural evil or that which is not originated by man. This is the strongest variant of the argument and thus will be the one analyzed. If the premises in this argument were all true then the conclusion would irrefutable true; making the argument valid and the conclusion false if and only if one or more of the premises are false. This means that the argument can only be objected on the basis of unsoundness, leading to an examination of the possibility of falsity in the assumed truths of the argument or logical fallacy; namely a consideration of the meaning of Omni benevolence and the implications of a being’s nature. As stated above, the deductive argument from evil holds true that if God is omnibenevolent he will necessarily prevent the existence of evil. Nonetheless, it is not true that because a being has a certain characteristic he therefore must always act in accordance with this characteristic independent of his other attributes or other aspects of the situation. The premise is either asserting that God is not Omnipotent in His choice of whether or not to act in a situation where evil exists; Or it is assuming that God’s goodness directly implies a need for action against anything that is not good, rather than simply stating He will act in accordance to His good nature when He decides to intervene in human suffering. This brings back the idea of the true meaning of Omni benevolence. If it does denote that God will not omit to perform good actions, then does this not immediately explain how God’s lack of action against evil will lead to an understanding of the nonexistence of God? No. Simply because God does not intervene in evil, doesn’t imperatively mean that God is not choosing to do â€Å"good† through the choice of nonintervention. If God is Omnipotent and can choose to do anything logically possible, then he can also choose to allow evil if it serves a good purpose, not necessarily related to a greater good which explains the existence of all evil, but for other good reasons. Suppose that the greater good that not only enables us to forgive but also to justify all evil on earth was Heaven – a possibility of eternal life in paradise. God knowing he can prevent evil without sacrificing this greater good would do so due to his â€Å"three-O† nature (explained in the deductive argument from evil). Then what kind of evil might He logically allow to exist? Evil that may lead one to choose this eternal kingdom would be a form of evil that would be justified since it brings about a good, not that greater good which allows all evil to exist, but another good that is reasoned in the eyes of God. Eleonore Stump offers this idea as a response to the deductive explanation of the problem of evil, stating that natural evil can humble men and bring us closer to a reflection of the transience of the world. In her retort she explains that these things may bring man to even contemplate God’s existence, and thus possibly placing faith in God and guaranteeing an eternal life in the kingdom of Heaven (Stump, 210). An even further analysis of the issue of misinterpretation of Omni benevolence, or false assumptions about God’s nature, is the claim that the deductive argument from evil contains a referential fallacy; presuming that all words refer to existing things and that their meaning lies in what the refer to. This claim of the unsound nature of the argument asserts that the deductive argument from evil fallaciously assumes the idea of Omni benevolence is defined by existing ideas and worldly concepts of â€Å"all good nature†. It is logically possibly, however, that God’s perfect goodness is beyond man’s understanding and cannot be defined by actions or non-actions relating to the evil of this world. Thus leading to the false conviction that God need necessarily eliminate all evil from the world in order to be inherently good. These forms of counter arguments to the deductive explanation of evil’s non-compatibility with God can be refuted. The following are defenses for the deductive argument that support the primary understanding of God’s Omni benevolence as mandating the elimination of all existing evil. Firstly, Omni benevolence is a description of God’s absolutely good nature and entails that God desires everything that is good. This desire to bring about good things also means a desire to prevent evil things from happening. Hence God’s good nature doesn’t need to necessarily lead to no omission of good actions, but it does lead to the necessary idea that God would mostly want to prevent evil and would do so to fulfill His will and please Himself. Secondly, an argument based on the idea of Heaven is flawed because the existence of eternal life cannot be proven on Earth. Furthermore this is not a greater good that justifies the reality of evil because it is not tangible and does not coexist with the evil that is on here on Earth, right now. Despite these refutes, the three main arguments against the soundness of Omni benevolence ineluctably meaning the elimination of evil still stand. Firstly, God’s good nature can lead Him to desire good things, yet He may allow evil things on Earth in order to make us understand what is moral and what is immoral. Without evil then there would be no consequences to immoral actions, therefore no one would be able to distinguish between good or bad (Zacharias, 2013). Moreover, simply because good is correlated with the lack of evil does not necessarily mean good will cause nonexistence of evil. Secondly, heaven need not be a real place, proven by science, in order to posit a valid argument for the existence of God. The argument is that if Heaven exists, then it follows that all evils are justified by this eternal life. Also, a greater good that justifies evil is not required to be a good that is enjoyed in the present time; it may be a good that is to come. In conclusion, the deductive argument from evil is valid, with a logical conclusion following from the premises posed, but it is unsound in its assumptions of the nature of God – the implication of His traits. It makes a flawed link between the Omni benevolent essence of God’s being and a â€Å"necessary† elimination of evil by God. Furthermore, it fallaciously entails both a human conception of â€Å"perfect good† and a human understanding of this notion. How to cite A Critical Evaluation of the Deductive Argument from Evil, Essays

Beyond the Scenery free essay sample

The summer sun beamed down, making the bright daisies sparkle and shimmer like tiny stars. My hand grazed the familiar sunset pink journal, gliding over the faded rough edges. My big muddy brown eyes gazed at the sky filled with white puffy clouds. Gusts of wind blew throughout the park, dandelion puffs flying throughout the sky. Crystal waters stained the ground as a family of geese softly swam atop. The water was a clear blue, matching the shade of my mother’s eyes. With every splash, the baby geese would come closer together. The mother goose led them to still water, making sure her children would be alright, reminding me of my own mother. My mom would pick me up, and smile at my face full of innocence. I would be wearing a beautiful gown, and end up getting it covered in birthday cake. I would dance around the room, my older sister and brother running about. We will write a custom essay sample on Beyond the Scenery or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then my mother would say, â€Å"You can do whatever you want to do, my baby girl.† She handed me a notebook that day, and ever since, I’ve never stopped writing. Soon, The flashback blurred, my mind slowly returning to the park. My eyes drifted away from the pond, looking up at the oddly shaped clouds. A giraffe-shaped and an elephant-shaped cloud flew across the sky, bringing me back to when I was only 12 years old. â€Å"Let’s build a fort!† I shouted, sitting up off the grassy floor. My friends looked up at me, their eyes sparkling as if I had ignited some sort of firework. Right away, we all started getting to work. I rolled up my sleeves, my sturdy overalls warm for the cold journey ahead. My fingers became sappy as I collected fallen branches and leaves. Autumn had taken a toll on the trees leaving the sky an odd mix of purple and blue with streaks of silver. I pulled out my notebook, scribbling down our blueprints. One hour later, my plan had worked! Our fort stood tall, shining bright during the cold fall. All my friends giggled as we laid down in our fort gazing at the clouds through the cracks of our tiny roof. Suddenly, my mind drifted back to reality once more. My body lurched forward, standing up and stretching. I looked around for another cloud, but ended up staring off at the many trees around me. The sun began to set, the trees at a silent standstill. Small children climbed up the trunks, the leaves a bright shade of green, matching the grass below. I sat back down, noticing the sapling beside me. It had a short brown stem adorned with a green top, it still had a lot of growing to do, just like me. I want to learn more. I want to travel more, to places like Italy and France. I could write about all of the places I see and work it into my fiction and fantasy. I want to have my novels inspire others to life lives of adventure. I want to write poems about oddly shaped clouds. I want to host a party where everyone just plays silly board games. I want to write literature where people feel my own characters’ emotions. I want to grow. A smile found it’s way to my face, my hand reaching out for my pink notebook. This notebook has been with me for a long time, it’s filled to the brim with stories and ideas. The smell of ink wafted through my nose, a sense of reli ef washing over me as one last gust of wind blew throughout the humble scenery.

Socrates Essays (1225 words) - Socratic Dialogues, Socrates

Socrates At the elderly age of seventy, Socrates found himself fighting against an indictment of impiety. He was unsuccessful at trial in the year 399 B.C. The charges were corrupting the youth of Athens, not believing in the traditional gods in whom the city believed, and finally, that he believed in other new divinities. In Plato's Apology, Socrates defends himself against these charges. He claims that the jurors' opinions are biased because they had probably all seen Aristophanes' comedy The Clouds. The Socrates portrayed in Aristophanes' Clouds is an altogether different character than that of the Apology. The two different impressions of Socrates lead to quite opposite opinions with regard to his guilt. In The Clouds, Socrates' actions provide evidence of his guilt on all three charges. However, in the Apology, Socrates is fairly convincing in defending his innocence on the first two charges, but falls short on the third charge. Socrates, in The Clouds, is portrayed as an idiot who thinks he's walking on air and is interested primarily in gnats' rumps. He is delineated as a natural philosopher/sophist. He is hired to teach Pheidippides to make the ?worse argument?, the argument that is really incorrect and unjust the ?betterto his father's creditors? so that Strepsiades, Pheidippides' father, will not have to pay his debts. While this in itself is corrupt, it was that he changed Pheidippides from the time he entered Socrates' ?Thinkery? into a corrupt scoundrel, completely devoid of morality that was even more deplorable. At the beginning, Pheidippides is a respectful son who loves his father, but after ?graduating? from the Thinkery he is beating his father with a stick (lines 1321-1333). Socrates was so successful in corrupting Pheidippides that he even attempts to justify his behavior using rhetorical techniques learned from Socrates. In response to his father questioning his actions he claims ?Yes by God ; what's more, I'll prove it's right to do so?with unbeatable arguments.? He has obviously been extremely corrupted if he could talk in this manner to his father. Not believing in the traditional gods, which is the second charge fits the Aristophanic Socrates perfectly. Socrates explicitly frowns upon the gods when he exclaims, ?what do you mean, ?the gods'? In the first place, gods aren't legal tender here? (lines 247-248). Later, when explaining the elements to Strepsiades, Socrates exclaims ?Zeus you say? Don't kid me! There's no Zeus at all? (lines 368-369). He is undoubtedly saying that he does not believe in the traditional gods. The claim that Socrates believed in new divinities, the third charge, is clearly seen when he ?enter (s) into communion with the clouds, who are our deities? (lines 253-254). Socrates proves methodically how it could not be Zeus who causes phenomena such as rain, thunder, and lightening, but rather is merely the work of the Clouds. For, if it were indeed the work of Zeus, then he would bring rain in absence of any clouds. The fact that the clouds are always present during precipitation attests to their power as opposed to that of Zeus. As the Clouds were not traditional gods, Socrates' guilt on this charge is rather evident. Even as Socrates is presented as a blabbering fool, full of hubris, in the Clouds, an entirely different perspective on this alleged sophist is given to us in the Apology. Throughout Plato's works including the Clouds, Socrates himself claims not to have any wisdom (he did not have any knowledge of ?arete') so he could not possibly have been a sophist. In terms of the charges he seems to absolve himself of the first two charges of corrupting the youth of Athens, and not believing in the traditional gods; though he is less convincing in his claim that he has no allegiance to other gods. Socrates claims he could not possibly be guilty of the first charge for several reasons. He feels the charge arises out of anger towards him for when he applies his ?Socratic method? while questioning others' beliefs, it often has the effect of leaving them feeling embarrassed and ridiculed. However, Socrates maintains that his objective is merely to ascertain the ultimate truths, a noble act for sure. In fact, Socrates believes that the pursuit of truth

The eNotes Blog Remembering W. S.Merwin

Remembering W. S.Merwin The poet W. S. Merwin passed away on March 15, marking the conclusion to a long and richly productive life. His body of poetry proves difficult to sum up. Over the course of his seven decades of writing, Merwin changed again and again, in style and tone and subject. Merwin’s first volumes of verse, published in the 1950s, reveal his context and influences- Graves, Auden, and Yeats- more than his own passions. These early works are crisply formal and erudite, commanded by a cryptic, abstruse intelligence. In the 1960s, anger entered Merwin’s verse. His poetry became heated by the political woes of the age, namely the Vietnam War and the mounting environmental crisis. By then, Merwin had slipped free from traditional verse forms and had shed almost all punctuation. These qualities can be found in the opening lines of â€Å"For a Coming Extinction† (1967): Gray whaleNow that we are sending you to The EndThat great godTell him That we who follow you invented forgivenessAnd forgive nothing In the late 1970s, Merwin moved to Hawaii, where his poetry ripened into a masterful and unmistakable style. Merwin studied Buddhism and ecology, translated classical Asian poetry, and slowly transformed a blighted pineapple plantation into a thriving rainforest- activities to which he was committed for the rest of his life. The passions of Merwin’s life shine through his art, which increasingly reflected his natural surroundings through beautifully minute observation. Indeed, Merwin’s later poems show the workings of a mind attuned to the riches of the present moment and calibrated to the slow cycles of soils, trees, and migrating birds. In these poems, Merwin’s signature lack of punctuation conveys the immediacy of felt experience and the layered character of time. Consider â€Å"The Making of Amber† (2009): The September flocks form cryinggathering southwardeven small birds knowingfor the first timehow to fly all the way as oneat daybreak the split figis filled with dewthe finch finds itlike something it remembersthen across the afternoonthe grape vine hangs low in the doorwayand grapes one by onetaste warm to the tonguetransparent and soundlessrich with late daylight The poem exemplifies the marvel of Merwin’s best poetry, in which his immense technique seems to disappear, leaving on the page moments of delight, sorrow, or wonder. Merwin’s loss is irreplaceable, but in his poetry he left the record of a life deeply lived and beautifully expressed. As long as there are readers of poetry, his work will live on.

Cómo solicitar visa humanitaria parole para EE.UU.

Cà ³mo solicitar visa humanitaria parole para EE.UU. Cuando una persona extranjera necesita urgentemente ingresar a Estados Unidos y no puede obtener una visa podrà ­a calificar para obtener una parole humanitaria. Puntos clave: parole humanitaria La parole humanitaria solo es posible pedirla cuando el solicitante est fuera de EE.UU., no puede de ninguna manera obtener una visa regular y necesita ingresar a Estados Unidos por razà ³n de emergencia humanitaria o beneficio pà ºblico significativo.Cualquier persona puede pedir la parole humanitaria para sà ­ mismo, aunque tambià ©n es posible que lo solicita otra persona o una ONG a su nombre.El solicitante o sus patrocinadores debern tener recursos econà ³micos suficientes para demostrar que, de ingresar a EE.UU. el solicitante no se convertir en carga pà ºblica.Una de cada cuatro solicitudes de parole humanitaria es negada.De aprobarse, las parole humanitarias son por un tiempo concreto.  ¿Quà © es la visa humanitaria para Estados Unidos? Aunque habitualmente a este tipo de autorizacià ³n se les llama visa humanitaria en realidad no es un visa, sino que se trata de un parole, es decir, una autorizacià ³n extraordinaria que se otorga cuando no se cumplen los requisitos ordinarios para obtener una visa. Requisitos para solicitar una parole humanitaria Los requisitos para calificar para solicitar la parole humanitaria son cuatro: Estar fuera de EE.UU.No poder obtener una visa para EE.UU. por ser inadmisibleEl ingreso a EE.UU. serà ­a temporalLa razà ³n por la que se pide el parole es de naturaleza humanitaria o por razones de beneficio pà ºblico. Hay ms de 20 visas no inmigrante distintas para ingresar a Estados Unidos, cada una con sus caracterà ­sticas y requisitos. Adems, chilenos y espaà ±oles y ciudadanos de otros 36 paà ­ses  no la necesitan para viajes por tiempo inferior a 90 dà ­as. Si no es posible obtener ninguna de estas visas, a veces es posible solicitar un waiver, tambià ©n conocido como perdà ³n o permiso. Si se han agotado todas las posibilidades y no es posible viajar a EE.UU. porque se es inadmisible  podr entonces intentarse obtener la parole humanitaria.  ¿Quà © es una razà ³n humanitaria o beneficio pà ºblico significante para obtener la parole? La ley migratoria de los Estados Unidos establece que se puede solicitar cuando se dà © una de las siguientes causas:   mà ©dica, tanto para visitar a un familiar enfermo o accidentado o  como para recibir tratamiento mà ©dico, cuando no sea posible recibirlo en el propio paà ­s o en uno vecino.presentarse como testigo en un juicio  civil o penalcasos muy excepcionales de reunificacià ³n familiar, cuando se trata de una separacià ³n entre adulto - nià ±o menor de 16 aà ±os o en casos de incapacidad fà ­sica o mental.cualquier otra que sea considerada grave.  cuando sea un beneficio pà ºblico importante. Son muy importantes los ejemplos para ilustrar estos requisitos. Asà ­, una razà ³n mà ©dica de peso puede ser que un nià ±o enfermo necesite de una operacià ³n que solo se realiza en los Estados Unidos, y se puede pedir la parole para el menor y para su padre o su madre. Otro ejemplo, es si se necesita hacer una donacià ³n de mà ©dula a un hermano, etc.   Un ejemplo de reunificacià ³n familiar puede ser el caso extraordinario en el que un matrimonio obtiene una visa de inmigrante pero la esposa tiene un bebà © despuà ©s de la entrevista en el consulado pero antes de viajar a los Estados Unidos.   Se aplica inmediatamente por el I-130 pero por retrasos en las fechas de prioridad el bebà © tendrà ­a que estar muchos meses separado de su mam, esperando por un nà ºmero de visa disponible. Para evitar esto, podrà ­a solicitarse. Tambià ©n podrà ­a considerarse como base para un parole la necesidad de cuidar a un familiar muy grave o moribundo que se encuentra en EE.UU. o el deseo de asistir a un funeral de una persona cercana.  ¿Quià ©nes pueden presentar la solicitud de parole humanitaria? Pueden hacerlo cualquiera de las siguientes personas: La persona que necesita el parole. Es decir, el beneficiarioUn abogadoUna organizacià ³n sin fin de lucroUn familiar u otra persona como un amigo que est en Estados Unidos y que  patrocina. En este caso à ºltimo caso se debe enviar prueba de estatus migratorio legal en Estados Unidos, como por ejemplo, pasaporte americano, si es ciudadano, green card, si es residente permanente legal, etc.  ¿Cà ³mo solicitar la parole humanitaria? Para realizar la peticià ³n de parole humanitaria es requerimiento completar dos formularios oficiales, pagar y adjuntar documentacià ³n adicional que apoye la peticià ³n.   Existen dos formas muy parecidas de solicitar el permiso. En primer lugar, si el solicitante que fuera de Estados Unidos presenta la solicitud por sà ­ mismo, es decir, una auto-peticià ³n,  las reglas son las siguientes: Antes de comenzar a rellenar los formularios es necesario presentarse en persona en la embajada o consulado de los Estados Unidos y solicitar una pre-autorizacià ³n para llenar el I-131. Si se obtiene, en algà ºn momento que ya se indicar ser necesario acudir al consulado o a un centro de apoyo para que le tomen al solicitante los datos biomà ©tricos, como por ejemplo, las huellas digitales. Adems, una vez obtenida la pre-autorizacià ³n ya se puede ya completar la planilla  I-131.   Esta planilla, que se llama en inglà ©s Application for Travel Document es utilizado en ms casos que nada tienen que ver con la parole humanitaria. Por esta razà ³n es que es fcil confundirse por lo que se recomienda prestar mucha atencià ³n o contratar a un abogado con experiencia en estos casos. La otra planilla que se debe enviar con la aplicacià ³n es la  I-134 que es una declaracià ³n jurada sobre recursos econà ³micos. Incluir la declaracià ³n de impuestos, prueba de empleo actual y,  si se pide el parole por razà ³n mà ©dica, prueba de cà ³mo se va a pagar el tratamiento. Con este requisito se trata de demostrar que el solicitante no se convertir en una carga pà ºblica en el caso de ingresar a EE.UU. Adems, si un abogado colabora en la peticià ³n de este permiso, debe presentarse la forma G-28. Si se solicita para recibir tratamiento mà ©dico debe incluirse documentacià ³n de por quà © no puede recibir dicho tratamiento en su paà ­s ni en los vecinos, papeles mà ©dicos sobre diagnà ³stico y prognosis (cà ³mo se cree que va a ser la evolucià ³n de la enfermedad), cunto tiempo se cree que va a durar el tratamiento, cul es el costo, cà ³mo se va a pagar y cules son los planes para salir de Estados Unidos cuando finalice el tratamiento. Asimismo, adjuntar toda la documentacià ³n adicional y detallada de apoyo que sirva para demostrar que existe una emergencia y tambià ©n la papelerà ­a con documentos personales, como copia legible del pasaporte del solicitante, su certificado de nacimiento o adopcià ³n y, si los tuviera, los certificados de matrimonio y decreto de divorcio.   Adems, escribir una carta concisa pero que contenga todos los puntos sobre por quà © debe aprobarse la parole humanitaria. Esta aplicacià ³n tiene en la actualidad un costo de $575 dà ³lares americanos, pero verificar siempre antes de enviar la solicitud ya que puede cambiar. No es posible solicitar una waiver para no pagar esta cuota. Adems, las personas entre 14 y 79 aà ±os de edad deben pagar $85 ms en concepto de toma de datos biomà ©tricos. Cabe destacar que si algà ºn documento est en un idioma distinto al inglà ©s debe traducirse y  certificar la traduccià ³n. Por el contrario, si la solicitud de la envà ­a un patrocinador que est en Estados Unidos, como por ejemplo un familiar el trmite consiste en rellenar las planillas I-131 y I-134 y adjuntar pago y documentacià ³n adicional como se ha dicho anteriormente. La à ºnica diferencia y muy importante es que no es necesario acudir al consulado por una pre-autorizacià ³n. Adems, en este caso, el patrocinador al llenar el formulario I-134 deber presentar los tax returns de los à ºltimos dos aà ±os.  ¿Cà ³mo se envà ­a la documentacià ³n para la parole humanitaria? Depende de dà ³nde est la persona que realiza la solicitud: Si el que solicita el parole es la persona que solicita ingresar a Estados Unidos y por lo tanto se encuentra fuera del paà ­s, entonces la documentacià ³n se entrega o envà ­a al consulado o embajada, quien la remite a la oficina del Humanitarian Affairs Branch (HAB, por sus siglas en inglà ©s), que est ubicado en Washington D.C. Por el contrario, si se cuenta con un patrocinador en Estados Unidos o se tiene aquà ­ abogado, entonces existen dos direcciones. Emplear la correcta segà ºn el tipo de envà ­o: Para correo ordinario: USCIS PO Box 660865 Dallas, TX. 75266 Para correo exprà ©s o mensajerà ­a:  USCIS Attn: HP 2501 S. State Hwy 121, Business Suite 400 Lewisville, TX 75067 Respuesta de USCIS a la solicitud de parole humanitaria Como regla general, el Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) responde por carta al solicitante y a su abogado, si lo tiene, entre 90 y  120 dà ­as despuà ©s del envà ­o. Sin embargo, si existe urgencia se puede solicitar tramitacià ³n de emergencia y se puede resolver en cuestià ³n de dà ­as. Si pasan ms de 120 dà ­as y no ha habido comunicacià ³n de ningà ºn tipo es recomendable escribir al lugar al que se envià ³ la solicitud y pedir informacià ³n.   Si se deniega la peticià ³n de la parole humanitaria, no se puede apelar, pero si cambian las circunstancias o se consiguen ms documentos para apoyar la solicitud, se puede aplicar de nuevo. Por el contrario, si se aprueba, se notifica al solicitante y a su abogado, si lo tiene. A continuacià ³n la embajada o el consulado se coordinar con el HAB y con el solicitante para entregarle a à ©ste los documentos para viajar a Estados Unidos por el tiempo que se concede el parole, que generalmente es  por el tiempo necesario que dure la emergencia. El parole expira el dà ­a que se  indica en el documento en el que se aprueba o, si se sale antes de Estados Unidos, ese dà ­a. Se puede pedir un nuevo parole una vez que se est en Estados Unidos, es lo que en inglà ©s se llama un re-parole. Esto es, no se trata de una extensià ³n, sino de una nueva aplicacià ³n y se tiene que explicar por quà © se necesita.   La documentacià ³n y el pago se envà ­a a la oficina del HAB: 20 Massachusetts Ave, NW, Ste 3300 Washington, D.C. 20529-2100 Estadà ­sticas y consejos Cada aà ±o fiscal, el USCIS recibe aproximadamente unas 1.200 peticiones para que apruebe parole humanitarias. De ese total, apenas se aprueban 300. Es decir, se niegan el 75 por ciento o lo que es lo mismo, sà ³lo obtienen la aprobacià ³n una de cada cuatro. Los nà ºmeros indican claramente que no es fcil de obtener por lo que conviene estudiar las reglas y si se cree que se cumplen los requisitos contratar a un abogado con experiencia positiva en este tipo de casos. En ningà ºn caso se aprueban peticiones con el fin de saltarse las reglas establecidas por las leyes migratorias de los Estados Unidos. La parole humanitaria es el à ºltimo recurso para ingresar a Estados Unidos. Sà ³lo se debe buscar cuando exista una razà ³n humanitaria urgente o un beneficio pà ºblico importante que la justifique y siempre que se hayan previamente agotado todas las posibilidades de obtener una visa.   Este es un artà ­culo informativo. No es asesorà ­a legal.

BUSINESS LAW Essay Example | Topics and Well Written Essays - 3000 words

BUSINESS LAW - Essay Example Sole proprietorship This form of business organization is one that is organized under the management of an individual. The organization only depends on the contribution of the individual. The setting of this particular organization is based on contribution and profit sharing by an individual. However, this form of business setting can have support from family members or sponsors which do not reflect on the formal participation in the creation of the business entity. According to Ray (2001) sole proprietorship is a creation of a decision making process by one person. He further points out that, this form of business organization survival does not depend on contributions from donors or business partners. Additionally, a sole proprietor may use a business name apart from his legal name to represent his business entity. Ray (2001) points out that the sole proprietor owns all the assets in the business. In describing the formation and operation of a sole proprietorship, Pettet (2005) says that it is only more that buying and selling of services and goods. He further points out that the description of the activities in the business is automatically shaped by the owner’s activities. In this business form, taxation is only done on the business as the source of income for the owner. The owner is not further taxed as an individual. Additionally, the location of a sole proprietor business is decided by the owner and it is not dictated by any law. Advantages (Besley & Brigham, 2008) There are few legal formalities that are involved in its creation There is no profit sharing as the entire profit generated is taken by the proprietor The business entity can benefit from contributions by family members and relatives The capital required for the creation of a sole proprietorship is minimum compared to the amount required for the creation of other business entities. Operating challenges are minimized since no complex record keeping systems are required The unlimited liabi lity status of the owner attracts creditors Disadvantages (Besley & Brigham, 2008) The proprietor incurs all the loss that may be generated by the organization The exposure of this form of business to sponsors is minimized The proprietor is the sole contributor of the capital required The continuity of this form of business entity is made unpredictable. For instance, if the proprietor dies the business may be dissolved There is a minimized exposure to talent and expertise General partnerships This form of business is based on skill and resources contribution by two or more people (Pettet, 2005). Partnerships are legally registered as business creation by two or more people. The contribution by each partner should be voluntary and the contribution by each partner is legally recorded. Such business entities are legally bound by rules and regulation created by governments. The contribution of resources and capital may vary in terms of quantity but must be on agreeable terms and compens ation conditions. The contribution by a partner dictates the sharing profit ratio: the highest contributor of capital and resources get a greater share of the profit. Name of partners, loss and profit sharing ratio, name of partnership, capital of the business of the entity and the provisions in settling differences are the constitution of the legal provisions of general partnerships

The Role of Internet-Enabled Platforms for Entrepreneurial Firms Essay

The Role of Internet-Enabled Platforms for Entrepreneurial Firms - Essay Example The paper highlights the implications of using internet-based services as well as other technological means for managing information resources in the business. On the other hand, Lawson and Samson considered the enhancement of innovation capability of a firm and the approaches for doing the same in their paper Developing Innovation Capability in Organisations: A Dynamic Capabilities Approach. The paper argues the point that innovation management can be included within organisational capabilities. Sullivan and Weerawardena in Networking capability and international entrepreneurship: How networks function in Australian born global firms concentrated on the process of internationalization of small firms with the help of innovation and technological means. The factors driving the SMEs to expand their marketplace and the role of networking were the key themes of the paper. This paper helps in understanding the roles of entrepreneurs in a larger market and how they use their technological resources for driving results. Realizing Product-Market Advantage in High-Technology International New Ventures: The Mediating Role of Ambidextrous Innovation Hughes et al. (2010) analyzed the role of the ambidextrous innovation process in the strategic decision-making and performance of firms in relation to high-technological use. Apart from these resources, other journals used in the study also conform to the criteria of ABS. The researcher has ensured that all the sources are authentic and cited in other academic papers also.

Mango Street Essay Essay Example for Free

Mango Street Essay Essay Throughout history, women have been seen as inferior to men. In the novel, The House On Mango Street, the main character, Esperanza sees many examples of women who are treated lower by their husbands. These women are imprisoned in their own homes on Mango Street. The author, Sandra Cisneros uses the motif of Imprisoned Females to show that women have been seen as inferior to men. There were many chapters in the novel in which women were seen as inferior to men. On page 79 in the novel, Rafael gets locked indoors because her husband is afraid Rafaela will run away since she is too beautiful to look at. Rafael is just one of the many victims of Imprisoned Females on Mango Street. She is scared to leave because she thinks her husband will do something, he doesn’t want other man to take her away from him. Esperazana could also been considered a â€Å"Imprisoned Female. All she wants to do is live in a house she can call her own and be free but she is stuck on Mango Street where she meets all these other women who are stuck like her and she thinks she will never get out. Men treat women like they are nothing. Why? Because they are scared. Scared that women will leave them for someone better. Scared that women will tell someone of all the awful things they have done to them. Scared that women will finally tell the truth.

The Daily Life of Ancient Greeks :: Exploratory Essays Research Papers

The Daily Life of Ancient Greeks Life in Greece in ancient times would remind you of your own life in many ways. There was school, family, athletic competition, and social gatherings. Knowing that participants in their sporting events competed nude or that you rarely knew your husband/wife until the wedding day does however, make you grateful for the society that you live in today. Â   Babies Life for the Greeks in Athens began in their home. Babies were delivered by the women of the family, and only in cases of serious complications was a mid-wife called. Large families were not desired by Athenians since the inheritance was to be divided up equally among sons and daughters requiring dowries. So, unwanted children were not uncommon. Killing the babies was illegal, but a new-born could be exposed to die. These unwanted babies were left outside in a clay pot either to be claimed by a childless woman or rescued and brought up as a slave (Connolly, 32). Slaves were common in ancient times, if a family was reasonably well off they usually had two or three slaves. Slaves would take on the tasks of motherhood, some would even breast feed the babies. The slaves also worked the fields and helped the mother with other household duties, such as making clothes (The Study of Women, online). Â   Education Boys would begin school at age seven. They were also given a paidagogos, a slave that accompanied them everywhere. The paidagogos taught the boy manners, punished him when he did wrong, and even sat through classes with the boy to make sure he did his work. School went from half an hour after daybreak to half an hour before the sun set. Physical education was a big part of a boys education (Connolly, 34). When boys were 18, they no longer went to school; instead they began their 2 year military training. Young girls did not go to school. Middle and upper class girls leaned to read and write from a female tutor at home (Connolly, 35). Girls generally stayed at home until they were married, which was around the age of 15 (Ancient Civilizations, online). They helped their mother in the house and worked in the fields when they were needed (Exploring Ancient, online). Â   Marriage Marriages were arranged. Because girls lived such sheltered lives, they usually had never even met the men their fathers agreed for them to marry. Men were mostly in their twenties when they got married, the girls were usually 15.

Hamlet: Tragic Hero, Indecisive Villain

Let it be known that Hamlet spent every single act of Hamlet, give or take a few scenes, attempting to justify a reason to follow through with killing his uncle. He suffered through a brutal, miserable, and more-than-slightly ridiculous period of time where his indecision tirelessly tore him to emotional shreds. Throughout the play, Hamlet’s actions (and inaction) were dictated by intense opposing factors of the id, ego, and superego factors of the mental human psyche. Hamlet’s id reflected his burning desire for a sexual relationship with his mother, the ego was characterised by the grueling lengthy time period Hamlet spent trying to finalize his decision, and the superego was defined by a constant ongoing battle between the ghost of King Hamlet giving Hamlet directions on what to do and Hamlet’s own person conflicts with procuring the death of his Uncle Claudius.Hamlet Feels ThingsIn Freudian psychology, the id is the impulsive part of human psyche that consist s of all biological personality traits; also known as â€Å"it.† It can be referred to as â€Å"the pleasure principle,† the idea that every impulse should be satisfied immediately. It instinctively decides what a being truly wants and is strongest in a person when they are an infant, and seek attention at their every basic need. As it is not affected by reality or consequences, it must be greatly repressed to keep a being from making mistakes (McLeod). In context of Hamlet, Hamlet’s id is his unresolved, tauntingly conflicting feelings for his mother, Gertrude. This Oedipus Complex allows for the physical representations of Hamlet’s id, which thus intensifies his already burning desires for a sexual relationship with Gertrude as Hamlet has a palpable release for his urges (Chiu).Her character causes further conflict as she seems to consciously provoke excessive anger and passion from Hamlet, most evidently as she so quickly angers Hamlet from her â€Å" incestuous deeds† in Act 3, Scene 4 (and because of this, shows how she herself is affected by the Oedipus Complex and retaliates the feelings that her son has for her). Gertrude is the focus of the anger and passions of not only Hamlet, but the two other main male characters in the play as well — Hamlet’s father and his brother, Claudius. Her strong physical and sexual appetites are brought  to life in popular film representations of Hamlet, specifically Laurence Olivier’s version. In his portrayal of the closet scene, Hamlet furiously throws Gertrude on to her large, central canopied bed and continues of to verbally assault her while having her in an uncomfortably close embrace all the while.G: Have you forgot me? H: No, by the rood not so. You are the queen, your husband’s brother’s wife, and (would it were not so) you are my mother. G: Nay, then I’ll set those to you that can speak. H: Come, come, and sit you down; you shall not budge. You go not till I set you up a glass Where you may see the (inmost) part of you. (III. 4. 18-25)Olivier’s film, as others similar to it, portray a deceitful woman that uses her sexuality to arouse strong responses and powerful reaction in men, as well as to obtain an advantage over them. This gives readers and audiences a clearer view of Gertrude’s character and allow a view of what affects Hamlet’s emotions. (Smith)Claudius himself also physically represents Hamlet’s id. As Claudius is the man that so rapidly replaced King Hamlet, Hamlet is able to direct negative, murderous thoughts towards him without repression. Hamlet wants to and is even directed to take Claudius’ life, and Hamlet’s grief over his father pushes him to do so. (Tuohy)Hamlet is Conflicted, As AlwaysThe ego is the sector of the human psyche that develops to mediate conflict between the unrealistic id and conflicting superego. In contrast to the how the id works thro ugh impulse and desire, the ego operates by the â€Å"reality principle,† finding ways to realistically attain the wishes of the id. This, however, often leads to delayed satisfaction. â€Å"The id is the horse and the ego is the rider,† compared Freud in one of his researches. The submissive ego is often dominated by the controlling id, constantly attempting to meet the needs of the id while taking reality into account. (McLeod)The ego in Hamlet is simply his indecision and the immense amount of time it takes him to make his decision. Hamlet frequently plays a mental mind game with himself, trying to justify finally killing his uncle but always finding a reason to put it off. Hamlet’s task is only to kill Claudius, but that also means killing the man who is living the life he wants, the man who embodies his childhood fantasies. The loathing that should drive him to kill is replaced by self-reproaches that remind him that he himself is no better than the sinner whom he is to punish. (Schaeffer)One other factor that kept Hamlet from acting was that if he did kill Claudius, he would then be king, and he did not take interest in that position. â€Å"O God. I could be bounded in a nutshell and count myself a king of infantile space, were it not I have bad dreams† (II. ii. 248-250). If he were king, Hamlet would gladly ignore his public office. He wouldn’t be able to, though, because his conscious would bother him and force him to take care of his responsibilities. (Walsh) Hamlet’s internal battle with himself is probably the most dominant representation of ego in the play. He is torn with emotions: pity and outrage for his father, shame and scorn for his mother, and guilt over his reluctance to follow through with his orders, his responsibility than he inwardly repudiates. (Walsh)Hamlet Has Morals, Who Knew?The superego part of the human psyche incorporates the values and morals learned from an early age. The main function of the superego is to control the id’s impulses, especially those that society looks down upon such as sex and aggression. It also has the power to persuade the ego towards moral solutions instead of just realistic ones. The superego is the most complex sect of the psyche as it is made up of two parts: the conscious and the ideal self. The conscious is responsible for the emotions felt after a decision is made, which is guilt more often than anything else. The ideal self is an imaginary, made up picture of how a person ought to be. It represents career goals, how one ought to acts towards others, and how to become a functioning human being in society. These two parts combine to form the superego and to aid in the attempts of hindering the id. (McLeod)In context of Hamlet, there are multiple conflicting superegos that hinder Hamlet in his decision to kill Claudius. The ghost of King Hamlet is the primary superego in favor of killing Claudius. â€Å"Taint not thy mind, nor le t thy soul contrive / against thy mother ought. Leave her to heaven. / And to those thoughts that in her bosom lodge / to pick and sting her.† (I. v. 85-88) Hamlet is extremely conflicted, because his father’s ghost found him, and specifically ordered Hamlet to avenge his death.This unwelcome paternal superego exacts the killing of Claudius even as it forbids Hamlet to kill himself. In his request, King Hamlet reveals that because Gertrude fell so quickly to Claudius, the King feels emasculated. King Hamlet engenders sexual confusion in Hamlet as he asks him to identify with his feminized self. Claudius killed King Hamlet, and thus King Hamlet â€Å"is in the feminine position of being penetrated by the man who has already penetrated his wife,† according to Stone. The King impedes the son’s mind by saying that Claudius â€Å"won by lustful sin, the heart of my most seeming virtuous queen.† (I. v. 53)By highlighting Gertrude’s fickleness and s hallowness in this quote, the ghost characterizes her as a damsel that Hamlet needs to save. Hamlet feels as if he’s morally obligated to complete the task for his father, and to â€Å"save† his mother from such a monster, and these intense feelings supplement as a secondary superego in favor of killing Claudius. There were many other minor superego factors opposed to killing Claudius, however. Some were simple, such as the law, religion, and Hamlet’s own morals.The law simply forbid murder, especially in Hamlet’s case as he was the Prince of Denmark and having the prince kill the king would be an abomination. Hamlet’s religion held him back from his task because Hamlet was taught that killing was a sin, therefore it should not be committed and vengeance should be left to God and God alone. Hamlet’s own morals also stood in his way, as he had firm beliefs that killing was wrong. (Stone)Claudius himself, though he is a facet of Hamlet’ s id, is also a representation of Hamlet’s superego. Hamlet’s loyalty to his father breaks down into subconcious identification with the brother who murdered him; and is â€Å"the brother† now possess exactly what Hamlet desires: Gertrude. Because of this, Hamlet is engrossed in a subconscious rivalry with Claudius, as he  constantly battles him for Gertrude’s attentions. (Walsh)In the EndUltimately, Hamlet’s refusal to make a decision became his decision. â€Å"My fate cries out!† (I. iv. 58) He is in turmoil for so long, he becomes mad with despair. His despondency seems more focused on his mother’s remarriage than it does on his father’s death, even after the revelation of his uncle’s crime. There were countless opportunities to kill Claudius, but Hamlet always found excuses to avoid it. The real reason why Hamlet never killed Claudius: killing Claudius would mean that Hamlet would also be killing a small part of hi mself; the part that loved Gertrude..Things soon change, however. After Gertrude dies in the final scene, Hamlet no longer has a need to repress his sexual desires. His strength returns, and thus he is finally able to kill Claudius. After Claudius’ death, Hamlet no longer struggles, and can therefore finally rest (die peacefully). (Tuohy)The factors that arise from Hamlet’s inability to make the decision to kill Claudius or not arise from his id, ego, and superego. The id being his desire for an Oedipal relationship with his mother, the ego being the time it took to follow through with a decision, and the superego being many factors, dominantly the ghost of King Hamlet. The id was a stronger force than the the super ego, which was the reason behind all of Hamlet’s emotional outbursts. Hamlet was only able to find inner peace and kill Claudius after Gertrude died, which takes the possibility of his desires away. After he had completed his mission and he did not h ave to live for Gertrude anymore, he could finally die in peace.

Personal College Essay

My Personal College Essay By Dina Elyamany My heart froze and my stomach churned as I imagined the red-colored blood gushing out of him like a waterfall. I grabbed my doctor equipment and, with shaking hands, started stitching the wound in his chest with fear that something might go wrong. After sealing the cut, I checked the heart monitor, and a big smile appeared on my face. My teddy bear was safe and alive, and I was an outstanding six-year-old doctor. After finishing surgery, I skipped into the waiting room to see my clinic filled with my sister’s Barbies who needed a heart replacement because Ken had broken their hearts.As a child, I always thought the people I knew could be replaced or brought back to life if something bad happened to them, like the toys I owned. However, one day showed me I was wrong. On a dull Wednesday afternoon, my parents dropped me off at my aunt's house so they could go to work. I spent the whole day talking to the dolls in my aunt's special colle ction before realizing my aunt never came to check on me. Wondering, I walked to her room through the open door; she was lying on the floor motionless, her mouth slightly open, and no spirit left inside her body.That day I learned she could not be replaced. After seeing the image of my aunt's empty body, I woke up to realize that I had been living in a fantasy where people never die. Because of what happened to my aunt, I decided to become a real doctor who would save humans from unnecessary death. I knew that I would have to study my hardest to earn the required test scores to get into the top medical college. But living in Egypt, I knew my dream was not going to be accomplished since well-connected people steal the high test scores for their children.When I turned eleven, my parents brought me to live in the United States. I will always remember my first day in a school in America: I walked to my sixth grade class with a heart pounding like a noisy watch. As I sat in my seat and w atched everyone carefully, I remember thinking that my English would never be fluent as theirs. That day and every day, I went home and studied. Within six months my English became as normal as an average American’s and my medical dream was born once again.After I entered high school, doing well got a little harder. But I just studied more to be able to follow my dream. Through my experiences in America, I have learned some important truths. If I do not go after what I want, I will never have it; if I do not ask, the answer will always be no; and if I do not step forward, I will always be in the same place. I also have come to realize that people can live in my heart but not in my life. And the six-year-old doctor is now even more empowered to work toward her dream.

Recruitment And Selection In A Social Setting The WritePass Journal

Recruitment And Selection In A Social Setting INTRODUCTION Recruitment And Selection In A Social Setting } Bowles, N., 1995. Methods of Nurse Selection: a review, Nursing Standard, 9, 15, pp. 25–29. Department for children, schools and families (DCSF), 2010. Safeguarding children and safer recruitment in education.   education.gov.uk/consultations/downloadableDocs/Safeguarding%20Children%20Guidance.pdf   Ã‚  Ã‚  { Accessed on 17th January 2012} Department of Health (DOH), 2004. Code of practice for the international recruitment of healthcare professionals, crown . Erooga, M., 2009. Towards safer organizations: adults who pose a risk to children in workplace and implications for recruitment and selection. nspcc.org.uk/Inform/research/findings/towardssaferorganisationssummary_wdf63929.pdf   {Accessed on 16th January 2012} Social Services Directorate (SSD), 2006. Safeguarding vulnerable adults: Regional adult protection policy and procedural guidance. gain-ni.org/flowcharts/downloads/safeguarding_vulnerable_adults.pdf {Accessed 20th January 2012} Warner, N., 1992. Choosing with Care. The Report of the Committee of Inquiry into the Selection, Development and Management of Staff in Childrens Homes, London: HMSO. Wood, R., 1998. Competency-based recruitment and selection. Wiley publishers

What Are Good SAT Scores for Colleges 101 Schools + Advice

What Are Good SAT Scores for Colleges 101 Schools + Advice SAT / ACT Prep Online Guides and Tips As you apply to college, it's important to understand how high of an SAT score you will need to aim for on test day. This raises the question:what aregood SAT scores for colleges? And notjust any colleges, but your colleges specifically? In this article, we’ll examine the SAT scores needed for college and how these scores can varydue todifferences in factors such as school prestige and competitiveness. We’ll then show you how to look for average SAT scores for colleges and how to set your own SAT goal score. What Are Good SAT Scores for Colleges? First off, what are good SAT scores for colleges? In reality, there's no single answer to this question because good SAT scores for universities vary depending on where you’re applying. For some schools, an SAT score of 1400 will be significantly high, whereas for others (i.e., top-20 colleges) it’ll be fairly low. As you might've guessed, ultra-competitive,top-ranked schools typically look for some of the highest SAT scores in applicants. Below is a chart containing thetop 25 US schools (as ranked by US News) and their ranges of SAT scoresfor incoming students. This data highlights the SAT score you'll need to get in order to give yourself the best shot at securing admissioninto ahighly competitive school.For each school, we give you theaverage SAT score, 25th percentile score, and 75th percentile score of incoming students. A 25th percentile score means that 25% of students scored at or below this threshold, while a 75th percentile score means that 75% of students scored at or below this threshold. Thus, the 25th and 75th percentiles represent the middle 50% SAT scores of admitted applicants- the average SAT score range for a particular school.GoodSAT scores for universities are usually those in the 75th percentile or higher (i.e., anything above the middle 50%). Note:For those curious about what kinds of SAT scores are required for Ivy League schools, I’ve bolded all eight Iviesin the table below. This should make it easier to compare the SAT scores of Ivies with those of non-Ivies. SAT Scores for Top 25 US Schools School US News Ranking 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score Princeton 1 1430 1570 1500 Harvard 2 1460 1590 1520 Columbia 3 (tie) 1450 1580 1515 MIT 3 (tie) 1490 1570 1528 UChicago 3 (tie) 1480 1580 1530 Yale 3 (tie) 1420 1590 1505 Stanford 7 1390 1540 1465 Duke 8 (tie) 1390 1580 1485 Penn 8 (tie) 1420 1560 1490 Johns Hopkins 10 (tie) 1460 1580 1520 Northwestern 10 (tie) 1420 1560 1490 Caltech 12 (tie) 1530 1590 1560 Dartmouth 12 (tie) 1430 1560 1478 Brown 14 (tie) 1405 1570 1488 Vanderbilt 14 (tie) 1400 1550 1475 Cornell 16 (tie) 1390 1550 1470 Rice 16 (tie) 1490 1580 1535 Notre Dame 18 1370 1520 1445 UCLA 19 (tie) 1240 1490 1365 WUSTL 19 (tie) 1470 1570 1505 Emory 21 1350 1520 1435 Georgetown 22 (tie) 1350 1520 1435 UC Berkeley 22 (tie) 1330 1530 1430 USC 22 (tie) 1300 1500 1400 Carnegie Mellon 25 (tie) 1430 1560 1495 UVA 25 (tie) 1290 1470 1365 As you can see from this chart, the SAT scores you’ll need for top 25 schools vary slightly but are overall quite high.Of these schools, UCLA has the lowest SAT scores: the middle 50% of its incoming students scored between 1240 and 1490, or the 80th and 98th percentiles. By contrast,Caltech maintains the highest SAT scores:only 25% of incoming studentsscored at or below 1530- an extremely impressive SAT score in the 99th percentile! Even more impressive, a whopping 75% of Caltech students scored at or below a near-perfect score of 1590. Top schools are like center brownies: lots of people compete for them, but only a few will win access to one. But what if you’re not interested in applying to only top-25 schools? To lend you a hand, we've gathered SAT score information for 76 additional schools.All of the schools selected for this listare relatively well known- some more so in their respective regions- andvary from large public institutions to small liberal arts colleges. Whereas some are extremely competitive, others are more laid-back. But all are definitely worth considering for college! All schools below areorganized alphabetically.To find a specific school, use ctrl + F to type in the name of the school you're searching for. Note that University of California schools are listed using "UC." SAT Scores for 76 Popular Schools School 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score American University 1180 1350 1260 Amherst College 1430 1560 1492 Baylor University 1190 1360 1275 Binghamton University 1290 1431 1361 Boston College 1320 1490 1405 Boston University 1300 1480 1380 Bowdoin College 1290 1510 1390 Brigham Young University (BYU) 1210 1410 1310 California Polytechnic State University (Cal Poly) 1220 1400 1293 Chapman University 1190 1360 1270 Claremont McKenna College 1420 1560 1490 College of William and Mary 1300 1480 1390 Drexel University 1160 1360 1260 George Washington University(GWU) 1280 1440 1355 Georgia Institute of Technology (Georgia Tech) 1090 1520 1295 Harvey Mudd College 1470 1570 1520 Indiana University Bloomington 1140 1350 1246 Lehigh University 1270 1430 1347 Loyola Marymount University 1180 1360 1269 Miami University 1190 1380 1285 Michigan State University(MSU) 1100 1320 1204 Middlebury College 1320 1510 1404 New York University (NYU) 1290 1490 1382 Northeastern University 1370 1520 1445 Ohio State University(OSU) 1260 1450 1344 Pace University 1070 1240 1137 Pennsylvania State University (Penn State) 1160 1340 1247 Pepperdine University 1200 1390 1294 Pitzer College 1310 1490 1394 Pomona College 1370 1530 1450 Rensselaer Polytechnic Institute(RPI) 1320 1500 1399 Rutgers University 1190 1400 1300 Scripps College 1290 1460 1384 Stony Brook University- SUNY 1210 1410 1304 Syracuse University 1160 1350 1255 Temple University 1130 1310 1221 Texas AM University 1140 1360 1252 Texas Christian University (TCU) 1130 1330 1230 Trinity College 1190 1440 1320 Tufts University 1410 1540 1475 Tulane University 1330 1490 1410 UC Davis 1120 1360 1240 UC Irvine 1170 1410 1286 UC Riverside 1090 1300 1179 UC San Diego(UCSD) 1140 1380 1257 UC Santa Barbara(UCSB) 1270 1500 1385 UC Santa Cruz 1160 1370 1263 United States Military Academy(West Point) 1185 1400 1300 United States Naval Academy 1250 1450 1410 University of Alabama 1050 1280 1177 University of Arizona 1100 1340 1182 University of Cincinnati 1120 1340 1233 University of Colorado Boulder(CU Boulder) 1150 1345 1248 University of Connecticut (UConn) 1110 1390 1250 University of Florida 1240 1410 1318 University of Georgia (UGA) 1200 1370 1281 University of Illinois at Urbana-Champaign(UIUC) 1340 1500 1420 University of Iowa 1100 1400 1240 University of Massachusetts Amherst (UMass) 1180 1360 1269 University of Miami 1220 1410 1316 University of Michigan 1330 1500 1415 University of Minnesota, Twin Cities 1270 1480 1358 University of North Carolina at Chapel Hill (UNC) 1260 1440 1347 University of Pittsburgh 1240 1418 1330 University of Rochester 1250 1490 1370 University of Texas at Austin (UT Austin) 1160 1390 1275 University of Texas at Dallas (UT Dallas) 1220 1430 1315 University of Vermont 1180 1350 1259 University of Washington 1190 1420 1310 University of Wisconsin- Madison 1280 1450 1359 Vassar College 1370 1510 1420 Villanova University 1250 1440 1345 Virginia Polytechnic Institute and State University (Virginia Tech) 1180 1360 1268 Wake Forest University 1260 1440 1350 Wellesley College 1360 1530 1437 Williams College 1400 1570 1468 School 25th %ile SAT Score 75th %ile SAT Score Avg SAT Score The list above is only a fraction of the length of Santa's naughty-or-nice list. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Find Average SAT Scores for Colleges With these two charts, we've given you- in addition to the 25th and 75th percentile SAT scores for each school- the average SAT scores of admitted applicants. These averages tell us what kinds of SAT scores you shouldaim for in order to match (or even possiblyexceed!) the qualifications of previously admitted students. But where can you findaverage SAT scores for colleges? The two best resources to look for SAT averages are ourPrepScholar database andofficial school websites. Method 1: Use the PrepScholar Database We at PrepScholar maintain a robust databaseyou can use to get more information onthe SAT scores needed for college. Start by typing in "[School Name] PrepScholar"or "[School Name] PrepScholar SAT"on Google. For example, here's the page I got when I searched for "university of oregon prepscholar": Click the link to either your school'sAdmission Requirements page orSAT Scores and GPA page in our database. I decided to look at the University of Oregon's Admission Requirements page(the first link in the screenshot above). Once on your school's PrepScholar page, scroll down to look for a section about its SAT scores. Straight away, you should be able to spot your school'saverage SAT score in a blue banner: If you'd like to see the 25th and 75th percentile SAT scores for your school as well, simply scroll down to look at the percentile chart: This is all you need to do to find the average SAT scores for colleges. However, if you’re having trouble locating a specific school in our PrepScholar database, move on to Method 2. Method 2: Use Official School Websites This method involves lookingfor SAT score information on aschool's official website.The easiest way to do this is to hop on Google, search for "[School Name] average SAT scores," and then click any links to official pages discussing SAT scores for your school. Another (slightly less convenient) method is tobrowseyour school'swebsite and intermittently usectrl + F to look for anymentions of SAT scores. The best pages to searchare those offering information onadmission statistics, the new freshman class, and facts and figures. That said, not allschools report average SAT scores. Whereas some won't release any SAT score information at all,other schools might report SAT scores of admitted applicants in the form of 25th and 75th percentile scores. One example of this is Princeton, whichoffers middle 50% SAT score ranges for both sections on the SAT. According to this Ivy League school, the middle 50% is 730-790 for Math and 700-770 for Evidence-Based Reading and Writing. In other words,25% of students scored1430 or below and 75% of students scored 1560 or below. Although this range isn’tthe same as an average, it does give us the information we ultimately want to know:what kind of SAT scores are considered better than average (and below average) at this particularschool. This freakishly beautiful kitten is anything but average. How to Set an SAT Goal Score We've seen how widely SAT scores for universities can vary; now, it’s time to figure out what score you'll need for your colleges specifically. In other words, what shouldyourSAT goal score be? A goal score is the SAT score most likely to get you into at least one of the colleges you're applying to (excluding safety schools). Ideally, it'll get you into all of them! Because SAT expectations can vary greatly by school and because there's such an enormous array of colleges you can apply to,your SAT goal score will be yours and yours alone.Other students might have higher or lower goal scores than you- but none of that matters. In the end, what does matter is your goal score’s likelihood of getting you into the college of your dreams! To find your SAT goal score, follow these three simple steps. Step 1: Make a Chart First off, make a table for the schools you're applying to and their 25th/75th percentile SAT scores. You may download our worksheet or draw a table similar to the one below. On the left, list all the schools you plan to apply to (excluding any safety schools you’re about90% certain you’ll get into). Here's an example: School 25th Percentile 75th Percentile UT Austin Texas AM Baylor TCU Step 2: Find SAT Score Info Online Your next step is to look for SAT score information for each of the schools in your table.To do this, follow the same steps as outlined in Method 1 for finding average SAT scores for colleges. Once again, here are the steps you'll need to take: Step 1: Search for "[School Name] PrepScholar SAT" on Google and click on the PrepScholar page for your school (either the Admission Requirements page or SAT Scores and GPA page will work). Step 2: Scroll down to the SAT section on this page to find a chart listing the 25th percentile, 75th percentile, and average SAT scores for this school. Step 3: Recordthe 25th and 75th percentile scores in your chart. In addition to using our database, you can search for "[School Name] SAT scores" on Google and look for official web pagesfor your school. Many schools will report either average SAT scores or the middle 50% of SAT scores(which is what you'll want for your chart). As a reminder, the minimum score in a 50% range is the 25th percentile, and the maximum is the 75th percentile. Once you've found SAT score information for all your schools, your chart should look like this: School Name 25th Percentile 75th Percentile UT Austin 1160 1390 Texas AM 1140 1360 Baylor 1190 1360 TCU 1130 1330 Step 3: Find Your Target Score Now, you’ll use the information in your chart to findyour target SAT score. To do this, simply look for the highest 75th percentile score in your chart.This will be your SAT target score. You must hit this (or near this) score in order to give yourself the best chance of admission to all the schools you're applying to. In this case, my goal score would be 1390 (for UT Austin), as this is the highest score in my chart. To figure out your (estimated) goal scores for each section (Evidence-Based Reading and Writing + Math), you candivide your goal score by 2.So a composite 1390 goal score would come out to a 690-700 EBRW goal score and a 690-700 Math goal score. My goal score? 100% completion in Breath of the Wild. (Brett Chalupa/Flickr) Summary: What Are Good SAT Scores for Colleges? Simply put, there is no one definition for good SAT scores for colleges. On the contrary, the SAT scores needed for college can vary significantly depending on schools' SAT expectations and where you’re applying. While some institutions might look for scores in the 99th percentile, others might accept scores closer to the national average. In general, good SAT scores for colleges are those that arein the 75th percentile or higher for your schools.Such a scoreshould elevate you well above the average SAT scores for yourschools, ultimately allowing you tostand apartfrom other applicants. Tofind average SAT scores for colleges, we recommend perusingeither our PrepScholar database or your schools' official websites. Finally, to set an SAT goal score, just follow these three easy steps: Step 1: Make a chart with all of the schools you're applying to(excluding safety schools) and their 25th and 75th percentiles. Step 2: Find SAT score information online by using either our database or your schools' official websites. Record the 25th and 75th percentilesin your chart. Step 3: Locate the highest75th percentile score in your chart.This will be your SAT goal score, as it's the one most likely to get you accepted to all the schools you're applying to. What’s Next? Still curious about good SAT scores for colleges?Read all about average SAT scores to see how they vary for different groups of test takers and learn what great, good, and poor SAT scores look like. Need additional help with setting an SAT goal score? Check out our step-by-step guide on how to seta target score for your schools. Readyto get the best SAT score you can get?With our completely customizable prep program, you can target your weaknesses and hone the skills you'll need most for test day. We also offer a ton ofexpert SAT tips and tricks to help you get the score you need for college! Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Business Ethics Case Study - Chemical company Example | Topics and Well Written Essays - 1750 words

Business Ethics - Chemical company - Case Study Example It characterises Bethany, Boris stone, and the company to represent the case. The plant is new to manufacture lubricants of high standard that could be sold in the most competitive market at the highest price possible. The waste from the production process is to be dumped into the neighbouring river Don. Most of the chemical companies in the vicinity dispose their wastes into that river only. This company has the valid licences from the government authorities for waste disposal in that river. Bethany is very conscious about environment and intelligent enough to read the advanced requirements of maintaining the environment standard. She could note that the permission granted is to release more wastes in the river than anticipated in the past. There was need for introducing additional process in the plant that could reduce the wastes by recycling it and thereby save the river from bearing extra burden. But because the licensing authority had already given the permission the company did not feel the need for this additional cost involvement. The company took opportunity to utilize funds for other essential profit motives. The company, however, was responsible for protecting environment from waste materials and had declared this publicly. Bethany pointed out the need for additional process machinery to her supervisor and sought for his advice to do the needful. Her boss did not advise with positive notes. That created a dilemma for her and therefore some ethical issues arose and identified in the followings. Ethical Issues: "There are two concepts of ethics have also been identified as right, which places an obligation on the individual to act in a certain way; good, which is the value individuals place on things or on human actions" (McEwan, 2001). As an individual Bethany could work for her self interest that is secure her job in the company and earn as much as possible with appreciation and promotion. But eenvironment is a social issue and she is to protect that. Environment is broadly the responsibility of the government. People, society and companies are supposed to co-operate with the government by actively following the rules and regulations framed by the government. Bethany is a professional and employee in the company whose duty is given to oversee the construction of the plant. When Bethany becomes concerned about the environmental problem in the future and approached her boss, the plant supervisor Boris he replies, "It's up to the government agency to protect the river from excess waste, and the company only had to meet the agency's standards" His concept was concentrated to the rule books on company motives and profits. Kant's FIRST principle requires that everyone be treated as a free and equal person. He advocates for treating humanity as an end and not only as means. What Kant means by "treating humanity as an end" is that everyone should treat each human being as a being whose existence as a free rational person should be promoted. What the supervisor has done is to deny this right to Bethany. Bethany must stand out to defend her moral right to do the right thing that promotes common good for all and not to an individual as Kantism stands for. The problem of ethics rises because the government agency has committed a mistake in measuring the standard and the lacuna has been identified by the intelligent and responsible Bethany. As a responsible manager and citizen her duty is to