Prostate cancer prevention and treatment essays

Prostate cancer prevention and treatment essays Prostate cancer prevention and treatment In 2005, over 232,000 men will be diagnosed with prostate cancer, and over 30,000 men will die from it.(Prostate Cancer Facts.) Thats one new case every two and a half minutes and a man dieing every seventeen minutes. That leaves men with a 33% higher risk for receiving prostate cancer than woman have for receiving breast cancer.(Prostate Cancer Facts.) One in six Americans men will receive prostate cancer.(Nobody Knows) A non smoking man is more likely to get prostate cancer that the next seven most common cancers combined.(Nobody Knows) With so many people getting prostate cancer you can see why it has become the most common cancer in America and the number two cause of death in non smokers.(Prostate Cancer Facts.) But there are things that you can do to considerably lower your risk for contracting prostate cancer, and if its contracted there are many options to try to remove it. First off we need to establish just what exactly a prostate is, as most people do not know. A healthy prostate is about the size of a walnut, and it is shaped like a donut.(Prostate cancer) The prostate is located between the rectum and the bladder and is connected to the urethra (the tube that leads out of the body).(The Prostate) The prostate gland is part of a mans body which produces the fluid that mixes in with semen during ejaculation. Next, I felt as though people need to be informed as to just exactly what cancer is. The human body is constructed of cells, the building blocks of life. When cells get old they purposely die so that a new cell can take its place. During this routine cell death and rebirth, cells can develop that do not follow the normal patterns of death and rebirth. Causing cells not to die when they should and reproducing when they shouldnt. This ultimately leads to the ...

Forgetting and our emotional state Essays

Forgetting and our emotional state Essays Forgetting and our emotional state Essay Forgetting and our emotional state Essay They are peripheral details which are encoded which wouldn’t normally be encoded. These details may be where the person was at the time and what the were doing when the event took place or when being told it took place etc. an example may be when Felix Baumgartner sky dived from out of space. FBMs are usually formed if the event was emotionally arousing. They tend to be memories of the events which is episodic rather than memories of facts which are semantic. An evaluation point of FMB is research done by Brown and Kulik, it was found that white Ps had FBMs for assassinations of white people for e.g. President Kennedy whereas black Ps had FBMs of the assassinations of black people for e.g. Martin Luther King. This supports FBMs as it showed that emotional arousal,huge significance and persona relevance are important factors in the formation of FBMs. It was also suggested by Brown and Kulik that the ability to form FBMs would be useful for our ancestors for activities such as hunting and gathering to survive. This would be an evolutionary advantage as there would be trial and error and the errors would have caused trauma which in turn led to a FBM so the error would not be attempted again. However it could be said that in the 21st century it is not very useful as there is no need to hunt and gather. The suggestion of evolutionary advantages supports FBMs. : Support for Brown and Kulik is from the research where it is shown how sudden shocks or surprises increase adrenaline production. Stress hormones are known to lead to stronger memory information/ so high arousal of a sudden even triggers changes and increases the production of adrenaline. This is then likely to form into a   FBM. Its an advantage to have this medical knowledge as it is objective so there is no risk of demand characteristics, it I also high in reliability. Contradictory evidence for   FBMs are that high arousal and danger might be the cause of them. Write found that there was little evidence for witnesses of the Hills-borough football disaster having   FBMs. 96 Liverpool fans were crushed to death and this was seen by hundreds. After 5 months fans tended to have only a vague memory and not the clear   FBMs one which was expected.  However it could be said that the witnesses may not have wanted to recall the events as it may have been traumatic to remember so they pretended they forgot. Another contradicting point for FBM is the MSM. Neisser has criticised the concept of   FBMs and says they can be explained in other ways. They could be explained by using the models of memory, for example the MSM say that we remember long lasting memories because of rehearsal, and a traumatic event may be rehearsed.  Repression:  Freud believed that forgetting is an unconscious motivated process. He came up with motivated forgetting which involved memories which were too emotionally painful to be forgotten using a defence mechanism such as repression and denial. It was said that in repression painful feelings are at first conscious and then are forgotten, but they are stored in the unconscious from where they can be retrieved. Repression can range from momentary lapses of forgetting the details of a horrific event such as a murder. Amnesia can occur in cases where the person has experienced something extremely painful. Freud says that the Oedipus and Elektra complex go through repression whereby the child represses incestuous desires towards the the opposite sex parent and feelings of rivalry towards the same sex parent. Freud didn’t believe all forgetting can be explained through repression but most of it could be due to getting rid of unwanted and unnecessary information. People may forget experiences because of unpleasant associations for e.g. you may forget your homework because you didn’t want to do it so you simply pushed it out of your mind. This is called suppression which is a conscious or semi conscious behaviour as distinct from repression that occurs unconsciously.  Repression is when the ego protects itself from emotional conflicts. Traumatic events cause anxiety and to reduce this the memory of the even is forgotten, this anxiety maybe expressed through dreams or disordered behaviour as in the the case of little Hams. The repressed memories continue to affect conscious thought,desire and action even though there is no conscious memory of the traumatic event. Once the traumatic event is repressed   from the conscious mind to the unconscious mind it make individual feel better,at least temporarily.  And evaluation point for repression is research by Levinger and Clark, they carried out a study where the Ps were given negatively charged words and neutral words. They had to do a word association task whilst having their skin response measured. The Ps were then given the cue words again and asked the associations hey had just reported. They found that Ps took longer to recall the negatively charged associations than the neutral ones. So it could be said that it took longer to access the unconscious mind for the word associations. It has been reported that between 20-60% of people undergoing therapy as a result of child sexual abuse report periods in their lives when they could not remember the abuse had taken place. This supports repression as it shows that the memories had been repressed in their unconscious. However it could be said that they did not want to recall the events so therefore pretended they couldn’t remember. Freud published case studies for his neurotic patients to support his ideas of repression. These have been questioned as inaccurate, however the case studied were unique and one off and cant be generalised as the study took place on white,middle class neurotic women only. The study could be therefore be said to be Oestocentric and culture bias. The study however did have rich qualitative data. Post traumatic stress disorder is where people re-live traumatic events that have taken place in theory lives. This contradicts repression theory as these people are always remembering it as its not being repressed like Freud says they should.  Robinson et al found that the memory of childbirth pain seems to be forgotten or repressed over time. This supports Freuds theory as child birth can be very traumatic however there are problems with using this evidence to support repression. It is difficult to generalise as the pain of childbirth is more painful and lasts longer than other types of pain.

Discuss the main causes and effects of gun crime in the USA Essay - 3

Discuss the main causes and effects of gun crime in the USA - Essay Example Given that it is a constitutional right to protect one’s self from harm and attacks, many citizens take advantage of these factors to assault others (Boseley, 2013). In this case, many criminals use guns in their activities, knowing the constitutional frameworks are in place to protect them against receiving serious jail terms because of the atrocities they perform. In addition to the need for self-defense, the large number of civilian gun holders in the country also explains the reason why many gun crimes exist in the U.S. The notion according to the creators of this act was that more guns available in the country would translate into less numbers or incidents of crime in that country. Private gun holders often use their emotional distress to carry out crimes, hence questioning the necessity of private gun holders in the presence of a tight police service. The current gun control laws in the United States make it easier for people to acquire, own, and carry firearms (Spano & Bolland, 2010). These laws specify the role of the firearm as to protect the holder. However, this exposes the citizens who do not have firearms, as they are subject to constant threat and manipulation from their partners who have licenses to hold guns. In addition to this, the gun related cases are handled at the state courts, which have softer penalties for the perpetrators of gun violence. Such penalties do not stifle the act of crime using guns, instead instigating criminals to use guns more in their operations. The existence of drug lords and drug cartels in the United States leads to the rise in various vicious gangs that sell or traffic drugs across the borders. The increased intake of drugs in the USA indicates more business for the drug cartels, which often compete to attract more customers (Gius, 2014). These competitions have made the demand for guns in the US very high, with many

If I Were President Essay Example | Topics and Well Written Essays - 250 words

If I Were President - Essay Example For instance, providing affordable insurance covers is a way of enabling accessibility to medical care. This is because all citizens are free to seek medical attention whenever the need arises. I would also strengthen security operations within the country to attract foreign investors and boost the confidence of the citizens in undertaking their endeavors without fear. As a president, I would improve development and recreational facilities in order to develop productive workers. Training helps in the preparation of workers who contribute to the economic growth of a country. Similarly, recreational activities make people healthy and active in building the nation. Sports activities are also foreign relations tools since they bring together players and supporters from other countries. Fostering international association facilitates trading activities that develop economies and improving citizens’ living standards. Presidents who engage the citizens in decision-making get the chance to understand the people’s requirements and development strategies. Considering the above, if I were the president, I would concentrate on aspects that enable the citizens to participate in nation building. I would give more youths the chance to explore their skills by enacting policies that relate to their affairs and job creation. This minimizes the depende nce on social welfare benefits, which breeds laziness and criminal

Global warming and immigration Essay Example for Free

Global warming and immigration Essay Climate change is the long term alteration of global weather patterns particularly temperature and storm activity which occur as a result of the greenhouse effect. With scholars predicting deterioration in global environmental conditions in the 21st century, we must focus our attention on the implications this situation will have particularly to human population and settlement. The resulting displacement has led to a rise in â€Å"environmental refugees† as more communities leave their homes in search of alternative sources of livelihood. (Ketel, 2004, p. 2) Immigration due to Global warming A study by the United Nations reveals that human migration caused by global warming is expected to surpass all previous displacements. The effects of flooding, desertification and environmental pollution are partly or wholly credited to global warming (Ketel, 2004, p. 15). In countries such as Zimbabwe and Bangladesh which experience perennial flooding, community based and non-governmental organizations are collaborating with the local communities to raise awareness on disaster preparedness and disaster management practices. The Zimbabwe Case study Most of north and eastern Zimbabwe has been demarcated as flood prone areas, particularly the districts of Mzarabani and Guruve located within the low lying Zambezi basin. Initially, these areas were sparsely populated due to adverse environmental conditions that rendered them uninhabitable. However after realizing that the area had a high economic potential, the government opened it up for agricultural exploitation and settlement a condition that has exposed its inhabitants to floods and mudslides. Successful undertakings Since 2008, the International Organization for Migration (IOM) has participated in relief efforts to provide assistance to families in these areas such as providing blankets, tarpaulins, mosquito nets and water purifying tablets as well as coordinating information on the number of displaced people and where they have been resettled. Community based projects have been initiated aimed at empowering the local community with the skills to withstand flooding thereby mitigating its effects. Structural measures were aimed at constructing dams and channels to control run-off during the rainy season while non-structural measures focused on resettlement, forecasting and setting aside areas to settle the displaced. (Madamombe, 2005, p. 18) In early 2007, such efforts bore fruit as hundreds of families were safely evacuated into Arda Estates of Mzarabani District following devastating floods that swept away over 600 homesteads in Chadereka Village. The displaced families were then allocated small plots within the Estates for subsistence farming while the remainder had to rely on handouts from NGOs such as Catholic Development Commission (CADEC) and IOM. Assistance required in undertaking program These projects required some level of assistance in the form of multi-sectoral meetings on flood management, funding, campaigns and governmental legislation on disaster management. The Zimbabwe government introduced the Civil Protection Act, the Water Act (1998) and the Emergency Preparedness and Disaster Management Act each aimed at addressing an action plan of action for disaster management/mitigation. Zimbabwe is also a member of the Zambezi Action Program (ZACPRO), an initiative which aims to integrate all countries lying within the Zambezi basin to utilize it as a shared resource. However, each country follows its own policy on managing its portion of the Zambezi basin. (Madamombe, 2004, p. 3) Shortcomings The Zimbabwe government faced a variety of hurdles in its resettlement efforts; inadequate funding, disease, resistance from local families and logistical barriers. The government’s expenditure on disaster management is quite minimal and hence in a major catastrophe, private sector and international community would have to be approached for assistance. (Madamombe, 2005, p. 20) Since resettlement is a recurrent process, most displaced families returned to their homes preferring to risk another flood than surrender their dignity and independence by living in resettlement camps. Conflicts due to poor vetting of displaced persons led to undeserving cases receiving handouts while the genuine cases remained in despair and uncertainty. Greater effort is therefore required in undertaking civic education to curtail the humanitarian situation from spiraling out of control. References Ketel, H. (2004). Global Warming and Human Migration: Climate Change, Human Systems and Policy. Oxford, UK: Eolss Publishers. Madamombe, E. (2004) Zimbabwe: Flood Management Practices Selected Flood prone areas Zambezi Basin. Switzerland: World Meteorological Organization/Global Water Partnership. Madamombe, E. (2005). Associated Programme on Flood Management: Overview Situation Paper on Flood Management Practices. Switzerland: World Meteorological Organization/Global Water Partnership.

Julie Taymor’s Titus Andronicus Essay -- Titus Andronicus Essays

Julie Taymor’s Titus Andronicus Shakespeare's first tragedy has been a topic of discussion since the day it was written. Titus Andronicus "was staged on 24 January 1594 by the Earl of Sussex's Men at the Rose Theatre" (Welsh 1). Though this tidbit of information seems somewhat irrelevant to Titus, we must note that there are certain standards and practices established by a play from its first performance. It is also important to establish the general attributes that audiences attribute to Shakespearean performance. One of the distinguishing factors in portraying Titus centers in its origin: "Titus Andronicus [...] must be considered as an experimental play" (Bowers 118). Being Shakespeare's first attempt at tragedy, it obviously has room for error. Yet, as some critics and scholars would say, I believe there is a similar element found in all of Shakespeare's works, no matter when they were written: "Shakespeare constantly reminds us that the character's predicament and humanity is very like our own" (Barton 184). No matter what the plot is, or where he chose to set the story, Shakespeare captures a fundamental element of humanity. Within Titus Andronicus, it is undoubtedly humanity's search for revenge: "Titus Andronicus is a play of social piety, outrage, suffering, and revenge" (Barber 133). The first three elements that Barber attributes to the work are consequential to the fourth; it is the revenge and spite of Titus, Tamora, and Aaron that fuel the other three elements. The other distinguishing feature is the blood and gore that pervades the entire work. Numerous people, such as a fellow colleague of mine, actually dismiss the work due to the horrific acts committed by the characters. Yet if ... ...ives/00titus.html Barber, C.L. Creating Elizabethan Tragedy. Chicago: The University of Chicago Press, 1988. Barton, John. Playing Shakespeare. London: Methuen Drama, 1989. Bowers, Fredson. Elizabethan Revenge Tragedy. Princeton: Princeton University Press, 1940. Corliss, Richard. "Titus." Time 27 December 1999: 166-170. Granger, Susan. "Titus." www.all-reviews.com/videos/titus.htm. 1999. Karten, Harvey. "Titus." www.all-reviews.com/videos/titus-4.htm. 2000. Lindroth, Mary. "'Some device of further misery': Taymor's Titus brings Shakespeare to film audiences with a twist." Literature/Film Quarterly 29 (2001): 107-115. Travers, Peter. "Titus." Rolling Stone 17 February 2000: 64. Welsh, Jim and John Tibbetts. "'To sup with horrors': Julie Taymor's Senecan feast." Literature/Film Quarterly 28 (2000): 155-156.

The Twilight Saga 3: Eclipse Chapter 16. EPOCH

â€Å"I HAVE NOTHING TO WEAR!† I MOANED TO MYSELF. Every item of clothing I owned was strewn across my bed; my drawers and closets were bare. I stared into the empty recesses, willing something suitable to appear. My khaki skirt lay over the back of the rocking chair, waiting for me to discover something that went with it just exactly right. Something that would make me look beautiful and grown up. Something that said special occasion. I was coming up empty. It was almost time to go, and I was still wearing my favorite old sweats. Unless I could find something better here – and the odds weren't looking good at this point – I was going to graduate in them. I scowled at the pile of clothes on my bed. The kicker was that I knew exactly what I would have worn if it were still available – my kidnapped red blouse. I punched the wall with my good hand. â€Å"Stupid, thieving, annoying vampire!† I growled. â€Å"What did I do?† Alice demanded. She was leaning casually beside the open window as if she'd been there the whole time. â€Å"Knock, knock,† she added with a grin. â€Å"Is it really so hard to wait for me to get the door?† She threw a flat, white box onto my bed. â€Å"I'm just passing through. I thought you might need something to wear.† I looked at the big package lying on top of my unsatisfying wardrobe and grimaced. â€Å"Admit it,† Alice said. â€Å"I'm a lifesaver.† â€Å"You're a lifesaver,† I muttered. â€Å"Thanks.† â€Å"Well, it's nice to get something right for a change. You don't know how irritating it is – missing things the way I have been. I feel so useless. So . . . normal.† She cringed in horror of the word. â€Å"I can't imagine how awful that must feel. Being normal? Ugh.† She laughed. â€Å"Well, at least this makes up for missing your annoying thief – now I just have to figure out what I'm not seeing in Seattle.† When she said the words that way – putting the two situations together in one sentence – right then it clicked. The elusive something that had been bothering me for days, the important connection that I couldn't quite put together, suddenly became clear. I stared at her, my face frozen with whatever expression was already in place. â€Å"Aren't you going to open it?† she asked. She sighed when I didn't move immediately, and tugged the top of the box off herself. She pulled something out and held it up, but I couldn't concentrate on what it was. â€Å"Pretty, don't you think? I picked blue, because I know it's Edward's favorite on you.† I wasn't listening. â€Å"It's the same,† I whispered. â€Å"What is?† she demanded. â€Å"You don't have anything like this. For crying out loud, you only own one skirt!† â€Å"No, Alice! Forget the clothes, listen!† â€Å"You don't like it?† Alice's face clouded with disappointment. â€Å"Listen, Alice, don't you see? It's the same! The one who broke in and stole my things, and the new vampires in Seattle. They're together!† The clothes slipped from her fingers and fell back into the box. Alice focused now, her voice suddenly sharp. â€Å"Why do you think that?† â€Å"Remember what Edward said? About someone using the holes in your vision to keep you from seeing the newborns? And then what you said before, about the timing being too perfect – how careful my thief was to make no contact, as if he knew you would see that. I think you were right, Alice, I think he did know. I think he was using those holes, too. And what are the odds that two different people not only know enough about you to do that, but also decided to do it at exactly the same time? No way. It's one person. The same one. The one who is making the army is the one who stole my scent.† Alice wasn't accustomed to being taking by surprise. She froze, and was still for so long that I started counting in my head as I waited. She didn't move for two minutes straight. Then her eyes refocused on me. â€Å"You're right,† she said in a hollow tone. â€Å"Of course you're right. And when you put it that way. . . .† â€Å"Edward had it wrong,† I whispered. â€Å"It was a test . . . to see if it would work. If he could get in and out safely as long as he didn't do anything you would be watching out for. Like trying to kill me. . . . And he didn't take my things to prove he'd found me. He stole my scent . . . so that others could find me.† Her eyes were wide with shock. I was right, and I could see that she knew it, too. â€Å"Oh, no,† she mouthed. I was through expecting my emotions to make sense anymore. As I processed the fact that someone had created an army of vampires – the army that had gruesomely murdered dozens of people in Seattle – for the express purpose of destroying me, I felt a spasm of relief. Part of it was finally solving that irritating feeling that I was missing something vital. But the larger part was something else entirely. â€Å"Well,† I whispered, â€Å"everyone can relax. Nobody's trying to exterminate the Cullens after all.† â€Å"If you think that one thing has changed, you're absolutely wrong,† Alice said through her teeth. â€Å"If someone wants one of us, they're going to have to go through the rest of us to get to her.† â€Å"Thanks, Alice. But at least we know what they're really after. That has to help.† â€Å"Maybe,† she muttered. She started pacing back and forth across my room. Thud, thud – a fist hammered against my door. I jumped. Alice didn't seem to notice. â€Å"Aren't you ready yet? We're gonna be late!† Charlie complained, sounding edgy. Charlie hated occasions about as much as I did. In his case, a lot of the problem was having to dress up. â€Å"Almost. Give me a minute,† I said hoarsely. He was quiet for half a second. â€Å"Are you crying?† â€Å"No. I'm nervous. Go away.† I heard him clump down the stairs. â€Å"I have to go,† Alice whispered. â€Å"Why?† â€Å"Edward is coming. If he hears this . . .† â€Å"Go, go!† I urged immediately. Edward would go berserk when he knew. I couldn't keep it from him for long, but maybe the graduation ceremony wasn't the best time for his reaction. â€Å"Put it on,† Alice commanded as she flitted out the window. I did what she said, dressing in a daze. I'd been planning to do something more sophisticated with my hair, but time was up, so it hung straight and boring as on any other day. It didn't matter. I didn't bother to look in the mirror, so I had no idea how Alice's sweater and skirt ensemble worked. That didn't matter, either. I threw the ugly yellow polyester graduation robe over my arm and hurried down the stairs. â€Å"You look nice,† Charlie said, already gruff with suppressed emotion. â€Å"Is that new?† â€Å"Yeah,† I mumbled, trying to concentrate. â€Å"Alice gave it to me. Thanks.† Edward arrived just a few minutes after his sister left. It wasn't enough time for me to pull together a calm faade. But, since we were riding in the cruiser with Charlie, he never had a chance to ask me what was wrong. Charlie had gotten stubborn last week when he'd learned that I was intending to ride with Edward to the graduation ceremony. And I could see his point – parents should have some rights come graduation day. I'd conceded with good grace, and Edward had cheerfully suggested that we all go together. Since Carlisle and Esme had no problem with this, Charlie couldn't come up with a compelling objection; he'd agreed with poor grace. And now Edward rode in the backseat of my father's police car, behind the fiberglass divider, with an amused expression – probably due to my father's amused expression, and the grin that widened every time Charlie stole a glance at Edward in his rearview mirror. Which almost certainly meant that Charlie was imagining things that would get him in trouble with me if he said them out loud. â€Å"Are you all right?† Edward whispered when he helped me from the front seat in the school parking lot. â€Å"Nervous,† I answered, and it wasn't even a lie. â€Å"You are so beautiful,† he said. He looked like he wanted to say more, but Charlie, in an obvious maneuver that he meant to be subtle, shrugged in between us and put his arm around my shoulders. â€Å"Are you excited?† he asked me. â€Å"Not really,† I admitted. â€Å"Bella, this is a big deal. You're graduating from high school. It's the real world for you now. College. Living on your own. . . . You're not my little girl anymore.† Charlie choked up a bit at the end. â€Å"Dad,† I moaned. â€Å"Please don't get all weepy on me.† â€Å"Who's weepy?† he growled. â€Å"Now, why aren't you excited?† â€Å"I don't know, Dad. I guess it hasn't hit yet or something.† â€Å"It's good that Alice is throwing this party. You need something to perk you up.† â€Å"Sure. A party's exactly what I need.† Charlie laughed at my tone and squeezed my shoulders. Edward looked at the clouds, his face thoughtful. My father had to leave us at the back door of the gym and go around to the main entrance with the rest of the parents. It was pandemonium as Ms. Cope from the front office and Mr. Varner the math teacher tried to line everyone up alphabetically. â€Å"Up front, Mr. Cullen,† Mr. Varner barked at Edward. â€Å"Hey, Bella!† I looked up to see Jessica Stanley waving at me from the back of the line with a smile on her face. Edward kissed me quickly, sighed, and went to go stand with the C's. Alice wasn't there. What was she going to do? Skip graduation? What poor timing on my part. I should have waited to figure things out until after this was over with. â€Å"Down here, Bella!† Jessica called again. I walked down the line to take my place behind Jessica, mildly curious as to why she was suddenly so friendly. As I got closer, I saw Angela five people back, watching Jessica with the same curiosity. Jess was babbling before I was in earshot. â€Å". . . so amazing. I mean, it seems like we just met, and now we're graduating together,† she gushed. â€Å"Can you believe it's over? I feel like screaming!† â€Å"So do I,† I muttered. â€Å"This is all just so incredible. Do you remember your first day here? We were friends, like, right away. From the first time we saw each other. Amazing. And now I'm off to California and you'll be in Alaska and I'm going to miss you so much! You have to promise that we'll get together sometimes! I'm so glad you're having a party. That's perfect. Because we really haven't spent much time together in a while and now we're all leaving. . . .† She droned on and on, and I was sure the sudden return of our friendship was due to graduation nostalgia and gratitude for the party invite, not that I'd had anything to do with that. I paid attention as well as I could while I shrugged into my robe. And I found that I was glad that things could end on a good note with Jessica. Because it was an ending, no matter what Eric, the valedictorian, had to say about commencement meaning â€Å"beginning† and all the rest of the trite nonsense. Maybe more for me than for the rest, but we were all leaving something behind us today. It went so quickly. I felt like I'd hit the fast forward button. Were we supposed to march quite that fast? And then Eric was speed talking in his nervousness, the words and phrases running together so they didn't make sense anymore. Principal Greene started calling names, one after the other without a long enough pause between; the front row in the gymnasium was rushing to catch up. Poor Ms. Cope was all thumbs as she tried to give the principal the right diploma to hand to the right student. I watched as Alice, suddenly appearing, danced across the stage to take hers, a look of deep concentration on her face. Edward followed behind, his expression confused, but not upset. Only the two of them could carry off the hideous yellow and still look the way they did. They stood out from the rest of the crowd, their beauty and grace otherworldly. I wondered how I'd ever fallen for their human farce. A couple of angels, standing there with wings intact, would be less conspicuous. I heard Mr. Greene call my name and I rose from my chair, waiting for the line in front of me to move. I was conscious of cheering in the back of the gym, and I looked around to see Jacob pulling Charlie to his feet, both of them hooting in encouragement. I could just make out the top of Billy's head beside Jake's elbow. I managed to throw them an approximation of a smile. Mr. Greene finished with the list of names, and then continued to hand out diplomas with a sheepish grin as we filed past. â€Å"Congratulations, Miss Stanley,† he mumbled as Jess took hers. â€Å"Congratulations, Miss Swan,† he mumbled to me, pressing the diploma into my good hand. â€Å"Thanks,† I murmured. And that was it. I went to stand next to Jessica with the assembled graduates. Jess was all red around the eyes, and she kept blotting her face with the sleeve of her robe. It took me a second to understand that she was crying. Mr. Greene said something I didn't hear, and everyone around me shouted and screamed. Yellow hats rained down. I pulled mine off, too late, and just let it fall to the ground. â€Å"Oh, Bella!† Jess blubbered over the sudden roar of conversation. â€Å"I can't believe we're done.† â€Å"I can't believe it's all over,† I mumbled. She threw her arms around my neck. â€Å"You have to promise we won't lose touch.† I hugged her back, feeling a little awkward as I dodged her request. â€Å"I'm so glad I know you, Jessica. It was a good two years.† â€Å"It was,† she sighed, and sniffed. Then she dropped her arms. â€Å"Lauren!† she squealed, waving over her head and pushing through the massed yellow gowns. Families were beginning to converge, pressing us tighter together. I caught sight of Angela and Ben, but they were surrounded by their families. I would congratulate them later. I craned my head, looking for Alice. â€Å"Congratulations,† Edward whispered in my ear, his arms winding around my waist. His voice was subdued; he'd been in no hurry for me to reach this particular milestone. â€Å"Um, thanks.† â€Å"You don't look like you're over the nerves yet,† he noted. â€Å"Not quite yet.† â€Å"What's left to worry about? The party? It won't be that horrible.† â€Å"You're probably right.† â€Å"Who are you looking for?† My searching wasn't quite as subtle as I'd thought. â€Å"Alice – where is she?† â€Å"She ran out as soon as she had her diploma.† His voice took on a new tone. I looked up to see his confused expression as he stared toward the back door of the gym, and I made an impulse decision – the kind I really should think twice about, but rarely did. â€Å"Worrying about Alice?† I asked. â€Å"Er . . .† He didn't want to answer that. â€Å"What was she thinking about, anyway? To keep you out, I mean.† His eyes flashed down to my face, and narrowed in suspicion. â€Å"She was translating the Battle Hymn of the Republic into Arabic, actually. When she finished that, she moved on to Korean sign language.† I laughed nervously. â€Å"I suppose that would keep her head busy enough.† â€Å"You know what she's hiding from me,† he accused. â€Å"Sure.† I smiled a weak smile. â€Å"I'm the one who came up with it.† He waited, confused. I looked around. Charlie would be on his way through the crowd now. â€Å"Knowing Alice,† I whispered in a rush, â€Å"she'll probably try to keep this from you until after the party. But since I'm all for the party being canceled – well, don't go berserk, regardless, okay? It's always better to know as much as possible. It has to help somehow.† â€Å"What are you talking about?† I saw Charlie's head bob up over the other heads as he searched for me. He spotted me and waved. â€Å"Just stay calm, okay?† He nodded once, his mouth a grim line. In hurried whispers I explained my reasoning to him. â€Å"I think you're wrong about things coming at us from all sides. I think it's mostly coming at us from one side . . . and I think it's coming at me, really. It's all connected, it has to be. It's just one person who's messing with Alice's visions. The stranger in my room was a test, to see if someone could get around her. It's got to be the same one who keeps changing his mind, and the newborns, and stealing my clothes – all of it goes together. My scent is for them.† His face had turned so white that I had a hard time finishing. â€Å"But no one's coming for you, don't you see? This is good – Esme and Alice and Carlisle, no one wants to hurt them!† His eyes were huge, wide with panic, dazed and horrified. He could see that I was right, just as Alice had. I put my hand on his cheek. â€Å"Calm,† I pleaded. â€Å"Bella!† Charlie crowed, pushing his way past the close-packed families around us. â€Å"Congratulations, baby!† He was stillyelling, even though he was right at my ear now. He wrapped his arms around me, ever so slyly shuffling Edward off to the side as he did so. â€Å"Thanks,† I muttered, preoccupied by the expression on Edward's face. He still hadn't gained control. His hands were halfway extended toward me, like he was about to grab me and make a run for it. Only slightly more in control of myself than he was, running didn't seem like such a terrible idea to me. â€Å"Jacob and Billy had to take off – did you see that they were here?† Charlie asked, taking a step back, but keeping his hands on my shoulders. He had his back to Edward – probably an effort to exclude him, but that was fine at the moment. Edward's mouth was hanging open, his eyes still wide with dread. â€Å"Yeah,† I assured my father, trying to pay enough attention. â€Å"Heard them, too.† â€Å"It was nice of them to show up,† Charlie said. â€Å"Mm-hmm.† Okay, so telling Edward had been a really bad idea. Alice was right to keep her thoughts clouded. I should have waited till we were alone somewhere, maybe with the rest of his family. And nothing breakable close by – like windows . . . cars . . . school buildings. His face brought back all my fear and then some. Though his expression was past the fear now – it was pure fury that was suddenly plain on his features. â€Å"So where do you want to go out for dinner?† Charlie asked. â€Å"The sky's the limit.† â€Å"I can cook.† â€Å"Don't be silly. Do you want to go to the Lodge?† he asked with an eager smile. I did not particularly enjoy Charlie's favorite restaurant, but, at this point, what was the difference? I wasn't going to be able to eat anyway. â€Å"Sure, the Lodge, cool,† I said. Charlie smiled wider, and then sighed. He turned his head halfway toward Edward, without really looking at him. â€Å"You coming, too, Edward?† I stared at him, my eyes beseeching. Edward pulled his expression together just before Charlie turned to see why he hadn't gotten an answer. â€Å"No, thank you,† Edward said stiffly, his face hard and cold. â€Å"Do you have plans with your parents?† Charlie asked, a frown in his voice. Edward was always more polite than Charlie deserved; the sudden hostility surprised him. â€Å"Yes. If you'll excuse me. . . .† Edward turned abruptly and stalked away through the dwindling crowd. He moved just a little bit too fast, too upset to keep up his usually perfect charade. â€Å"What did I say?† Charlie asked with a guilty expression. â€Å"Don't worry about it, Dad,† I reassured him. â€Å"I don't think it's you.† â€Å"Are you two fighting again?† â€Å"Nobody's fighting. Mind your own business.† â€Å"You are my business.† I rolled my eyes. â€Å"Let's go eat.† The Lodge was crowded. The place was, in my opinion, overpriced and tacky, but it was the only thing close to a formal restaurant in town, so it was always popular for events. I stared morosely at a depressed- looking stuffed elk head while Charlie ate prime rib and talked over the back of the seat to Tyler Crowley's parents. It was noisy – everyone there had just come from graduation, and most were chatting across the aisles and over the booth-tops like Charlie. I had my back to the front windows, and I resisted the urge to turn around and search for the eyes I could feel on me now. I knew I wouldn't be able to see anything. Just as I knew there was no chance that he would leave me unguarded, even for a second. Not after this. Dinner dragged. Charlie, busy socializing, ate too slowly. I picked at my burger, stuffing pieces of it into my napkin when I was sure his attention was somewhere else. It all seemed to take a very long time, but when I looked at the clock – which I did more often than necessary – the hands hadn't moved much. Finally Charlie got his change back and put a tip on the table. I stood up. â€Å"In a hurry?† he asked me. â€Å"I want to help Alice set things up,† I claimed. â€Å"Okay.† He turned away from me to say goodnight to everyone. I went out to wait by the cruiser. I leaned against the passenger door, waiting for Charlie to drag himself away from the impromptu party. It was almost dark in the parking lot, the clouds so thick that there was no telling if the sun had set or not. The air felt heavy, like it was about to rain. Something moved in the shadows. My gasp turned into a sigh of relief as Edward appeared out of the gloom. Without a word, he pulled me tightly against his chest. One cool hand found my chin, and pulled my face up so that he could press his hard lips to mine. I could feel the tension in his jaw. â€Å"How are you?† I asked as soon as he let me breathe. â€Å"Not so great,† he murmured. â€Å"But I've got a handle on myself. I'm sorry that I lost it back there.† â€Å"My fault. I should have waited to tell you.† â€Å"No,† he disagreed. â€Å"This is something I needed to know. I can't believe I didn't see it!† â€Å"You've got a lot on your mind.† â€Å"And you don't?† He suddenly kissed me again, not letting me answer. He pulled away after just a second. â€Å"Charlie's on his way.† â€Å"I'll have him drop me at your house.† â€Å"I'll follow you there.† â€Å"That's not really necessary,† I tried to say, but he was already gone. â€Å"Bella?† Charlie called from the doorway of the restaurant, squinting into the darkness. â€Å"I'm out here.† Charlie sauntered out to the car, muttering about impatience. â€Å"So, how do you feel?† he asked me as we drove north along the highway. â€Å"It's been a big day.† â€Å"I feel fine,† I lied. He laughed, seeing through me easily. â€Å"Worried about the party?† he guessed. â€Å"Yeah,† I lied again. This time he didn't notice. â€Å"You were never one for the parties.† â€Å"Wonder where I got that from,† I murmured. Charlie chuckled. â€Å"Well, you look really nice. I wish I'd thought to get you something. Sorry.† â€Å"Don't be silly, Dad.† â€Å"It's not silly. I feel like I don't always do everything for you that I should.† â€Å"That's ridiculous. You do a fantastic job. World's best dad. And . . .† It wasn't easy to talk about feelings with Charlie, but I persevered after clearing my throat. â€Å"And I'm really glad I came to live with you, Dad. It was the best idea I ever had. So don't worry – you're just experiencing post-graduation pessimism.† He snorted. â€Å"Maybe. But I'm sure I slipped up in a few places. I mean, look at your hand!† I stared down blankly at my hands. My left hand rested lightly on the dark brace I rarely thought about. My broken knuckle didn't hurt much anymore. â€Å"I never thought I needed to teach you how to throw a punch. Guess I was wrong about that.† â€Å"I thought you were on Jacob's side?† â€Å"No matter what side I'm on, if someone kisses you without your permission, you should be able to make your feelings clear without hurting yourself. You didn't keep your thumb inside your fist, did you?† â€Å"No, Dad. That's kind of sweet in a weird way, but I don't think lessons would have helped. Jacob's head is really hard.† Charlie laughed. â€Å"Hit him in the gut next time.† â€Å"Next time?† I asked incredulously. â€Å"Aw, don't be too hard on the kid. He's young.† â€Å"He's obnoxious.† â€Å"He's still your friend.† â€Å"I know.† I sighed. â€Å"I don't really know what the right thing to do here is, Dad.† Charlie nodded slowly. â€Å"Yeah. The right thing isn't always real obvious. Sometimes the right thing for one person is the wrong thing for someone else. So . . . good luck figuring that out.† â€Å"Thanks,† I muttered dryly. Charlie laughed again, and then frowned. â€Å"If this party gets too wild . . . ,† he began. â€Å"Don't worry about it, Dad. Carlisle and Esme are going to be there. I'm sure you can come, too, if you want.† Charlie grimaced as he squinted through the windshield into the night. Charlie enjoyed a good party just about as much as I did. â€Å"Where's the turnoff, again?† he asked. â€Å"They ought to clear out their drive – it's impossible to find in the dark.† â€Å"Just around the next bend, I think.† I pursed my lips. â€Å"You know, you're right – it is impossible to find. Alice said she put a map in the invitation, but even so, maybe everyone will get lost.† I cheered up slightly at the idea. â€Å"Maybe,† Charlie said as the road curved to the east. â€Å"Or maybe not.† The black velvet darkness was interrupted ahead, just where the Cullens' drive should be. Someone had wrapped the trees on either side in thousands of twinkle lights, impossible to miss. â€Å"Alice,† I said sourly. â€Å"Wow,† Charlie said as we turned onto the drive. The two trees at the entry weren't the only ones lit. Every twenty feet or so, another shining beacon guided us toward the big white house. All the way – all three miles of the way. â€Å"She doesn't do things halfway, does she?† Charlie mumbled in awe. â€Å"Sure you don't want to come in?† â€Å"Extremely sure. Have fun, kid.† â€Å"Thanks so much, Dad.† He was laughing to himself as I got out and shut the door. I watched him drive away, still grinning. With a sigh, I marched up the stairs to endure my party.

Change Management and Communication Plan Essay

Riordan Manufacturing is doing big things to improve their organization. They have decided to change how the organization manages their customer management system. The company has not had any formal system for managing their customer information and has in the past left this up to each individual employee. This new system will incorporate the use of one customer management system that will be accessed by all employees. Our team will be assisting with this process and will ensure that our plan will make Riordan more effective. During this process we will need to have several planning meetings to assist with the implementation of this new process and the use of our new customer management system. We as a team will ensure that all steps are carefully planned and well presented to the employees. Our number one goal is to make the company more effective. The topics we will need to address include the organizational structure to include chain of command, organizational culture, and the strategy we will use to make these changes effective. Their current method of management is the chain of command. This allows each division to have a supervisor and many levels between the bottom and the top. The level of supervision includes supervisors, middle managers, and executive managers. The informal power structure is a team-oriented working environment. Assignments are currently being completed by appropriate communication among the employees. The lack of focus on individual success is often overlooked. Decentralization can also be a disadvantage as it can lead to control problems for management. This structure can generally increase conflict among employees. The most effective organizational structure that would benefit Riordan would include self-directed teams. Riordan’s team environment would be excellent for  self-directed teams. Self-directed teams can offer several advantages. The largest factor we considered is motivating the employees. This will allow them the highest level of job satisfactory by boosting morale and giving them meaningful positions. Employees that have high levels of job satisfactory are much more engaged in supporting their organization. An employee’s behavior is influenced by their company’s culture. The organizational culture at Riordan includes fairness, dedication, teamwork, performance evaluations and benefits accommodations. Everything the company offers is factored into the culture. These influence an employee’s motivation and will help an employee grow and gain additional experience and knowledge. Some potential influences include career advancement, job security which in return will lead to loyal employees, excellent customer service provided by the employees, and compensation satisfaction. One of the most difficult challenges a company is tasked with is implementing change. As long as a company knows and understands how to effectively implement change, the less resistance they will receive. Reasons that employees resist change include: lack of awareness to the change, fear of being out of comfort zone, fear of not understanding the reasons for change, personal feelings towards the change, conflicts, and fear for lack of job security. Management should always be prepared to effectively deal and handle the resistance most employees will impose. Some strategies Riordan Company should follow include; effective communication of any ideas and implementation of change prior to the change date. Management should always be mindful of employee concerns and work on different training methods to help them cope with any changes that will be occurring. Every employee should be given the opportunity to provide feedback regarding the changes. Another strategy is to expect the resistance when implementation takes place. The best way to handle that is to address it formally and identify the root causes of the change as well as appoint the right leaders to effectively communicate and address any potential issues. As far as the implementation of the new system goes, the next 12 months will be critical. A plan will help to dictate the direction in which the plan will take the business. Providing a detailed step-by-step instruction manual, so to speak, will be the best chance for the success of the implementation. It may take a bit longer, but implementing the plan only one step at a time will make for  an effortless transaction from one norm to the next. This will also allow for feedback of the employees without aggravation, which will also give them time for significant improvements. At first, the employees will likely be confused by the change. It will take time to adapt to the new norm before an evaluation of the success can be determined. Training will be of great importance. Having a pre-knowledge of the upcoming events will prepare the employees for the inevitable. We know that the change is coming and so should they. The customer base is the best way to know for sure if the plan is effective. Most businesses only exist as a service to a customer; therefore, training the employees on the right and wrong reactions to the customers and the service that they r eceive will be the primary goal for Riordan Manufacturing. This will give the sense that the company is making the necessary changes to better serve them. The Communication Plan Riordan Manufacturing communication plan will consist of a formal email being sent to all managers in charge of specific sectors about the Change Management Plan with a follow up of sector face-to-face meetings. A formal email being sent out will ensure the message being delivered in a timely fashion to prepare the managers for the change. It will also give them more time to prepare a face-to-face meeting with all sector employees before the change is made. The face-to-face meeting will ensure the employees that Riordan Manufacture messages about any change that could affect them are being relayed on a more personable level. This channel will also allow manager to receive feedback from employees whether it is questions or concerns. A barrier that could be a problem for the managers trying to deliver this Change Management Plan is Communication Apprehension. This kind of barrier takes place when an individual gets extremely nervous, anxious, or even tense when speaking or trying to send any type of communication to others. Since the managers are going to have individual face-to-face meeting with their group of employees, we hope that each manager will have the courage to speak up effectively and accurately about the change. To ensure that there has been effective communication to all employees the managers who delivered  the messages will have to send a report back about the reactions shared by the employees during the meeting. Riordan Manufacturing is excited to announce a new customer management system. This new system will be accessible by all employees and will allow us to provide the most effective customer service possible. During the next few weeks, Department Managers will have face to face meetings with all staff members. Team A will provide an overview of the new system and will allow the opportunity for employees to address concerns and ask questions. Please take this time and offer feedback, your feedback and concerns are vital to the success of this organization. Our number one goal is to deliver the best customer service to both internal and external customers. Together we can make this change a success. In conclusion communication and planning are the two most important things when implementing change within any organization. Employees need to know that their input is appreciated and heard. Allowing managers and employees the opportunity to provide feedback will increase morale and will maintain high levels of job satisfaction. Riordan Manufacturing has taken the necessary steps to implement the new customer management system with proper planning and communication.

Discuss the portrayal of the child in the Erl King and the Werewolf Essays

Discuss the portrayal of the child in the Erl King and the Werewolf Essays Discuss the portrayal of the child in the Erl King and the Werewolf Essay Discuss the portrayal of the child in the Erl King and the Werewolf Essay Carter Explores young girls sexual hunger and the lure of the wilda in both the Erl King and the Werewolf. Young girls are both seduce and seduced; both prey and predator, as illustrated through the medium of subverted fairy tales that Carter adopts. Fitting patriarchal norms, the folkloric genre often portrays young passive women as protagonists. This is not so in Carters retelling where the females we meet are empowered by their femininity and desire. If we look at the social context of these stories this becomes significant. The text was written in the 1970s a time when women were challenging their roles, and as well known feminist writer this heavily influences Carter. This is further emphasized in Carters work by taking characters that a reader is already familiar with and changing both the aspects of their personality and accordingly their role in the story. This shocks the reader into paying attention and allows them to appreciate the childish heroines, and the female psyche they represent, in a different light. Carter is concerned with the male desire for sexual innocence and this is portrayed in the stories through the young protagonists. Youth is often seen to equate to purity and this assumption is made by the reader in the opening of both stories, particularly through the allusions to Red Riding Hood, the atypical good, young girl. Carter delights in shattering these presumptions later in the stories by having her characters behave unlike the youth we are used to seeing portrayed in this genre. Fairy stories have been used to repress women into passive, silent, subservient roles since males such as Grim or Anderson started to focus on folklore in the eighteenth century. Carter reclaims fairy stories for the feminists and this is seen in the sexually desired adolescents; instead of portraying what patriarchal society would expect and want of its youth, Carter shows the true feelings and sexual predilection of women. In the the Erl King the child, after sleeping with the beast, strangles him with his hair. The child is worried that she will be taken into the Erl kings power after sleeping with him and will be caged, for the Erl king would do me grievous harm. This can be seen from two perspectives. Carter could be suggesting that women after sleeping with and being under the power of men are killed, or incarcerated spiritually through the caged bird metaphor seen here. However, on a more symbolic level the Erl King could in fact be allegorical of the repression of sexual desire; the child in the story both loves him but fears for the consequence of her affections, and desires mock my loss of liberty. The act of strangling him with his hair, often seen to denote purity and innocence, is in fact symbolic of mens oppression of female sexual desire; their need for purity has caused women to lose their flesh in the corrosive pool of his regard. In a similar manner, the young girls actions in the Werewolf also be demonstrate female repression. A Jungian reading of the text is very revealing. Carl Jung said that animus represents the masculine aspects of the psyche in women, and the anima the female psyche in malesbi. In the Werewolf, the young girl has both the animas and the female psyche and if a Jungian view is upheld then the story is really concerned with the girls battle between which of these forces is to be more dominant. The traditional phallic symbol of the knife relates to the animas and the basket of food has connotations with female genitalia. The girl on the sight of the wolf, drops her basket and seizes her knife, her animus becomes dominant in order to deal with the dangers of real life. The girl later prospers, and it is suggested that this is through the loss of femininity of the youth. Carter suggests that in order to succeed in this world you must make you self-effeminate because masculinity is dominant. The symbolic meaning behind the werewolf in the unconscious seems important in this story where a girl is both attacked and attacks one of these creatures: To dream that you are a werewolf, suggests that some aspects of your personality are hurtful and even dangerous to your own well-being. You are headed down an undesirable path. Alternatively, it refers to your repressed instincts. c Through this means Carter suggests that womens repression of their femininity goes against their self and cause them to go down an undesirable path in their psychological forest. In Carters work she portrays the child very differently to what we expect of a fairytale character, as her tales are not designed to be read to the young, but rather to fit their original purpose of teaching female adolescents of their sexual desires and the pitfalls of the world around them. She focuses on the psychological aspect of her stories keeping them in keeping with a genre traditionally full of the subliminal. It has been suggested that Carters work could viewed by Freuds personal unconsciousness theory, where we are forced to dream in order to deal with the issues around us that are socially repressed in the world we live in. Carter portrays her young children, as the fixings of a womans mind where by their exploits are in fact a coping mechanism in a world where youth, innocence and the animus are preferred.

5 visas para estudiar high school en Estados Unidos

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

Internship report Essay Example | Topics and Well Written Essays - 4250 words

Internship report - Essay Example During this meeting, the member organizations assess the general thrust of their actions, set the priorities and decide of their joint strategy for the coming 3 years, notably by electing the International Board. The International Board is comprised of 22 elected members (a president, treasurer, 15 vice-presidents, and 5 secretaries general) representing all regions of the world. This International Board defines specific strategies to implement the thematic and regional priorities adopted by the Congress. It also meets 3 times a year to discuss the FIDH's political and strategic orientation and to approve the budget. The Executive Board is composed of the President, the Treasurer and 5 secretaries General. It is responsible for the management of the FIDH on a daily basis and convenes once a month to take decision on current concerns and request submitted by member organizations. The International Secretariat, based in Paris, employs 30 permanent staff members who carry out various du ties including working at the headquarters, acting as a permanent delegation before IGOs (intergovernmental organizations) and working in regional offices. It implements decisions taken by the International and Executive boards in conjunction with the member organizations. ... The International Secretariat, Observatory and Specialist Desks. The International Secretariat is divided into regions (Africa Desk, Americas Desk, Asia Desk, Eastern Europe & Central Asia Desk, North Africa & Middle East desk) and is responsible for setting priorities. Since 2009, the FIDH singled out certain areas of prime concern, for which it has determined action priorities. These include: protection for human rights defenders, accountability, respect for human rights in the context of globalization, defense of human rights, and respect for human rights in the context of counter-terrorism. The thematic division of the International Secretariat reflects the following action priorities: Globalization & Human Rights Desk, Women's & Migrants Rights Desk, International Justice Desk, Observatory for the Protection of Human Rights Defender (hereinafter "The Observatory"). The Observatory (a joint program with the World Organization Against Torture) seeks the implementation of the UN De claration on Human Rights Defenders and campaigns for the adoption of new mechanisms aimed at reinforcing their protection and security. It also provides emergency protection to human rights defenders on the ground under the form of material assistance, trial observation missions, media coverage, and urgent intervention. The International Justice Desk's mandate is to tackle the issue of impunity for those who carry out human rights abuses, and to make such individuals and groups accountable for their crimes against humanity. It does so by providing legal and judicial support to victims of international crimes by initiating or participating in litigation before national, regional and international courts. The fight against impunity is one of the raisons d’etre

Effects ofSarbanes Oxley Research Paper Example | Topics and Well Written Essays - 1000 words

Effects ofSarbanes Oxley - Research Paper Example In 2001, Enron Corporation, a USA energy company situated in Houston, hit its investors immensely when it filed for bankruptcy as a result of major corporate accounting forgeries carried out by its senior management and its auditor. The bankruptcy resulted in an estimated loss of almost $11 billion for its shareholders and the World saw a company with almost $63 billion market capitalization, file for bankruptcy (the largest dissolution in US history at that time) (Sterling, 2002). The major reason of the collapse of Enron Corporation was because of its fabricating and dubious accounting shams. The senior management of Enron was actively involved in recording fake Revenues within its accounting records. The practice carried out at the company saw the senior management of the company record Revenues on the basis of the present value of net future cash flows. This resulted in phony accounting treatment and misleading reports which was needed to match profits and cash in order to satisf y the shareholders. The company saw its stock price of $90 in the year 2000 fall to a meager $1 per share by the end of November 2001 (Rapoport et al, 2009; Sterling, 2002). This huge calamity saw the initiation of several new legislations including the Sarbanes Oxley Act, which was brought into existence in order improve the accuracy and the reliability of the financial statements and to provide a transparent picture to the shareholders (Rapoport et al, 2009). The legislation was passed by the US Congress in 2002 with a special focus of resuscitating investor confidence in corporations and others serving the capital markets. The title of the act clearly states its purpose. According to the title, SOX is â€Å"an act to protect investors by improving the accuracy and reliability of corporate disclosures made pursuant to the securities laws, and for other purposes.† (Golden et al, 2006) The act is named after US Senator Paul Sarbanes and US Representative Michael Oxley. The le gislation was put forwards in order to provide a stringent role towards any unscrupulous act. The act carried severe punitive measures against the wrongdoers and it provided increased powers to both the top management and the auditors. The act also enhanced its oversight role of the board of directors. The Act was introduced to look after several issues such as scrutinizing the Auditors, Directors’ and the top management’s roles. The act helped in reducing the conflict of interest between the shareholders, auditors, directors and the top management. Before its promulgation, auditors were self-regulated and were not answerable to any legislative or accounting body. Following the launch of the act, the Sarbanes Oxley legislation acted as a supervisory body which ensured that transparency was carried out while auditing the financial statements of a company. The Sarbanes Oxley act helped in overcoming the transparency issue. A research carried out by Stefan Arping and Zach arias Sautner concluded that the act helped in improving transparency. The research was carried out over a few US firms that were comparable on the basis of their operations (Arping & Sautner, 2010). The Section 404 of the act has also been under the limelight for quite some time now. The Section 404 requires companies to produce an Internal Control Report reporting over the adequacy of the internal controls and the financial reporting