7 derechos de los indocumentados si son arrestados

7 derechos de los indocumentados si son arrestados Si eres uno de los 11 millones de indocumentados que viven en los Estados Unidos, estos son tus derechos en los casos de arresto o si la Policà ­a te para en la calle o te ordena parar mientras manejas un auto. Derechos de los indocumentados La policà ­a no puede entrar en una vivienda sin que tenga orden judicial (warrant). La excepcià ³n es si tiene motivos fundados de que se est cometiendo un delito (atacando a una persona, traficando con drogas, etc.). Si la policà ­a llama a la puerta, pedir el warrant muy educadamente y sin perder los nervios. Si no la tienen sà ³lo pueden ingresar si se les da permiso, pero se les puede decir que no. Si la policà ­a para a un inmigrante en la calle o cuando est manejando o en el trabajo recordar que se tiene el derecho a permanecer en silencio. La à ºnica excepcià ³n son algunos estados en los que se est obligado a decir el nombre. Verifica si resides en uno de esos estados. Si es asà ­, se dice. Si la policà ­a lo para a uno se le puede preguntar si se puede ir (free to leave, en inglà ©s). Si la respuesta es afirmativa (hay que oà ­r el yes), se puede ir, pero sin movimientos bruscos. Nunca perder la calma (aunque por dentro se està © muy nervioso). Si se es arrestado se tiene el derecho a pedir hablar con un abogado. Es muy conveniente cargar siempre con el nombre y el nà ºmero de telà ©fono de un abogado de inmigracià ³n con buena reputacià ³n (o incluso ms de uno, por si no contesta o no puede hacerse cargo del caso). Si se est como indocumentado en Estados Unidos no cargar con documentos como el pasaporte u otros como la matrà ­cula consular que puedan probar que se est ilegalmente en el paà ­s. Si se tienen se guardan en un lugar seguro, pero no se les lleva con uno. La razà ³n de lo anterior es que para que el gobierno pueda deportar a una persona es necesario que pruebe que est aquà ­ ilegalmente (o que ha hecho algo que amerita la deportacià ³n). Si no se dice nada, si no hay rà ©cords de ninguna clase entonces tiene difà ­cil probar su caso. Lo ms aconsejable es no hablar ni mostrar documentos y esperar por el abogado. Si se est ilegalmente en el paà ­s y se tienen personas dependientes como por ejemplo hijos menores, tomar la precaucià ³n de hablar con personas de confianza quià ©n debe hacerse cargo de ellos, cules son las instrucciones, cà ³mo acceder al dinero ahorrado para gastos, etc. Es incluso muy conveniente hacer un escrito ante notario. Jams firmar algo que no se entiende. Esto puede ser porque est en inglà ©s y sà ³lo se habla espaà ±ol o porque no se acaba de entender las consecuencias del documento que se le pone delante. Tampoco firmar ningà ºn papel si no se est de acuerdo con lo que dice, aunque se entienda. En estos casos esperar por el abogado. Una vez que se firma es muy difà ­cil dar marcha atrs. NO importa lo mucho que insistan. Si no se quiere firmar o no se entiende, no se firma. Muy importante Jams dar o enseà ±ar a la Policà ­a un documento falso. Jams decir que se es ciudadano americano si es una mentira. Esto es muy grave. Permanece callado, si asà ­ se desea. Pero no mentir, si se habla. Si la policà ­a lo para a uno, permanecer siempre en calma. Jams mostrarse violento, muy nervioso, hacer movimientos extraà ±os o salir huyendo, esto à ºltimo es considerado como una violacià ³n migratoria que amerita la deportacià ³n. Saber que existen en las carreteras retenes migratorios internos en algunas partes del paà ­s. A tener en cuenta De los estimados 11 millones de indocumentados presentes en Estados Unidos, aproximadamente menos de cinco podrn beneficiarse de las medidas anunciadas por el presidente Obama que les protege frente a la deportacià ³n. Si crees que puedes calificar para esas medidas, infà ³rmate con abogados u organizaciones de apoyo a inmigrantes que sean reputados. Evita ser và ­ctima de un fraude migratorio y considera reportar los casos que sepas. No  pagues a personas que ofrecen cosas que simplemente no existen o que cobran por sus gestiones cantidades completamente desorbitadas. Y ten presente que por ahora DAPA y DACA extendido no se estn aplicando. Y si recibes una carta para presentarte en Corte es el momento de buscar abogado. Tener presente que puede haber una demora grande en los casos en las Cortes migratorias. De interà ©s En algunos estados, como por ejemplo Nueva York o California, algunos indocumentados podrà ­an ser considerados PRUCOL. En estos casos, tendrà ­an derecho a algunos beneficios sociales de los que generalmente los indocumentados estn excluidos. Y es que hay importantes diferencias entre estados en lo que afecta a indocumentados: unos son muy estrictos y otros han pasado medidas para hacerles la vida un poco menos difà ­cil. Finalmente, la presidencia de Donald Trump est teniendo un  gran impacto en las comunidades migrantes. Esos son 9 asuntos migratorios sobre los que ya se ha pronunciado y conviene estar familiarizados. Adems, conviene saber cules son las 7 nuevas prioridades de deportacià ³n, segà ºn orden ejecutiva de enero de 2017. Este artà ­culo es meramente informativo. No es asesorà ­a legal.

Australia Bushfire essays

Australia Bushfire essays Australia is the world's driest continent, and drought and bushfires are regular occurrences that, sadly, are a natural part of Australia's weather cycle. Australia has a history of severe bushfires. Such tragedies as the Ash Wednesday fires of February 1983 (71 deaths in Victoria and South Australia), the Tasmanian fires of February 1967 (62 lives, more than 1400 houses and buildings lost) and the New South Wales bushfires of 1994, place bushfires high on the list of Australia's natural disasters. But for now lets look at the huge bushfire occurred in 16th February 1983 (Ash Wednesday Bushfires). It was April 1982 to January 1983 in Victoria; the weather condition through these days was severe drought conditions and little rainfall, resulting in its driest period on record. A combination of dry grasslands and forests, very hot temperatures, low humidity and high wind gusts presented Victoria with a high bushfire risk. The temperature was 43 degrees Celsius on Ash Wednesday (16 February 1983), which caused huge bushfires that damaged/destroyed 2545 Building/house and huge amount of trees throughout the regions in Victoria. Also lots of lives got lost from fire. 75 (15 lives lost from firefighter) in total lives from fires, (47 lives in Victoria and 28 in South Australia) and there were hundreds of people injured due to their skin burnt. There were many other causes for fires including, clashing of electric power lines, tree branches connecting with power lines, fires being deliberately lit, and of course the weather. The fire started in Victoria at Cudgee and Branxholme and then the fire also started around Mount Macedon, Dandenong Range Cockatoo, Upper Beaconsfield and Belgrave Heights, Monivae, Branxholme, Warburton and in the Otways. The Fires were so big that it also spread around South Australia through Adelaide Hills and in farming country in the south east of the state. ...

Exam practice Assignment Example | Topics and Well Written Essays - 250 words

Exam practice - Assignment Example Customers prefer inexpensive, slower performance and give a higher score to sensors in the 7 years range. The company should supply this market with cheap and well proofed products. The forecast sales are about $14500 with a capacity number of 7% High end segment: the customers seek cutting edge technology and new designs. Its age is 0 years, price of about $36 with a performance of 8.9 and market size 11.1. The customers at this segment demand cutting edge sensors with high performance and small size and give high scores to newer sensors. The company should therefore supply the market with high performance, small size and newer sensors to satisfy them. The forecast sales are $22500 with capacity number of 9%. Performance segment: they seek high reliable and cutting edge performance technology. It has an age of 1 year, performance 9.4, size 16.0 and price of about $27. Customers emphasize on performance and a 1 year range. The company should supply with sensors of high performance and of at least one year range. The forecast sales are about $16000 with a capacity number of 8% Size segment: customers seek cutting edge size technology and young designers. Performance is 4.0, size 10.6, and age 1.5 years. Customers look at size than performance and over 1.5 years range. The company should supply large size and young designs to the segment. The forecast sales are about $18500 with a capacity number of

Star project Research Paper Example | Topics and Well Written Essays - 1250 words

Star project - Research Paper Example Its projected Galactic orbit conveys it between 25,100 and 30,600 light years from the middle of the Galaxy. Historically, the entire heavenly bodies were regarded as stars by astrologers. Therefore, the terminology ‘stars’ comprised of stars, planets, comets, meteors among others. However, as time went by, astrologers were able to differentiate stars from the rest of heavenly bodies. Of particular interest are the Stars of the Northern Hemisphere. These stars show three major panels of all the constellations that can be observed from Europe, Canada, the United States and Asia. Humanity tends to identify with the stars with each individual having an interest with a peculiar star. The process of choosing a star has been lengthy and time consuming due to the interest in the topic. Each star seems to portray some unique history which is amazing and interesting, most stars have some distinct features and fantastic history; each of them is of equal importance. Amongst the stars whish have been of key interest to persons are proper, Bayer, Flamsteed and Catalog. However, I have per sonally developed a liking for star Mintaka which I closely attribute it to my individuality. Therefore, this research paper will focus on this particular star , giving a detailed description of its characteristics. Mintaka is a star in the constellation Orion, with a bayer designation of Delta Orionis and flamsteed designation of 34 Orionis. Three stars are found in the orion to form the ‘the belt of orion’. The three stars in the belt of orion are the following, mintaka which means ‘belt’, Alnilam meaning ‘a belt of pearls’ and Alnitak which means girdle. The three are believed to have formed from the system nebulas in the Orion constellation. The stars form a row, mintaka is to the west, alnilam is at the centre and alnitak is to the east. Among the three, alnilam is the brightest followed by mintaka and finally alnitak (Ashland Astronomy

Solution to Ownership for the Condominium Essay Example | Topics and Well Written Essays - 750 words

Solution to Ownership for the Condominium - Essay Example One resident, a 68 year old woman named Lillian Williams was reported to have expressed her concern for the molds in the next door unit that already contaminated and ruined her personal belongings.The root cause for the problem could be pinpointed to change in ownership for the condominium. The report by Tracy dated April 11, 2011 revealed that buyers for units in the condominium were attracted to purchase under â€Å"a complicated reverse-mortgage deal backed by the federal government† (Tracy, par. 10). Further, it was stated that â€Å"the former owner of Catalina Isles, Angel Lage of South Florida, has said he has no responsibility for the place because he does not have a financial stake in it anymore. The complex is owned by a homeowners association that relies on maintenance fees and rent for income† (Tracy, par. 11). As there have been a number of units that were vacant, the homeowners association could not afford to regularly maintain the place.With the problems identified, the possible alternative course of action should be taken from the perspectives of the local agency that governs community housing problems, the U.S. Department of Housing and Urban Development (HUD) and from the points of views of the residents of the condominium. Since the local inspectors at Orlando have verified the conditions of the units, those units that were found to have violated the codes for housing could be condemned and residents could be forced to be evicted.From the points of views of the residents.... Since the local inspectors at Orlando have verified the conditions of the units, those units that were found to have violated the codes for housing could be condemned and residents could be forced to be evicted. From the points of views of the residents, they can already opt to vacate the place, especially those beyond repair and seek a reverse mortgage program from the HUD. According to the official website of HUD, a reverse mortgage is â€Å"a special type of home loan that lets you convert a portion of the equity in your home into cash. The equity that built up over years of home mortgage payments can be paid to you† (par. 2). The advantage of this option is that the residents would not be subjected to hazards of living in that dire condition. The disadvantages, however, are the need to look for another place to live in, and the hustles of applying for the reverse mortgage with HUD. Further, the reverse mortgage option is only available to homeowners who are 62 years of age or older. Another option for the residents, especially of those units that are still repairable, they should shoulder the costs of maintenance and repair themselves. The advantage of this option is that they would not need for another residential place taking time, money and effort to do so. However, they should contend with the costs of repair and maintenance of the units they occupy. An Orlando tax payer expressed his views on the matter saying that â€Å"unfortunately, the real losers are the American taxpayers. Why doesn't Lillian Williams just fix and maintain her condo? When my roof leaks, I don't call the news, I just fix it. Where in the constitution does it say that I have to pay for Lillian Williams to fix her dang home? Why should I have to pay to fix

The Triad Of Impairments In Asd Psychology Essay

The Triad Of Impairments In Asd Psychology Essay Having aspirations to become an educational psychologist, I have always held a strong interest in clinical conditions such as Autistic Spectrum Disorders (ASD) and how they can affect a persons behaviours. This interest has been further fuelled by my nephew having been recently diagnosed with high functioning ASD. Whilst I am familiar with the behavioural aspects of this disorder I lack knowledge on the neurological explanations. I wish to change this to increase my understanding of ASD in order to be better equipped to offer my nephew and others with ASD the best possible support. Introduction The complexity of Autistic Spectrum Disorders is partially due to the fact that, until recently, there were no clear biological functions which corresponded with the syndrome. Scientific developments in brain imaging in recent years, however, have enabled psychologists to begin to research ASD from a neurological perspective, meaning that the symptoms of ASD are beginning to be understood more clearly as an expression of a neural disorder (Just et al, 2012). According to the DSM-IV a person can be diagnosed with ASD when they exhibit symptoms under the following three primary criteria: Qualitative impairment in social interaction Qualitative impairment in communication Restricted, repetitive, and stereotyped patterns of behaviour, interests and activities. The above symptoms are often referred to as a triad of impairments. However, in the proposed DSM-V there is the possibility that the social and communication impairments will be combined and that in the future the definition will form a dyad of impairments instead (Pina-Camacho et al, 2011) . At the time of writing, however, a triad of impairments still exists. This essay is focusing not on the general differences between the brains of typically developing (TD) humans and humans with ASD, but on the neurological explanations for the most prominent behavioural symptoms of ASD. Accordingly the triad of impairments will be taken, one by one, and possible neurological explanations will be explored. Qualitative impairment in social interaction Much of the neurological research on ASD focuses on this impairment following the pattern of behavioural research on ASD. Indeed, one of the most prominent theories of ASD, the Theory of Mind (Baron-Cohen, 1985), focuses almost entirely on the social deficits, arguing that people with ASD struggle with mentalising; they lack social insight and are unable to perceive the world from another persons viewpoint. From a neurological standing, however, it is not enough to assume that people with ASD do not have a Theory of Mind; instead, we must understand biologically why this may be so. Brothers (1990) conducted a variety of studies, both with humans and other primates, and proposed that primates alone have social cognition they are able to perceive psychological facts about others. Through the examination of evolutionary studies, as well as the study of clinical conditions which can affect social cognition, Brothers proposed a neural network of regions in the brain, which, combined create the social brain: Superior temporal sulcus (STS) plays an important role in social perception and is implicated in the processing of many types of sensory information which are relevant to social interaction, e.g. selective sensitivity to vocal and speech sounds rather than to non-vocal sounds and the processing of the motions of hands, face, eyes, and body, especially if the motions relate to emotion in some way (Neuhaus et al, 2010). Fusiform gyrus (FG) region is thought to display a selective response to human faces and is often referred to as the fusiform face area (FFA) (Neuhaus et al, 2010). Prefrontal cortex (PFC) a subdivision of the PFC is the ventromedial PFC, a region including the orbital frontal cortex and the ventral part of the anterior cingulate cortex areas implicated in motivation, reward, and emotion processing, and planning for the future. This region also has extensive connections with the amygdala (Neuhaus et al, 2010). Amygdala involved in processing emotions, empathy, perspective taking and social judgements (Neuhaus et al, 2010). Figure A A diagram of the regions of the brain thought to comprise the social brain. Data retrieved from: http://www.jaynejubb.com/june2012article.htm It seems highly probable that damage to a region in the social brain is likely to cause some visible social deficit. Thus, ASD may be explained, to a certain extent, through abnormalities in these regions when compared to TD humans. Various studies support this idea; the amygdala theory of autism, for example, proposes that there is an amygdala impairment in people with autism, which can help to explain the deficits in their social behaviour (Baron-Cohen, 2000). Given that the amygdala is strongly associated with emotion along with other social functions, irregularity in this region could well contribute to the lack of social insight so often noted in people with ASD. In an earlier study, Baron-Cohen et al (1999) conducted an fMRI study comparing TD subjects with patients with high-functioning ASD or Asperger Syndrome (AS) on a mentalising task whereby participants were asked to judge from a photograph of another persons eyes what emotion that person was feeling. They found that when TD participants were attributing emotional states to the photographs, there was increased activation in their STGs and amygdalas areas associated with social perception and emotion. The ASD and AS group, however, did not show increased activation in the amygdala. Other research suggested that as well as decreased amygdala activity, people with ASD tend to process faces differently to TD people, using the right inferior temporal gyri (ITG) an area more commonly associated with processing objects, rather than the FFA (Schultz et al, 2000). Research by Pierce et al (2001) also found that there was either weak or no activity in the FFA and the amygdala in response to the human face in autistic patients but found no evidence to suggest that they used the ITG as an alternative. The differences in the results of Pierce and Schultz may be due to their samples, with Schultz using a sample including participants with autism and AS and Pierce using a sample only of participants with autism. Caution is urged when placing too much emphasis on the FGs association with faces as previous research has suggested that this region may not be face specific but may be activated when objects increase in familiarity (Gauthier et al, 1999). Fletcher et al (1995) used PET scans to compare brain activity in normal volunteers when reading Theory of Mind stories, physical stories and unlinked sentences. When activity during the Theory of Mind stories was compared with the others, the authors discovered significant activation in the left side of the medial frontal gyrus and in the posterior cingulate cortex regions in the prefrontal cortex suggesting that these regions are specifically activated when a person is mentalising. Furthermore, Castelli et al (2002) used PET scans on ten able adults with ASD or Asperger Syndrome (AS) whilst they watched a variety of animated sequences, and were asked to attribute mental states to the animations based upon what they had seen. The TD group showed increased activation in their medial prefrontal cortex, superior temporal sulcus and temporal poles, areas associated with social cognition, as described above. The autism group, however, showed less activation than the normal group in all of these regions. Qualitative impairments in communication Symptoms in this impairment range from a total lack of development of spoken language, to a person having adequate speech but being unable to use it in conversation with others, to stereotyped and repetitive use of language (DSM-IV) making it difficult to explain the impairment as a whole. There is also less literature in general on trying to explain the communication deficit in ASD than there is on trying to explain the social deficit. This may be because aspects of the communication deficit are not applicable to people with AS or high-functioning ASD whereas the social deficit is central to all ASDs. Within the left hemisphere of the brain are two areas that govern the understanding and production of speech: Brocas area and Wernickes area. Brocas area is in the frontal lobe and is primarily involved in the production of speech; Wernickes area is in the temporal lobe and is mainly involved with speech comprehension (Passer et al, 2009). Also in the left hemisphere of the brain is the primary auditory cortex an area associated with hearing and thus also largely involved in language production and comprehension (Passer et al, 2009). One possible explanation for a lack of language development is therefore likely to involve damage or irregularities in the left hemisphere of the brain and more specifically in the above areas. Boddaert et al (2004) used PET scans to compare the brain activity of eleven autistic children with six non-autistic mentally retarded children while they were listening to speech-like sounds. They found that there was less activation in speech-related areas, including Wernickes area, in autistic children. In previous work with autistic adults (Boddaert et al, 2004) they had found abnormal right frontotemporal activity but this was not found with the children. Research by Eyler et al (2012) measured the brain activity of forty toddlers with ASD and 40 TD toddlers during the presentation of a bedtime story. Their results showed that a region of the left STG, an area which includes both Brocas and Wernickes area, was significantly less responsive to speech stimuli in the group with ASD than in t he TD group. The TD toddlers showed dominance in the left hemisphere of the brain, as one might expect, given the association between the left hemisphere and language. Contrary to the Boddaert et al study, Eyler et al did find that toddlers with ASD however displayed stronger activation on the right anterior portion of the STG rather than the left. The differences in the results of the groups may be that the sample in the Boddaert et al study was significantly smaller than the sample used by Eyler et al, with only 11 autistic participants compared to 40. Eyler et al propose that the right STG may be trying to compensate for the incompetent processing of the left STG but that by doing so the development of social communication and language abilities is being lost, thus providing an explanation for not only language delay but also ineffective communication in people with ASD. Restricted, repetitive, and stereotyped patterns of behaviour, interest and activities There are very few neurological studies focusing on this aspect of ASD. An fMRI study by Shafritz et al (2008) on repetitive behaviour in ASD showed that the severity of restricted, repetitive behaviours was negatively correlated with activation in anterior cingulate cortex (ACC) and posterior parietal regions areas associated with attention, motivation and error detection (Neuhaus et al. 2010). Research by Thakkar et al (2008) supports this finding. Through an experiment on response monitoring they found functional and structural abnormalities in the ACC in ASD participants and suggested that this may cause rigid and repetitive, rather than responsive and flexible behaviour. As the cerebellum is concerned primarily with muscular movement co-ordination but also plays a role in learning and memory (Passer et al, 2009), Pierce and Courchesne (2001) examined the possibility of a link between cerebellar abnormality and exploration in autism. They held an experiment where 14 autistic chi ldren and 14 TD children were in a large room with several exploration containers and encouraged to play. The results showed that children with autism spent significantly less time in active exploration and were more likely to engage in repetitive movements than TD children. They found that the more abnormal the cerebellar vermis, an area in the medial cerebellum (Passer et al, 2009) the less time spent in exploring a new environment. Conclusion Much more literature exists examining the neurological explanations of social impairments in ASD than in the other two impairments. A vast amount of evidence exists associating the social deficits in ASD with irregularities in various regions of the social brain; the superior temporal sulcus, the fusiform gyrus, the prefrontal cortex and the amygdala. A lack of activity in the left hemisphere of the brain is likely to contribute to the communication impairment visible in AS. There is very little literature on the restricted behaviour impairment but recent work has proposed a possible association between cerebellar abnormality and exploration and between the ACC and repetitive behaviour. Further work is needed in all three areas ideally work could be conducted that could help to explain all three impairments rather than focusing on a single one.

Heart of Darkness Significance Essay

1971. The significance of a title such as The Adventures of Huckleberry Finn is so easy to discover. However, in other works (for example, Measure for Measure) the full significance of the title becomes apparent to the reader only gradually. Choose two works and show how the significance of their respective titles is developed through the authors’ use of devices such as contrast, repetition, allusion, and point of view. 1976. The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or from a work of recognized literary merit, select a fictional character who is in opposition to his or her society. In a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose. 1991. Many plays and novels use contrasting places (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposed forces or ideas that are central to the meaning of the work. Choose a novel or play that contrasts two such places. Write an essay explaining how the places differ, what each place represents, and how their contrast contributes to the meaning of the work. 1994. In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary. 1996. The British novelist Fay Weldon offers this observation about happy endings. â€Å"The writers, I do believe, who get the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events — a marriage or a last minute rescue from death — but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.† Choose a novel or play that has the kind of ending Weldon describes. In a well-written essay, identify the â€Å"spiritual reassessment or moral reconciliation† evident in the ending and explain its significance in the work as a whole. 1999. The eighteenth-century British novelist Laurence Sterne wrote, â€Å"No body, but he who has felt it, can conceive what a plaguing thing it is to have a man’s mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary direction at the same time.† From a novel or play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify each of the two conflicting forces and explain how this conflict with one character illuminates the meaning of the work as a whole. You may use one of the novels or plays listed below or another novel or work of similar literary quality. 2000. Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the characters confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot. 2001. One definition of madness is â€Å"mental delusion or the eccentric behavior arising from it.† But Emily Dickinson wrote Much madness is divinest Sense- To a discerning Eye- Novelists and playwrights have often seen madness with a â€Å"discerning Eye.† Select a novel or play in which a character’s apparent madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the â€Å"madness† to the work as a whole. Do not merely summarize the plot. 2002. Morally ambiguous characters — characters whose behavior discourages readers from identifying them as purely evil or purely good — are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the work as a whole. Avoid mere plot summary. 2002, Form B. Often in literature, a character’s succ ess in achieving goals depends on keeping a secret and divulging it only at the right moment, if at all. Choose a novel or play of literary merit that requires a character to keep a secret. In a well-organized essay, briefly explain the necessity for secrecy and how the character’s choice to reveal or keep the secret affects the plot and contributes to the meaning of the work as a whole. You may select a work from the list below, or you may choose another work of recognized literary merit suitable to the topic. Do NOT write about a short story, poem, or film. 2003. According to critic Northrop Frye, â€Å"Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divisive lightning.† Select a novel or play in which a tragic figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole. 2003, Form B. Novels and plays often depict characters caught between colliding cultures — national, regional, ethnic, religious, institutional. Such collisions can call a character’s sense of identity into question. Select a novel or play in which a character responds to such a cultural collison. Then write a well-organized essay in which you describe the character’s response and explain its relevance to the work as a whole. 2004. Critic Roland Barthes has said, â€Å"Literature is the question minus the answer.† Choose a novel, or play, and, considering Barthes’ observation, write an essay in which you analyze a central question the work raises and the extent to which it offers answers. Explain how the author’s treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary. 2004, Form B. The most important themes in literature are sometimes developed in scenes in which a death or deaths take place. Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the meaning of the work as a whole. Avoid mere plot summary.

Learner Record- School Age Childcare Essay

School-Age Childcare Thematic Working Group (SACTWG) defines School Age Childcare (SAC) as: â€Å"School-Age Childcare / Out-of-school services refer to a range of organized age-appropriate structured programs, clubs and activities for school-age children and young people (4-18) which takes place within supervised environments during the times that they are not in school†. â€Å"School age childcare services are by definition about the care of children when their parents are absent. Caring mean taking responsibility for children’s physical, emotional and developmental well-being. School age childcare services play an important role in the lives of the children who use them. It is essential that they meet children’s needs during the time they are used. This entails providing a setting where children feel they belong and where staff relate to them on an individual level as well as collectively.† These settings include: center-based, school-based, and other formal before- and after-school arrangements for children, as well as summer programming. Elements of School Age Childcare Setting: School age programs have the potential to play a positive and proactive role in developing social, personal and interpersonal skills. The out-of-school setting can nurture academic success, offer opportunities for physical activity, develop creative artistic expression and a wide range of associated skills in a happy and caring environment. The key elements which contribute to the delivery of a quality school age childcare service. These include; The activity program The importance of play The physical environment The regulation of school age childcare Training for the sector Relationships between providers of school age childcare, the client children, their parents and on occasion the schools. Children like to feel they belong. As they grow to understand themselves both as individuals and in relation to others, they look for signs of acceptance and acknowledgement from their peers and the adults around them. Children need to experience a  sense of belonging, and to be aware that their own actions can promote either a sense of belonging or exclusion for others. The school age setting offers endless opportunities to nurture a sense of self-acceptance and belonging for the child. Characteristics of children attending the services: Enjoy playing games. Like to make and keep friends. Enjoys learning new things. Great intellectual curiosity, wanting to know everything about everything — objects, ideas, situations, or events. Learn quickly and with less practice and repetition. Concerned about fairness and injustice — very aware of rights and wrongs. Read rapidly and widely, after learning to read. Absorb information rapidly – often described as being like sponges. Can use materials, words or ideas in new ways. Need time and space to explore ideas, develop interests. Can concentrate for long periods of time on activities that interest them. More eager to learn, more curious, more enthusiastic, and imaginative. They need routine and consistency from adults in their lives. Discovering things and inventing are favorite kinds of activities. Have lots of energy. Like physical challenges. Need to feel that adults are in control. Need good emotional support. Their parents are still the most important persons in their lives. How School Age Childcare Setting can cater: A School Age Childcare setting requires a warm, welcoming and challenging environment where the child can feel comfortable, accepted and at home and, most importantly, can exercise choice in the daily routine. The needs of Children which include free play, team tasks or peers bonding are very important when considering the services curriculum. Provide activities that are flexible and based on the children’s choices and interests. Introduce variety in the program of activity, with a range of options and differences each day. Ensure the availability of free play and time for children to be on their own Casual play with and without equipment and team games with  rules encourage children to learn to negotiate with each other. The service must be culturally and socially inclusive to all children attending. The service should support a healthy-eating and healthy-lifestyle policy. Children should be encouraged to assess risk and identify safety issues themselves, where appropriate. Allow children to assist in curriculum preparation, social, emotional and development learning and academic learning if applicable. It should have a range of rooms or areas to facilitate more than one activity by a child or group of children at a time. It should provide adequate open internal space to facilitate more physical activities including sports and drama, where appropriate. It should provide a quiet area for reading, table based activities and homework. Encourage choice and self-confidence. The school age childcare service should plan and provide a range of play opportunities and activities to support children’s social, physical, intellectual, creative and emotional capabilities. While adopting a positive attitude to Irish language and culture, the School Age Childcare Service must also commit to meet the needs of children coming from different language and cultural backgrounds and of children with special needs and differing abilities.

Valcanoes essays

Valcanoes essays The distructive power of a valcano is one of the most violent and deadly of all natural forces. In a short period of time, these massive explosions of the earths crust can shatter whole communities. Valcanoes are very distructive no matter how big or how small they erupt at. They cause the highest amount of deaths and the greatest amount of damage. Of the two major types of Volcanoes, andestic and basaltic, the two typical volcanoes begin life when a mass of low-density magma forces its way to the surface. When the density of the rising magma is the same as that of the surrounding rock, it gathers in a magma chamber. Any rise in pressure in the chamber may now push the magma upwards through cracks in the overlying rock. As the magma traveling up a crack approaches the surface, the pressure from the overlying rocks reduces; gases are released from the magma and expand so suddenly that an explosion rips open a funnel shaped vent (called a diatreme) to the surface. The lava that blasts out of the vent then cools, to form cinders, ash and dust - all referred to as "Tephra". A ring of tephra collects around the vent and, as the eruption subsides, this blocks up the diatreme. Volcanoes have erupted in many different places. Volcanoes have erupted in The Philippines, Java, Papua New Guinea Fire", located around the Pacific Ocean, is 20 or so places with active volcanoes in them joined by one big imaginary line that forms a circle (or "Ring") when scaled down to the Somewhere in the world an eruption occurs at least once a month. Whether it be big or small it doesnt really matter at all. If it kills 1 person or 1 000 people it is still counted as an eruption. In some countries volcanoes are common and erupt frequently as in Hawaii. But in other countries like Australia there are no eruptions at all. That could ...

The Florentine Renaissance Essays

The Florentine Renaissance Essays The Florentine Renaissance Essay The Florentine Renaissance Essay In Florence, and also in the surrounding cities, the Renaissance was a time of awakening and rebirth. A time of examining the present and looking towards a future that would turn out to seem entirely different from the past, but at the same time hold striking similarities. How was this possible? The transformations in Florence began with new attitudes and new priorities in the minds of her citizens. At the beginning of the period that we call the Renaissance, many cities may have seemed very much alike. Most had similar economic structures, architecture, and trades. But some cities in Italy, especially Florence, were different: The towns often had Roman origins, and to a degree survived the social disorder of the barbarian invasions of the earlier middle ages. Not only was physical infrastructure often in place, but also the glue which gave order to civic arrangements, in form of the hardy survival of Roman law. Each town had its myth of origin, which not surprisingly usually fea tured a picture of a Roman, in the case of Florence usually Julius Caesar of the emperor Augustus. (12).Florence had a very strong history that had obvious influence on daily life. Therefore, even while Renaissance ideas and art began to take over, the foundations of the city were never lost or forgotten. Rather, the old was incorporated into the new.Florence was steeped in her Roman origins and her Christianity, both playing to full effect when dressed in the rhetoric of cultural supremacy. (20). Florentines were proud of their roots and their contemporary culture, and they demonstrated this in sometimes chaotic ways. We also know that religion was what made the city turn. Florentines lives were focused around Christianity. Religion saturated Florentine life to an extent that few questioned. (32). This attitude of revolutionizing their culture while at the same time maintaining long-he

India is similar (or not similar) to the Bodley profile of Tribal Essay

India is similar (or not similar) to the Bodley profile of Tribal Culture - Essay Example Yet certain characteristics of them all were common. For example, culture is always based on symbols which people hold in high esteem; a culture of a region is shared by the people living in that particular society; a culture is learned, that is, it is taught to everybody in the society; and lastly, culture is adaptive; in other words, as the world and times change, culture also evolves. When we speak of tribal culture we must remember that it varies greatly from place to place. Certain cultures in the Oceanic Islands (such as Fiji) would be cannibalistic, while tribal regions in India are staunch vegetarians. According to Bodley though, certain features are very much alike; for example, tribal cultures are predominantly agriculture based, with the natives producing their own food and not dependent on outside sources. By definition, a tribe generally consists of a few hundred people living together in settled villages. Their chief mode of gaining sustenance is farming (horticultural or pastorical) and hunting and their economy is simple and uncomplicated. People rely more on barter, gift swapping, and labor in exchange for goods, rather than on cash and credit. Hence comparatively, their monetary status is not as complicated as those living in more industrialized cultures. Neither, in fact, is their way of living. Tribal cultures are usually not as technologically dependent, relying mostly on simple tools for work. Their society is often divided into different lineages and ‘clans’ and most people can trace their descent to common ancestors. Every lineage and clan has a similar status in the tribe, with certain people (probably due to greater riches, or experience) are gifted with the title of ‘elders’ or ‘big men’. They are usually looked up to and have profound influence in most tribal decisions. India is one of the largest countries population-wise, and its growing industrialization is a credit to its present and

What does freedom of the press mean To what extent does it exist in Assignment

What does freedom of the press mean To what extent does it exist in modern Britain - Assignment Example On the corresponding side, we find that many countries have the ‘freedom of information laws’ or the ‘sunshine laws’ that while defining the scope and extent of the so called ‘national security /interest,’ also allows a citizen to take legal recourses, where he can appeal to get access to government protected information at a minimal charge. UK has implemented this freedom of Information Act 2000 s. 36 (The National Archives, Freedom of Information Act 2000), which gives freedom to its people to access certain parts of the protected information. In this article, I will examine the concept of freedom of press, and will study to find its relevance in modern day UK. Discussion The ‘right to express’ falls under the category of basic human rights and civil liberties, where the state is under obligation to provide for these fundamental rights to its citizens, under the International Convention of human rights, and also the European Conve ntion of human rights. ... Freedom of press is generally covered under the provisions freedom of speech or the right to express, where publications by the press receive the same legal protections as are given to any the other forms of publication, and oral speeches. Freedom of press is seen to be the core feature of democracy, while â€Å"censorship and other restrictions on the press are the hallmark of totalitarian and suppressive regimes† (Baldock, Manning and Vickerstaff, 2007, 100). However it is not always necessary that a government be openly suppressive or manipulative, in its control over the press. There are often more subtle and insidious means (as seen in UK) over controlling the press and blocking or limiting the available information, thus making reporting difficult on certain incidents (ibid). In this context we will now examine as to how the press operates in UK, and will explore to see whether it is really as Baldock, Manning and Vickerstaff claim that the UK government cuts down on the freedom of the press in a very subtle manner. The Human Rights Act (HRA) that was passed on 9th November 1998 by the UK government (made effective from 2nd October 2000), was aimed at giving more force to the rights, framed within the European Convention on Human Rights. The HRA, which provides for individual rights in UK, also gives the press freedom to express. Thus, from the government’s point of view, we find that there are indeed provisions made for the freedom of press in UK. However in the last few years it has been seen that the freedom of press has turned into a nightmare of sorts, for many of the celebrities and well known personalities in UK. This has led to speculations, both within the general public and the government, as to