Community Created in Night and Persepolis through...

â€Å"One can forgive but one should never forget.† - Marjane Satrapi. A memoir is a collection of unique memories that one may never forget. They tell the story of a person’s life and grasp experiences that may be wonderful or absolutely terrifying. In Persepolis: The Story of a Childhood, Marjane Satrapi narrates her childhood in Iran during the Islamic Revolution and illustrates the devastating effects it had on her life. Similarly, Elie Wiesel narrates his horrifying journey as a Jew who endured the unimaginable cruelty of the Holocaust in his novel: Night. Although these memoirs are narrated in different time periods and locations, the authors are both marginalized because of their race and must battle traditional group barriers with their†¦show more content†¦Despite the political and cultural struggle, her parents help her be a normal teenager by bringing her posters, Nike’s â€Å"and [her] denim jacket with the Michael Jackson button,† (Sa trapi 131). Although she is religious, she feels the need to be a modern and normal teenager. Marji also creates community for herself by having friends who are marginalized. This is portrayed when Marji and her friends stop taking torture sessions seriously and joke with their teacher as a form of escapism. Even though they get suspended, she says, â€Å"We were completely united,† (Satrapi 97). Despite being marginalized by wearing the veil during the Islamic Revolution, Marji overcomes this barrier with the support of her family and friends who were also marginalized. Like Satrapi, Wiesel is also marginalized early on in Night. However, it is not a veil that marginalizes him, but the yellow star that every Jew was forced to wear to distinguish themselves from others. Marginalization is also represented when two ghettos were created for them, they were forbidden to own gold, jewelry, or any valuables and â€Å"[they] no longer had the right to frequent restaurants or cafes , to travel by train, to attend synagogue or to be on the streets after six o’clock,† (Wiesel 11). Although the Germans gave the Jews rules that marginalized them from other nationalities, they created a community where

Sat Essay Samples 6 - Overview

Sat Essay Samples 6 - Overview The One Thing to Do for Sat Essay Samples 6 Yes, colleges are supplied with student essays. Colleges that don't require the SAT Essay fall into the consider and don't consider camps. Essays must consist of thesis statements. Introduction, Body and Conclusion When you make an outline, it makes it possible to concentrate on the essay. In a nutshell, it provides you directions to make an impressive essay. Informative essay writing is an art that each student should master. Your essay rating will appear on every score report you send to colleges, no matter whether the school demands an essay. ACT makes it hard to obtain a replica of your Writing essay, but College Board includes it as part of your internet report. Among the examples given is to make certain you are in possession of a lengthy essay. Thesis statements have to be direct and focused. A thesis statement expresses the principal idea of the entire essay. It will be included the introductory paragraph of your essay along with a basic summary of the main ideas that will be discussed throughout your essay. The Good, the Bad and Sat Essay Samples 6 Every one of the body paragraphs of your writing is going to be filled with all the required evidence and processed diligently! Your handwriting should be of average dimensions and it has to legible, it not you'll be penalized. An outline also enables you to plan your writing by providing you a very clear awareness of direction when transitioning from 1 point to the next. You will be provided information on how best to capture the grader's attention particularly in the initial and last paragraph which is remarkably important. One of the absolute most important skills an engineer has is the capacity to present their ideas verbally and in writing. It's possible for you to observe factual evidence as non-numerical details. To be certain you get a high score you will need to remember to understand your assignment is to at all times take only ONE stance on the issue presented to you. Be ready to be patient as you'll have to wait in line before making your way to the testing center. If you find a weird question that don't have any idea what things to do with, the remedy is just to ask a friend. As it is not possible to understand the precise question you're going to be presented with, it is a lousy idea to enter the test without a well-thought-out strategy. In case you have any further questions, don't hesitate to speak to us for a completely free consultation. After the brief information is provided, a question is going to be asked. The site is full of different sort of content on any question you might have. The Basics of Sat Essay Samples 6 You Will be Able to Learn From Beginning Immediately For many students the SAT Essay is really the most nerve-wracking portion of the SAT test. Realize that you've only 25 minutes to compose your SAT essay. The SAT is a standardized test and has to always be scored in the same way. At test centers outside the united states, the SAT is currently only administered four times per year vs. five times for the ACT. Your SAT scorer will probably do the exact same. Adhere to the presented tips and you ought to be well on your way to compose a kicker SAT essay. The simple fact that colleges will want to understand your score is correct, but what they think about it isn't as clear. The key for an ideal score on the SAT essay is to utilize your time wisely and remain centered on the job. It is essential to remain true to yourself and to concentrate on what you would like to do, not what a college would like you to do. Students often live on budget and can't afford expensive paper aid. Many students discover that the ACT closely resembles the kinds of tests they're utilised to taking in school, although completing the science section can be challenging.

The Package free essay sample

He starts to watch sponge again when Jon walks in with what is obviously a dead body wrapped in a yellow sheet. Oh my god! Terry looks in a panic. Jon drops the package down on the floor, face up. Terry rushes out from behind the (louder)Oh my god! Panic. Jon is calmly glaring at terry. Oh! This is bad! This is very bad! (annoyed)What? I cant do this! Theres Just no way! (angry)Why not? Just look at it! Its a mess! (pointing at various points on the package) The wrapping material is COMPLETELY wrong! I dont see anything wrong with it. Sir, Im a professional.I can tell by Just looking at it hat its not water resistant Look! Its practically falling off as we speak! (shaking head) Theres no proper stabilization. .. No handles And these! (bending down and grabbing on large breasts) Theyre all over the place! It might get caught in one of the conveyor belts! This is Just unacceptable! Terry gets up and circles the body, I dont even see an adequate place to stick the label! (pointing to place near bloodstain)What about there? (bends down and feels the stained area with two fingers) What is that, blood? (moving eyes suspiciously) think it might be. We will write a custom essay sample on The Package or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Oh no! No! The anticoagulants in blood make it impossible for any adhesive to stabilize. The label will come right off goodness-where and well have to do the whole thing over again. (getting up) No! I cant send this off without implementing a few creative packaging techniques. No question! Creative packaging? Whats that? Creative packaging is a science devoted to discovering the most space-efficient, aerodynamic, cost-effective, environmentally-friendly, attractive and practical modes of computing a collection of subroutines with related functionality. Jesus! How long is this going to take? Fine.Just go ahead and do what you have to do. I Just need to get out of here. Terry goes to the back and grabs a roll of tape, scissors and a box of materials. Jon is fumbling in his pocket, takes out a passport. Going on a trip? You could say that. Terry puts his equipment down and grabs for the body. Ill Just get the sheet off and NO! Terry stops. But No! (beat) Youre Just going to have to do what you do In the sheet. Yes. In the sheet. O. K. Alright. Terry stares at the package for a beat. Well, Ill Just put a layer of wrap on it and tape it up a bit Just to stabilize it. Thats fine.Terry puts it in a large plastic bag. It doesnt quite fit and so he spends time bending and fumbling with it. He finally gets it in and then begins taping. In the process of taping, he drops the head on the ground and it makes a cracking sound. Itll cost extra, but I think youll want some bubble wrap. Bubble wrap? Yes. Some of it seems to be a bit Fragile. Jon looks at the item, sullen. Fragile? Yeah. You could say that. Terry gets the bubble wrap and tapes. (mumbling to self and staring at the body) Fragile You better believe it! She was so bucking fragile I felt like I was walking on eggshells my whole bucking life!Jon turns away from the body and lights a cigarette while Terry fumbles with the body and bubble wrap. Jon looks into the audience and begins a soliloquy, of sorts. Do you know what its like. .. Not to be able to say a word or do anything without having someone tell you how stupid and horrible you are? As Terry fumbles with the wrap, the body suddenly begins choking Terry and they wrestle. Throughout the rest of Sons speech, Terry struggles with the body and bubble wrap. I could come home and say that I Just made a million dollars on some real estate deal and You know what Id get? Outs up his hands like a puppet and talking in a whiny voice) Any! Any! Any! Why did you do this? Why did you do that? Youre so bucking stupid! (beat) Yeah! Im stupid! Im stupid for putting up with that sit for almost twenty years! Terry is on top the body but it is choking him. Terry grabs a large bag of Styrofoam The body eventually goes limp. Again. Terry gets up, hair and clothes now disheveled. Peanuts? (Turning around, looking at Terry) What? (grabbing the bag of peanuts) Styrofoam peanuts. To prevent it from moving in the box. Look, forget the box. Just slap a label on it and throw it n the truck, K?Are you sure? I cant guarantee that it wont get damaged in transit. I dont think its possible to damage it any more than it already is. Well all right. Terry goes behind the counter and grabs sheets of paper and a pencil. Wheres it going to? Have you got the address? You said you deliver anywhere? Anytime. Anywhere. I dont know the address. .. You said its international, right? Wait! Ill get the book. Terry grabs a large book and begins flipping. O. K.. . Nevada Del Uric. Hem. Is that a resort? (shaking head) A volcano. Terry stops flipping and looks up. (outraged) We cant do that!

The Sun Also Rises - Hemingways Depiction Of The Traditional Hero Essa

The Sun Also Rises - Hemingway's depiction of the traditional hero Prevalent among many of Ernest Hemingway's novels is the concept popularly known as the ?Hemingway hero?, an ideal character readily accepted by American readers as a ?man's man?. In The Sun Also Rises, four different men are compared and contrasted as they engage in some form of relationship with Lady Brett Ashley, a near-nymphomaniac Englishwoman who indulges in her passion for sex and control. Brett plans to marry her fiancee for superficial reasons, completely ruins one man emotionally and spiritually, separates from another to preserve the idea of their short-lived affair and to avoid self-destruction, and denies and disgraces the only man whom she loves most dearly. All her relationships occur in a period of months, as Brett either accepts or rejects certain values or traits of each man. Brett, as a dynamic and self-controlled woman, and her four love interests help demonstrate Hemingway's standard definition of a man and/or masculinity. Each man Brett has a relationship with i n the novel possesses distinct qualities that enable Hemingway to explore what it is to truly be a man. The Hemingway man thus presented is a man of action, of self-discipline and self-reliance, and of strength and courage to confront all weaknesses, fears, failures, and even death. Jake Barnes, as the narrator and supposed hero of the novel, fell in love with Brett some years ago and is still powerfully and uncontrollably in love with her. However, Jake is unfortunately a casualty of the war, having been emasculated in a freak accident. Still adjusting to his impotence at the beginning of the novel, Jake has lost all power and desire to have sex. Because of this, Jake and Brett cannot be lovers and all attempts at a relationship that is sexually fulfilling are simply futile. Brett is a passionate, lustful woman who is driven by the most intimate and loving act two may share, something that Jake just cannot provide her with. Jake's emasculation only puts the two in a grandly ironic situation. Brett is an extremely passionate woman but is denied the first man she feels true love and admiration for. Jake has loved Brett for years and cannot have her because of his inability to have sex. It is obvious that their love is mutual when Jake tries to kiss Brett in their cab ride home: You mustn't. You must know. I can't stand it, that's all. Oh darling, please understand!', ?Don't you love me?', ?Love you? I simply turn all to jelly when you touch me'? (26, Ch. 4). This scene is indicative of their relationship as Jake and Brett hopelessly desire each other but realize the futility of further endeavors. Together, they have both tried to defy reality, but failed. Jake is frustrated by Brett's reappearance into his life and her confession that she is miserably unhappy. Jake asks Brett to go off with him to the country for bit: Couldn't we go off in the country for a while?', ?It wouldn't be any good. I'll go if you like. But I couldn't live quietly in the country. Not with my own true love', ?I know', ?Isn't it rotten? There isn't any use my telling you I love you', ?You know I love you', ?Let's not talk. Talking's all bilge'? (55, Ch. 7). Brett declines Jake's pointless attempt at being together. Both Brett and Jake know that any relationship beyon d a friendship cannot be pursued. Jake is still adjusting to his impotence while Brett will not sacrifice a sexual relationship for the man she loves. Since Jake can never be Brett's lover, they are forced to create a new relationship for themselves, perhaps one far more dangerous than that of mere lovers - they have become best friends. This presents a great difficulty for Jake, because Brett's presence is both pleasurable and agonizing for him. Brett constantly reminds him of his handicap and thus Jake is challenged as a man in the deepest, most personal sense possible. After the departure of their first meeting, Jake feels miserable: ?This was Brett, that I had felt like crying about. Then I thought of her walking up the street and of course in a

Third World Development essays

Third World Development essays Understanding the nature and types of underdevelopment is the key to analyzing the degree of severity in which a state is underdeveloped. The term underdeveloped can describe several different situations. These different types of underdevelopment are economic, social, and political. Underdeveloped nations may experience a combination of these types ranging in different degrees of severity. These different types also affect each other as they naturally interact. Handelman explained this perfectly when he said that wealthier, more educated countries...tend to be more stable, responsive, and democratic than desperately poor nations (11). More economically advanced countries can educate more of their population and provide better health care. An educated citizenry, in turn, contributes to economic growth and participates in politics more responsibly (10). These aspects clearly influence each other, and thus can influence progress or regression. Religion also plays a huge role in the nature of a society. If that society is based on a particular religion and the government subscribes to that religious doctrine, then the society will follow the religion before it follows the example of other societies, thus impeding progress. However, depending on the religious movement, progressive religion can actually provide a median for progress. In Latin America, the progressive Church offered a shield against political repression and a voice for the poor. As different as they are, Islamic revivalism and the progressive Catholic Church both received much of the impetus from government repression and corruption. In short, the resurgence of Third World religion was, in part, a reaction to the deficiencies of modernization and the political-economic order (43). Religious fundamentalism can cause hostility within a state as well as strained relations with other states. ...

What You Need to Know About the Black Death

What You Need to Know About the Black Death When historians refer to The Black Death, they mean the specific outbreak of plague that took place in Europe in the mid-14th century. It was not the first time plague had come to Europe, nor would it be the last. A deadly epidemic known as the Sixth-Century Plague  or Justinians plague  struck Constantinople and parts of southern Europe 800 years earlier, but it did not spread as far as the Black Death, nor did it take nearly as many lives. The Black Death came to Europe in October of 1347, spread swiftly through most of Europe by the end of 1349 and on to Scandinavia and Russia in the 1350s. It returned several times throughout the rest of the century. The Black Death was also known as  The Black Plague, the Great Mortality, and the Pestilence. The Disease Traditionally, the disease that most scholars believe struck Europe was Plague. Best known as the bubonic plague for the buboes (lumps) that formed on the victims bodies, Plague also took pneumonic and septicemic forms. Other diseases have been postulated by scientists, and some scholars believe that there was a pandemic of several diseases, but currently, the theory of Plague (in all its varieties) still holds among most historians.​ Where the Black Death Started Thus far, no one has been able to identify the point of origin of the Black Death with any precision.  It started somewhere in Asia, possibly in China, possibly at Lake Issyk-Kul in central Asia. How the Black Death Spread Through these methods of contagion, the Black Death spread via trade routes  from Asia to Italy, and thence throughout Europe: Bubonic Plague was spread by the fleas who lived on plague-infected rats, and such rats were ubiquitous on trading ships.Pneumonic Plague could spread with a sneeze and jump from person to person with terrifying speed.Septicemic Plague spread through contact with open sores. Death Tolls It is estimated that approximately 20 million people died in Europe from the Black Death. This is about one-third of the population. Many cities lost more than 40% of their residents, Paris lost half, and Venice, Hamburg, and Bremen are estimated to have lost at least 60% of their populations. Contemporary Beliefs About the Plague In the Middle Ages, the most common assumption was that God was punishing mankind for its sins. There were also those who believed in demonic dogs, and in Scandinavia, the superstition of the Pest Maiden was popular. Some people accused the Jews of poisoning wells; the result was horrific persecution of Jews that the papacy was hard-put to stop. Scholars attempted a more scientific view, but they were hampered by the fact that the microscope wouldnt be invented for several centuries. The University  of Paris conducted a study, the Paris Consilium, which, after serious investigation, ascribed the plague to a combination of earthquakes and astrological forces. How People Reacted to the Black Death Fear and hysteria were the most common reactions. People fled the cities in panic, abandoning their families. Noble acts by doctors and priests were overshadowed by those who refused to treat their patients or give last rites to plague victims. Convinced the end was near, some sank into wild debauchery; others prayed for salvation. Flagellants went from one town to another, parading through the streets and whipping themselves to demonstrate their penitence. Effects of the Black Death on Europe Social Effects The marriage rate rose sharply- in part due to predatory men marrying rich orphans and widows.The birth rate also rose, though recurrences of the plague kept population levels reduced.There were notable increases in violence and debauchery.Upward mobility took place on a small scale. Economic Effects A surplus of goods resulted in overspending; it was swiftly followed by a shortage of goods and inflation.A shortage of laborers meant they were able to charge higher prices; the government tried to limit these fees to pre-plague rates. Effects on the Church The Church lost many people, but the institution became richer through bequests. It also grew richer by charging more money for its services, such as saying mass for the dead.Less-educated priests were shuffled into jobs where more learned men had died.The failure of the clergy to help the suffering during the plague, combined with its obvious wealth and the incompetence of its priests, caused resentment among the people. Critics grew vocal, and the seeds of the Reformation were sown.

Project management Essay Example | Topics and Well Written Essays - 3750 words - 2

Project management - Essay Example it is not always the case that these projects are successful and achieve the desired objectives, but usually most of them do fail, either in terms of cost, quality, deliverables or time (Meredith & Mantel, 2012). Any project’s success is inherited in the timely ending of the project, attainment of the required objectives or deliverables are delivered, and within the project limitations or constraints. In order to execute the project successfully, it is imperative for the project team or managers to consider some crucial elements of the project, which may be the project cost, time, or resources (Oisen, 1971; Lock, 1994; Atkinson, 1999). Among these aspects, there are three central issues, such as the time, cost and quality, which are the key intentions of any project and hardly be achieved and make the project a successful one (Iqbal, Azam, & Qureshi, 2011). However, the secret of success can be understood by analyzing the executed projects, where the success factors or failure factors can be identified by a careful analysis. The purpose of this paper is to analyze the two real-life projects related to the adoption of Information Technology in the organization by identifying the success factors of these projects, and also to identify the risk factors with the help of risk map as well as provide suggestions for mitigating or managing the risks. ECourier is a well-known UK based organization, where it provides 24/7 and same day courier services to the customers throughout UK. It was started in 2003 and the main objective of the company was to deliver courier service with accurate delivery information or transparency in this information, along with the highest customer relationships through automation. It collects and delivers the packages from all the areas in London, as per customer’s instructions. In the beginning, it was involved in delivering the packages only in London, but now it has developed a huge customer base across the world, and have built many

Waste Management Practices for Domestic Waste in China and the UK Essay

Waste Management Practices for Domestic Waste in China and the UK - Essay Example Waste management is a complicated discipline, especially in highly populated countries such as China and the UK, where having a system that controls waste reduction is almost impossible. Some people throw a lot of waste, some recycle, but at the end of the day, the waste has to be discarded. However, waste management is not limited to public education, recycling, and environmental education, and waste reduction, garbage collection, composting landfill maintenance, government regulation, data analysis and public relations. In largely populated countries, staff is required to learn new strategies for advancing and adapting techniques of waste diversion, collection and disposal and complying with administration regulations. In major countries such as the UK and China, there are programs responsible for ensuring that all waste material is well regulated and does not affect the environment. There are several measures that the two countries use to ensure that domestic waste management is u nder control, and in some of these measures, there are some similarities and differences in the steps taken. Comparison China and UK have similar issues regarding sold waste management; for example, there is lack of consistent and reliable waste cost management, and quantity data make arranging for waste management policies difficult. This is because the two countries are densely populated especially in major cities (Shaw & Hawkins 2004, p. 97). The waste quantities in the two countries are also raising at an alarming rate with dramatic change in composition and negligible waste reduction efforts. Waste management affects every person who lives in the city, and the higher the population, the more solid waste will be expected in the same city and, if not well controlled, environmental pollution will be massive and out of control. The UK and China lack consistent decision-making processes especially for strategic policy and planning toward technology selection for waste management, co st recovery, classified segment involvement, contribution to the planning process and insufficient public access to information on how to recycle or reduce waste products (Ellis 1999, p. 115) . China and UK are both trying to come up with solutions of managing solid waste in their major cities and they are coming up with reviews and reports that work to improve the performance. They have come up with landfills that are classified depending on the kind of waste. For example, waste is classified as either degradable or non-degradable (Ellis 1999, p. 86). Both countries are trying to come up with successful waste management schemes and have willing participants to care for the environment. For example, in UK, there is the W12A landfill site opened in 1977, which is a well managed and designed waste management dumping area. It was expected to serve the city for at least 15 years with approval from the UK government body for waste dumping (C. Judd & S. Judd 2011, p. 202). However, operat ions in both countries do not convene design standards, especially in pollution management; where waste collection procedures are frequently not rationalized. Allocation of finances for waste management in the two countries has been difficult because there are inadequate tipping fees and user charges. Protecting the air has been an important aspect in China and the UK with both countries collecting and destroying landfill gas to decrease greenhouse gas discharge and potential stenches (Neubert & Dyck 2008, p. 112). After decomposing, garbage produces unpleasant smells and gases, one of them being methane, which increase global warming more than carbon dioxide does. In the two countries, gases are

Penn Foster Principles of Management Final Exam Essay Example for Free

Penn Foster Principles of Management Final Exam Essay 1. In order to implement an organizations commitment to social responsibility it is necessary to identify what social problem the organization intends to address, develop policies on what the organization plans to do to successfully fulfill its obligation and ensure stakeholder buy-in. The main obstacles an organization faces when implementing socially responsible policies is pressure from stockholders and business analysis who want steady increase in earnings. Without steady increase in profits, it becomes difficult to reinvest money in these areas. The following actions can be taken toward increased social responsibility: 1. Examine expectations and past responses 2. Set objectives and prioritize 3. Plan and implement strategies 4. Set budgets for resources needed for social action 5. Monitor progress 2. Departmentalization is the practice in which grouping or combining jobs that are related to form a specialized area that is distinct from other areas in an organization. Work or functional departmentalization is a method of separating the activities performed within an organization into groups by the nature or function of the work they perform. For example, functional departmentalization would tend to group together staff members that perform a specialized function in an organization, like accounting. Product departmentalization is the grouping of business activities that are necessary to produce a particular product and/or market a product or service line under the direction of one manager. An example of product departmentalization would be a large multiproduct organization like an automotive distributor. Geographic departmentalization is when organizations are physically isolated to geographical regions. An example of geographical departmentalization is a manufacturing company that has locations in Northern and Southern locations that deal with consumers within their region. Customer departmentalization is when an organization is divided into units that handle specific customer needs. Examples of customer departmentalization in a manufacturing plant are: Assembly, shipping, billing, etc. 3. The acronym SWOT stands for an organizations strengths, weaknesses, opportunities and threats. A SWOT analysis is strategic planning method that evaluates the internal and external performance of an organization to see if it’s favorable or unfavorable to achieve whatever objective you are set out to accomplish. Strengths and weaknesses usually arise from the internal aspect of an organization, whereas opportunities and threats evolve from external components. By performing a SWOT analysis it provides information to managers to help formulate a successful strategy to achieve goals. PART B 1. Six Sigma is a management philosophy that sets objectives, collects data and analyzes results as a way to remove wasted expenses from its processes and help reduce the number of defective products produced. Six Sigma uses quality measures to strive for near perfection by eliminating errors and variables. 2. The balance of trade is the point where the difference between exports and imports is favorable for the country. When the country imports more than it exports, it results in a trade deficit and when the country exports more than it imports, the country runs into a trade surplus. The balance of trade for a countries economy is a very fine balance. The economic condition can change and a deficit or surplus may be an ideal situation. 3. In the context of communication, perception is based on the individual that is on the receiving end of the information. Perception is a process in which stimulation of the senses, whether written, verbal or non-verbal, is translated into a meaningf ul experience. Each person perceives the same information differently and they tend to only listens to part of the message before perception distorts the intended message. 4. The term organizational decentralization refers to the increased amount of authority given to lower level management by upper level management. By allowing lower level management to be involved in decision making, it enables actions to happen in a timelier manner and promotes higher employee morale, as well as relieves upper management from time consuming projects. 5. Simon’s theory, principle of bounded rationality as it applies to satisficing can be summarized as a decision making strategy that selects the best alternative rather than continuing to search for the optimal solution to any given situation. 6. In relations to leadership, consideration and initiating structure both contribute positively to staff motivation and satisfaction, as well as, effectiveness. 7. Positive reinforcement is to add a positive outcome as a result of a desired behavior. Negative reinforcement is to give the person the opportunity to avoid a negative consequence by increasing the likelihood that the desired behavior will reoccur. Both are used to increase the frequency of the desired behavior. 8. Planning – The manager sets objectives and decided what needs to be done to meet those goals. Organizing – The manager divides work into manageable activities and selects people to accomplish the task that need to be done. Staffing – The manager determines how many and what kind of staff is needed to meet the organizations goals and then recruits and trains the appropriate people. Leading – The manager motivates and communicates with staff and also directs them towards meeting the organizational goals. Controlling – The manager measures and analyzes the organizations performance, and makes changes if financial standards are not being m et. 9. A manager would use the critical-incident appraisal method for assessing employees’ written record of both satisfactory and unsatisfactory work performances. Performance is documented as it occurs and can aid in preparing performance evaluations to identify strengths and areas that need improvement. 10. Group norm is an informal set of rules a group takes on to regulate group behavior, whereas group cohesiveness is the overall attraction each member has for the group. Group norm example: Employees that work on assembly line #1 at the local factory always sit at the same lunch table and don’t interact with others. Group cohesiveness example: Employees on assembly line #2 have beaten the monthly production record for the 10th month in a row.

Character of Hamlet in Shakespeares Hamlet Essay -- Shakespeare Hamle

Character of Hamlet in Shakespeare's Hamlet Hamlet is a man of many discoveries. The tragic hero in Shakespeare's Hamlet undergoes many changes throughout the play. His mindset is set deep and far away from the physical world that both helps him and hinders him in his plight for revenge against his uncle, Claudius, and his mother. When Hamlet is first introduced in Act I, Scene II, the reader is shown the depths of his sorrow. The King asks Hamlet "How is it that the clouds still hang on you" and the Queen tells him to "Cast thy nighted color off." By these comments one can envision Hamlet as someone who appears and radiates out his sorrow over his father's death. Hamlet lets the reader know that his sorrow runs much deeper than his clothes and sorrow filled eyes, saying about them that "These indeed seem, for they are actions that a man might play. But I have that within which passes show; These but the trappings and the suits of woe." In this statement Hamlet pours out that his sorrows courses through every part of him. This sadness plays a huge part in Hamlet's overall mindset, his sorrow over his father's death has left him empty and without the will to live and prosper in this world. "O, that this too, too sullied flesh would melt, Thaw, and resolve itself into a dew! Or that the Everlasting had not fixed His cannon `gainst self- slaughter!" Hamlet is contemplating suicide here, but understands that he has no chances for a peaceful after life if he takes his own life. He needs to find peace in the afterlife because his thoughts about this world are this: "How weary stale, flat and unprofitable Seem to me all the uses of this world! `Tis an unweeded garden that grows to seed." Hamlet finds n... ...s of Hamlet, Rosencrantz and Guildenstern. He returns secretly to Denmark and is prepared to and does carry out the Commandment. Throughout Shakespeare's Hamlet, Hamlet finds the strength and drive to carry out the wishes of the Ghost of his father. His weakness laid in his sorrow over the death and in his fascination with the divine and eternal, where he found his strength was not from within himself but in other's abilities to devote themselves emotionally or with their lives to someone else's battle. Sources Consulted Greenblatt, Stephen. Shakespearean Negotiations: Inside the Mind of Hamlet. Oxford: Clarendon Press, 1998.   Nevo, Ruth. Comic Transformations in Shakespeare. London: Methuen & Co., 1980. Shakespeare, William. The New Cambridge Shakespeare: Hamlet, Prince of Denmark. Ed. Philip Edwards. Cambridge: Cambridge U P, 1985.

Every Person Is an Architect of His Own Future

Every person is an architect of his future. Discuss. First draft Batyrkhan Saniya, ID 20122886 Academic Reading and Writing Course GEN 1120 Turgan Zhanadilov 12 February 2013 Outline I. Introduction. Thesis statement: Although some people believe that it is quite hard to manage the future because of inevitable fate, there seem to be no doubt that the person and only person is a creator of the future. II. Body. A. First, the future depends on person’s attitude to life. 1. Inspiring yourself 2. Doing everything with love B.Second, person and only person can create favorable conditions in his or her life. 1. Experience of successful people D. However, some people argue that no one can manage the future. 1. The destiny 2. Life circumstances III. Conclusion. Meaning of the â€Å"Every man is an architect of his future† make the public understand the phrase in different ways. Some people become rich and successful by a chance, while others reach their goals after a long strug gle. According to Dahl & Ransom (1999), wealthy people may help to poor people, but they will not make poor people become as rich as they are.Why they will not make them rich? Someone may say that wealthy man cannot make poor man rich because being poor and being wealthy is the fate. Others may say that living in wealth depends on person: if poor person do not want to be rich, he will not be rich; but he can be wealthy if he really want it. Some people believe in nature’s laws that everything in this world is related and nothing can happen just like you want; while others know that everything in their hands, that they are masters of their life, they are making their destiny by themselves.Although some people believe that it is quite hard to manage the future because of inevitable fate, there seem to be no doubt that the person and only person is a creator of the future. One of the main reasons for saying that everyone is an architect of his future is the person’s attit ude to life. Our future is what we are thinking and doing now. We creating next day by thoughts, wishes, behavior, etc. That is true! There is not only one possible course of events in your life. Every person has several variants of a destiny, and everyone choose the way which he or she wants to follow.The problem is how people feel about a situation that forces them to make this choice. Almost everyone meet with some obstacles on their life road, and many people see them as something irresistible, irreparable. Others see these obstacles as a challenge. They see them as not a dead end, but the opportunity. In all the events that happen around us, for someone there are opportunities and for others may be â€Å"dead end†. For example, Steil (2007) in his article mentioned about a girl, who almost lost the ability to see and move because of accident, weird accident.Doctors said that the situation is very bad, and many people may give up in her place. However, this girl believed herself and in her strength, she was positively-oriented to everything. It was reflected in her attitude to herself and other people. No matter how the situation was bad, she could struggle with this obstacle and move straight to her goals. Another reason is that the person and only person can create favorable conditions in his or her life. The one of good examples for that are the successful people.Not getting that promotion can make person feel like the end of the world, but people who are the idols for whole world show that devastating failures are just another stop on the road to success. For example, Marilyn Monroe's first contract with Columbia Pictures expired because they told her she wasn't pretty or talented enough to be an actress. Monroe  kept plugging away and now she is one of the most iconic actresses and sex symbols of all time (http://marilynmonroe. com/history/).Oprah Winfrey was fired from her television reporting job because they told her she wasn't fit to be o n screen. But  Winfrey rebounded  and became the undisputed queen of television talk shows. She's also a billionaire (http://www. oprah. com/index. html). These are the one of the world's greatest success stories of people, who just happen to have experience of massive failure that could have easily made them give-up. But they didn't and now they're the monuments of success that they are remembered for, a good source of encouragement when it feels like you will never make it to the top.However, some people argue that no one can manage the future because of the destiny and life circumstances. As Conchalovsky says (2005), â€Å"For every person, there is a destiny. Nothing happens accidentally, everything happens because of some law or other things. † There is a nature’s law that everything comes from something, all subjects and objects are related to each other. Another example is inevitable life situations occurring frequently nowadays that can ruin plans of human at anytime. But, as it was written, the attitude to life helps to fight with these situations.To conclude, our life is complex and unpredictable. Often people think that no one can hide from the fate, that we were born and live on a particular scenario, and that everything what destined above will happen. But few of us have thought about the fact that person creates the future, person’s actions, thoughts, desires and feelings. Always remember that people are the creators of the future, so they must create it with enthusiasm, reveal the creative potential. Reference list: Ransom, M. R. , ; Dahl, G. B. (1999).Does Where You Stand Depend on Where You Sit? Tithing Donations and Self-Serving Beliefs. American Economic Review  (pp. 703–727). American Economic Association. Retrieved February 9, 2013 from www. jstor. org Steil, M. (2007). Chto takoe pozitivnoe otnoshenie k zhizni? Retrieved February 8, 2013 from www. shkolazhizni. ru Baraban, E. (2007). â€Å"The Fate of a Man† by Sergei Bondarchuk and the Soviet Cinema of Trauma. The Slavic and East European Journal,  51(3), 514–534. Retrieved February 10, 2013 from: http://www. jstor. org/stable/20459525 .

Jasmine Revolution Essay

Leadership or Tyranny? Summary: Within just 28 days, Zine El Abidine Ben Ali had no alternative but to step down from his 23-year presidency in Tunisia. A single spark set by Mohamed Bouazizi turned out to be a prairie fire across the whole country. Economic Growth Paradox Although the economy of Tunisia has been growing steady at an average rate of 5% for the past 23 years, the unemployment rate has been standing at over 10% since 2003, which is indeed alarmingly high. The rate is double for the young Tunisians, and even higher for the fresh graduates. A recent survey has shown that the unemployment rate stands at 25% and 44% for male graduates and female graduates respectively. If the economy is growing every year, why are there so many people out of job and struggling to survive against serious inflation? What is going on behind the scene? Surrender to Dictatorship In addition to the economic factors, the political situation in Tunisia has played a crucial role in this Jasmine Revolution. The Tunisians have been silent for years: minimal (if any) freedom of speech, deprivation of other political rights and stringent censorship over information and the press. Rampant corruption at the top tier level of the Ben Ali regime, as revealed by Wikileaks, is another burning issue. On the other hand, the Tunisians had to confront the unreliable and abusive police force from the government. Instead of being protected by the local police force, Bouazizi (who was operating as an unlicensed hawker) had his produce confiscated and his subsequent complaints entirely ignored, which eventually led to his self-immolation. Transactional Leadership The exchange relationship between the Ben Ali government and the citizens in Tunisia did not seem to be balanced. Prior to a series of protests and demonstrations and subsequent abdication of Ben Ali, the Tunisians had been resigned to the dictatorship of Ben Ali in exchange of a decent life. However, are the Tunisians getting what they are supposed to obtain? Undeniably, Tunisia has become one of the most stable countries in Arab. True, the slow yet steady economic prosperity and gradual increase in basic health care and education have made the Tunisians look better-off than their Libyan and Algerian counterparts. Nonetheless, they are also under constant threat of unemployment, corrupt officials and violent police force instead of what guarantees a decent life – law and order. Media in Play? While some critics have also partially attributed this revolution to Internet social media, Twitter and Facebook in particular, caution should be exercised in order to avoid playing up the actual influence of social media. No doubt, the speed of information transmission has been greatly enhanced with the introduction of the Internet. In the case of Tunisia, some have named it as â€Å"Twitter Revolution†. However, all social media are better seen as a vehicle or a catalyst of the protests and subsequent overthrowing of Ben Ali. In other words, they are not the sole enablers of such revolution. After all, the crux lies with the fact that when the leader realises his self-interests and benefits at the expense of the interest of the other party, such transactions can no longer be deemed as satisfactory or fair in the eye of the exploited party. What’s Next The single spark in Tunisia has already started a prairie fire in Egypt, with the flame spreading to Libya and China at a great speed. How should the leaders faced with similar dilemmas react? Adopting an even more high-handed approach on the people helps very little at best, and aggravates the problem further at worse. Stricter censorship and control over the information flow to the citizens might sound plausible, yet people can always find means to overcome such barriers. On the other hand, people do not seem intimidated by the dire consequence of their protests – arrest and torture. The self-immolation of Bouazizi is a case in point to show the ‘make-or-break’ determination of the people when pushed to the dead alley. Fair Deal If the transactional relationship is to be maintained, the leaders should identify, understand and respond to the true needs of people. Marginalizing any segment of the society is the last thing to do – frustration and disappointment of the people can evolve into a fatal blow to any regime. If people’s basic welfare were not well taken care of, could the government rest assured that social peace would be maintained? What can go hand in hand with the above is that the leader should create a vision for the people and motivate the people to pursue and actualize the same version, not for themselves only but for others as well.

Free Essays on Z For Zachariah

were, â€Å"I am hopeful.† This shows us that Ann has a positive attitude in life and still looks forward to the future, even although the odds are against her. Her farm upbringing has equipped her with a great deal of common sense, practicality and resourcefulness. Ann can shoot, cook and drive a tractor, as well as fish and do agricultural work. Thus helping her to make life on her own a lot less of a struggle and showing us that she has good survival skills. This shows us that she is independent and well organised. A stranger arrives one day in a plastic suit and Ann watches him explore the valley from the cave that she is observing him from. Ann has mixed feelings: â€Å"I am both exited and afraid.† She longs for companionship but she’s also ... Free Essays on Z For Zachariah Free Essays on Z For Zachariah â€Å"Z for Zachariah† The sci-fi novel entitled â€Å"Z for Zachariah† which was written by Robert O Brien is what I have been studying in class. It was first published in 1973 and was written during the â€Å"Cold War.† The plot of the novel is basically about isolation and the struggle to survive the after effects of a nuclear war. The main character in the novel is Ann Burden, from Burden Valley, in the United States of America. A nuclear war has left Ann all alone, as her parents, brother and cousin have been killed by the disaster: â€Å"When I look beyond I see that all the trees are dead, and there is never a sign of anything moving. I don’t go out there.† The valley however has been untouched by the devastation. Ann is entrapped, as everything beyond the circumference of Burden is unproductive of life. She leads a simple life-style. Cleverly using nature to survive. She shuts herself off from the past, and looks forward to the future: â€Å"I am hoping to be an English teacher.† I believe that Ann is a very optimistic person who never gives up on hope, as she is continually persistent on â€Å"her† idea of hope. In the very last paragraph of the novel, her final words were, â€Å"I am hopeful.† This shows us that Ann has a positive attitude in life and still looks f orward to the future, even although the odds are against her. Her farm upbringing has equipped her with a great deal of common sense, practicality and resourcefulness. Ann can shoot, cook and drive a tractor, as well as fish and do agricultural work. Thus helping her to make life on her own a lot less of a struggle and showing us that she has good survival skills. This shows us that she is independent and well organised. A stranger arrives one day in a plastic suit and Ann watches him explore the valley from the cave that she is observing him from. Ann has mixed feelings: â€Å"I am both exited and afraid.† She longs for companionship but she’s also ...

Chances Fat and Slim

Chances Fat and Slim Chances Fat and Slim Chances Fat and Slim By Maeve Maddox A reader wonders about two expressions: For many years I’ve wondered about Fat Chance and Slim Chance – both meaning â€Å"little chance,† but where’d they come from? The Ngram Viewer indicates that â€Å"slim chance† came along about eighty years earlier than â€Å"fat chance† and that â€Å"slim chance† is far more common in print than â€Å"fat chance.† A Google search shows the expressions in about equal use on the Web. One meaning of slim is â€Å"thin† or â€Å"slender,† but its meaning in â€Å"slim chance† is â€Å"meager, scanty, sparse.† I’d guess that the expression â€Å"fat chance† originated as a play on words. Both expressions are popular in titles for books and articles that have something to do with obesity or fitness. Slim Chance, Fat Hope: Societys Obsession With Thinness Slim Chance in a Fat World Fat Chance! The Weight Loss Workbook â€Å"Obese People Have Slim Chance of Obtaining Normal Body Weight† â€Å"Critics say mesotherapy offers slim chance† â€Å"Why dieters have fat chance of losing weight† Although many speakers share the reader’s idea that both expressions mean the same thing, the two have different meanings. If there’s a â€Å"slim chance† that something will happen, then there is a possibility, albeit a small one. That’s the meaning in this headline about the current movement of migrants: How much for a spot on a rubber raft and a slim chance at a better life?† â€Å"Fat chance† is an ironic way of saying there’s no chance at all, as in this exchange between a woman and a former boyfriend: I was just wondering - † â€Å" - if Id  come back to you  now?  Fat chance. Forget it.†    Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†50 Latin Phrases You Should KnowDrama vs. Melodrama

Mary Wollstonecrafts A Vindication of the Rights of Woman Essay

Mary Wollstonecrafts A Vindication of the Rights of Woman - Essay Example Grounding the idea of female rights, Wollstonecraft bases herself upon positions of the liberal theory of English philosopher John Lock about necessity of recognition of equal rights for all "full citizens". Paradox of the concept of liberalism of Lock, directed against despotism of absolute power, is that as "full citizens" of a potential liberal society he considered independent in relation to a monarch owners private, mainly the land property, which first of all are attributed with the ability to possess intellect, that is to be rational subjects (be capable to operate own land). "The central idea behind Wollstonecraft's work is that women are rational beings and should be treated as such"2. According to Mary Wollstonecraft, as the theorist of the liberal concept of female rights, the most important becomes the philosophical thesis about recognition of a female subject rational. Only in that case a woman has a chance to enter into a liberal continuum of "full citizenship" described by Lock. The other significant thesis is that female sensuality is not purely natural, but socially caused characteristic. Wollstonecraft states, "But, if women are to be excluded, without having a voice from a participation of the natural rights of mankind, prove first, to ward off the charge of injustice and inconsistency, that they want reason - else this flaw in your NEW CONSTITUTION will ever shew that man must, in some shape, act like a tyrant, and tyranny, in whatever part of society it rears its brazen front, will ever undermine morality"3.In conformity with the above said theoretical issues, considering modern position of women Wollstonecraft recognizes that the majority of women are not yet ready to act in a line with men as their intellect is insufficiently developed because of prevalence of sensual characteristics in it.However this position, in her opinion, is not a consequence of the special nature, female sensuality as considered Russo, or particular qualities of female intell ect as considered Kant. Such state of facts first of all is a result of the limited female education, and secondly of deprivations of women of basic civil rights, that is a consequence of certain social reasons which can be changed. Wollstonecraft's aim particularly in "A Vindication of the Rights of Woman" is "to add the individual and civil rights of women to the universal category"4. Therefore the main philosophical thesis of enlighteners, which was a subject of Wollstonecraft's critic, is Russo's thesis about "the special female nature", in which sensuality prevails of intellect. Wollstonecraft considers that femininity in that form as it is described by Russo, is a repressive social construct, which will cease to exist provided that socialization of women will pass in the same conditions as socialization of men. The basic object of criticism of Wollstonecraft is so-called "superfluous sensuality" which is imputed to women in Russo's philosophical concept. In her book the author opposes men, who are admired of excessive female sensitivity and stand up for its development. It calls such men "tyrants of sexuality", and women, which agree to cultivate such type of sensuality in itself (sensuality of a sexual object) she calls "slaves of pleasures". Wollstonecraft accepts that owing to sensuality women has an opportunity to use a special form of

Reading Journal 2 Coursework Example | Topics and Well Written Essays - 500 words

Reading Journal 2 - Coursework Example Also, Jean Le Rond Dalembert, who together with Denis Diderot developed the encyclopaedia that was a compilation of works on trade and mechanical arts (75). Another author who contributed significantly is Mary Wollstonecraft, who advocated the womens positions (85), and Adam Smiths wealth of nations (87) among other works provided to the education. Europe started interacting with the rest of the worlds as early as in the seventeenth century especially with the discovery and settlement in the New World. They had knowledge in ship and gun making which gave them a higher advantage (394). France development was based on mercantilism that required the government to maximize on trade by monopolizing trade with its colonies (395). Europe benefited from slavery and its colonies (399). In the mid eighteenth century, it faced international rivalry; the European nations involved in wars that further split to the colonies (404). Europe suffered seven years of war (1756-1763) that ended with the signing of the Treaty of Paris. The treaty left Britain in an economic crisis, and their efforts to get funding from America were frustrated by the American Revolution, which ultimately resulted to declaration of American Independence. This period was characterised by a desire for change. Leaders in the enlightenment believed that a man could comprehend the process of nature and manipulate them to their advantage. The ideas of Isaac Newton and John Locke were the forerunners of this knowledge (416). There was development of the print culture, the volume of printed material increased including books, journals and newspapers among others (417). The scholars who were mainly university professors helped expand the print culture (419). They were critical about most religious institutions arguing it hindered pursuit of rational life (420). Publication of the encyclopaedia also contributed to the understanding (423). They also applied their

Portrait of Madame Augustine Essay Example | Topics and Well Written Essays - 1000 words

Portrait of Madame Augustine - Essay Example Other elements of the canvas, like the background, are elaborately treated with details of flowers and creepers on the wall but such details in the subject seem to be absent altogether. The shapes of other objects are not maintained (this can be inferred especially from the shape of the chair and the junction of wall and floor) and if one compares it with other technically correct paintings, like the ones of the renaissance, it can be found that this painting is technically less disciplined. Van Gogh has given equal importance to foreground, background, subject and all the elements of the canvas as opposite to other portraits in which the subject is the highlighted element of the painting and most elaborately done. Having a hint of expressionism, the painting uses color and vibrant swirling brush strokes to convey the feelings and state of mind of the artist. This also emphasizes the artist's personal response to the subject and like a work of expressionism the painting stresses the expression of the artist's personal interpretation of the subject and his reactions for the same. It seems the physical proportions of the subject have been ... bjective feeling takingplace within the mind of the artist and modified by his individual bias for the use of colors which can be interpret in many different ways. With the use of colors like ocher yellow on the face of the subject and the red carpet on the floor in combination with dark blue walls in the background, Van Gogh attempts to present an emotional experience in its most compelling form (this is also emphasized with the disproportionate size of the head and the eyes looking downwards). On account the things discussed above, one assumes that Van Gogh is not really concerned with reality as it appears to be but with the inner nature and with the emotions aroused by the subject. It seems that he sought to capture emotions and subjective interpretations of that specific time when the painting was made and therefore it was not important for him to reproduce an aesthetically pleasing impression of the subject. He has focused on capturing vivid emotional reactions through vivid colors, bold forms, and spontaneous methods of dripping and flinging powerful colors in combination with dynamic compositions. This use of paint by Van Gogh is very much different as compared to the one used by other artists. Previously his palette consisted of somber colors but later taking references from the French artists he introduced the use of bright colors like red, green and blue and thus built a wider palette that comprised of more vibrant colors. The thick application of paint, distinctive brushstrokes and the use of unnatural or arbitrary color in the portrait were more inclined to emphasize the emotions and were further imitated by other expressionist artists. The impressionist style which was popularized by the artists like Claude Monet was directed towards transferring the

Removal of TBP From Aqueous Phase

Removal of TBP From Aqueous Phase ABSTRACT PUREX process involves the use of 30% TBP in Dodecane to extract the fissile materials. However, due to mutual solubility some amount of TBP gets transferred into the aqueous phase. This transferred TBP leads to many environmental problems. Removal of this TBP from aqueous phase is of prime concern which can be done by contacting it with an organic diluent. UNIFAC and Uniquac methods have been used to describe Liquid Liquid equilibrium (LLE) in TBP-Diluent-HNO3 system. Uniquac and UNIFAC Group interaction parameters have been founded to fit the experimental data. Various metal nitrates are also present in the organic phase. These metal nitrates affect the solubility of TBP in aqueous phase. Metal nitrates like Sodium and Calcium nitrate have also been incorporated in model to find out interaction parameters in the presence of metal nitrates like Sodium and Calcium. The obtained parameters will be useful in predicting LLE for the above system and will aid in safe disposal of nuclear w aste. INTRODUCTION Reprocessing of the used nuclear fuel has always been carried out to reduce the volume of high level radioactive waste and also for their safe disposal. The plutonium uranium extraction (PUREX) process is widely used for reprocessing. This process uses 30% Tri-n-butyl phosphate (TBP) in an inert paraffinic diluent for the separation of uranium and plutonium from the aqueous phase containing nitric acid. Mutual solubility of aqueous and the organic phase leads to the transfer of certain finite amount of TBP in aqueous phase. This transferred TBP decomposes very slowly in the presence of water and nitric acid by hydrolysis to lower organo-phosphate acids at normal operating temperatures leading to many environmental problems. Removal of such dissolved TBP is of direct interest in reprocessing processes as this would enable manifold evaporation of aqueous stream without harming the environment. Various metal elements are also present in the highly radioactive liquid waste solution in ni trate form. The salting out of TBP takes place in the presence of these inorganic nitrates in the aqueous phase. Studies in the presence of various metal nitrates will aid in efficient removal of TBP from aqueous phase. In order to predict the extent to which TBP could be removed from aqueous phase, a model must be developed to predict the phase behaviour. Such models can be used for designing remediation projects. Estimation of activity coefficients of the mixtures is important for predicting the phase behaviour In order to predict the extent of mass transfer, chemical compositions of the two-phase system at equilibrium needs be predicted first. Investigators have used various models to predict the LLE. Cheng et al. have calculated the thermodynamic equilibrium constant for the system HNO3-TBP-n-C7H16.The activity coefficient of nitric acid was calculated using Pitzer’s equation and those of the components in organic phase was derived from experimental data. Ding et al. have calculated the activity coefficient for 20 binary and 7 ternary systems composed of nC6H14, nC7H16, nC8H18, C6H6, cy-C6H6, CCl4, CHCl3, (C4H9)3PO4 and UO2(NO3)2.2((C4H9)3PO4) using head-space gas chromatography. The results are compared with Scatchard-Hilderbald, NRTL and UNIQUAC models. Li et al. has calculated the Vapor-Liquid and Vapor-Liquid-Liquid equilibria of 19 tributyl phosphate systems. Aqueous phase activity coefficients are calculated using Pitzer’s equation. UNIFAC method is used for correlating and predicting the data in organic phase. All the above authors have done work on the systems in the absence of metal nitrates. Intera ction parameters for systems in the presence of metal nitrates have not been reported yet. The objective of the present work to find the UNIFAC and Uniquac group interaction parameters regressed for the experimental data for three systems. These systems comprise of TBP-diluent-HNO3, TBP-diluent-HNO3-NaNO3, TBP-diluent-HNO3-Ca(NO3)2. These parameters will aid in predicting the equilibrium and calculating the number of stages for designing the equipment to remove dissolved TBP. LIQUID LIQUID EXTRACTION EQUILIBRIA The organic phase consists of (1) diluent (NPH), (2) TBP, (3) TBP.HNO3 The dissolution of TBP in NPH and HNO3 can be represented by eq 1and eq 2. xTBPorg (TBP)x org(1) TBPorg + H+aq + NO3-aq HNO3.TBPorg (2) where the subscripts aq and org denote the species in the aqueous and organic phase. The thermodynamic equilibrium constant for reaction (2) can be calculated as a HNO3.TBP(org) a 3 (3) K == a H+(aq) a NO3-(aq) a TBP(org)a2 ±HNO3 a 2 x3 ÃŽ ³3 K = (4) m ±2 ÃŽ ³Ã‚ ±2 x2 ÃŽ ³2 where a is the thermodynamic activity, x is the mole fraction of the component in the organic phase and ÃŽ ³ is the corresponding activity coefficient. m ± is the mean molality concentration of electrolyte in the aqueous phase and ÃŽ ³Ã‚ ± is the mean ionic activity coefficient of corresponding electrolytes. Similar procedure as described by Chen et al has been used to predict the LLE with one extraction reaction. Mean ionic activity coefficient of electrolytes Pitzer equation is used to calculate the mean ionic coefficient of HNO3 in all the cases and of Ca(NO3)2, NaNO3 in the presence of metal nitrates. lnÃŽ ³Ã‚ ± = Aà Ã‚ ¤+ m (5) where b=1.2, ÃŽ ±=2, AÉ ¸ = 0.391. I is the ionic strength of solution. The Pitzer parameters for HNO3, NaNO3 and Ca(NO3)2 are listed in Table 1. Activity Coefficients of components in organic phase can be estimated using UNIFAC and Uniquac equation. UNIFAC EQUATION In a multi-component mixture, the UNIFAC equation for the activity coefficient of component i is given by Equation 3.1. ln ÃŽ ³i = ln ÃŽ ³iC +ln ÃŽ ³iR (6) The combinatorial part of the UNIFAC model considers the shape and the size of the molecules in the mixture. ln ÃŽ ³iC = 1 – Ji + ln Ji – 5qi( ln (É ¸i /ÃŽËœi )+ 1 – (É ¸i /ÃŽËœi ) ) (7) where, Ji = ( É ¸i /xi) The molecule volume fraction É ¸i , and the molecule surface area fraction ÃŽËœi , are given by respectively, É ¸i = xi*ri/∑j xj*rj and ÃŽËœi = xi*qi/∑j xj*qj (8) In Equations (3.3), relative molecular volume rs, and relative molecule surface area q, are given by ri = ∑k ÃŽ ½k(i)* Rk and qi = ∑k ÃŽ ½k(i)* Qk (9) The quantity vk is the number of subgroups of type k in a molecule of species i. ri is the relative molecular volume and qi is the relative molecular surface area. Group parameters Rk and Qk are reported by Fredenslund et al. The residual part of the activity coefficient is given by Equation 10. ln ÃŽ ³iR = ∑k ÃŽ ½k(i )[ ln à Ã¢â‚¬Å"k – ln à Ã¢â‚¬Å"k(i) ] (10) where, k denotes each group in the mixture ÃŽ ½k(i ) is the number of groups of type k in molecule i à Ã¢â‚¬Å"k is the group residual activity coefficient à Ã¢â‚¬Å"k(i) is the residual activity coefficient of group k in a reference solution containing only molecules of type i. The group residual activity coefficient is found by Equation 11. ln à Ã¢â‚¬Å"k = Qk [ 1- ln(∑m ÃŽËœm ψmk) ∑m (ÃŽËœm ψkm /∑n ÃŽËœn ψnm ) ] (11) where, Qk is a group surface area parameter ÃŽËœm is the area fraction of group m ψmn is the group energy of interaction parameter ψmn = exp(-amn + bmn/T) (12) Where, amn and bmn is the group-interaction parameter. T is the temperature Group assignment as proposed by Chen et al. has been followed. C7H16, TBP and TBP.HNO3 has been broken down into groups CH3, CH2, (CH2O)3PO, HNO3.(CH2O)3PO. Group volume and surface parameters for above groups have been reported by Cheng et al. The UNIQUAC model thus consists of two terms: a combinatorial or entropic term, a residual or enthalpic term. The combinatorial and the residual terms are identical to the terms used in the traditional UNIQUAC equation. The combinatorial, entropic term is ln ÃŽ ³iC = ln(É ¸i/xi) +1 (É ¸i/xi) – (z/2)*qi [ ln(É ¸i/ÃŽËœi) + 1- (É ¸i/ÃŽËœi) ] (13) z = 10 is the co-ordination number. xi is the mole fraction, É ¸i is the volume fraction, ÃŽËœi and is the surface area fraction of component i. É ¸i = xi*ri/∑j xj*rj and ÃŽËœi = xi*qi/∑j xj*qj (14) ri and qi are volume and surface area parameters for component i. The residual, enthalpic term is ln ÃŽ ³iR = qi [ 1 – ln( ∑k ÃŽËœkψki) ∑k ÃŽËœkψik/(∑l ÃŽËœlψlk) (15) The parameter ψki is given by ψki = exp(-uki-uii/T) (16) uki and uii are interaction energy parameters. Uniquac r and q parameters for C7H16, TBP and TBP.HNO3 have been reported by Li et al. RESULTS AND DISCUSSION EQUILIBRIUM PREDICTION. The following equations can be used to predict equilibrium x1 + x2 + x3 = 1 (17) x20 = (x2 + x3)/( x1 + x2 + x3) (18) x3 ÃŽ ³3 K = (19) m ±2 ÃŽ ³Ã‚ ±2 x2 ÃŽ ³2 ÃŽ ³2 and ÃŽ ³3 values have been calculated using UNIFAC and Uniquac equation. Knowing equilibrium constant K, m ± calculated mole fractions can be found out., The group interaction parameters are regressed by Least Square Technique to minimize the error between experimental and calculated mole fraction values. The obtained regressed group interaction values in the absence of metal nitrates, in the presence of NaNO3 and Ca(NO3)2 using Uniquac and UNIFAC have been listed in Table. The standard absolute deviation of components in the organic phase is listed in table. The experimental and calculated values of mole fractions have been reported graphically in fig CONCLUSION The experimental mole fraction data were correlated using UNIFAC and Uniquac model. The Uniquac and UNIFAC group interaction parameters are capable of predicting mole fraction for TBP-Diluent-HNO3 in the absence and presence of metal nitrates. Thus these can be effectively used to predict the equilibrium for the removal of dissolved TBP in Nuclear engineering. UNIFAC gives a better prediction as compared to Uniquac in all the cases LIST OF TABLES Pitzer parameters for calculation of mean ionic activity coefficient Uniquac Group interaction parameters in the absence of metal nitrates Unifac Group interaction parameters in the absence of metal nitrates Uniquac Group interaction parameters in the presence of Sodium metal nitrate Unifac Group interaction parameters in the presence of sodium nitrate Uniquac Group interaction parameters in the presence of calcium metal nitrate Unifac Group interaction parameters in the presence of calcium nitrate Standard absolute deviations between predicted and experimental mole fraction of extracted complexes Table 1. Pitzer parameters for calculation of mean ionic activity coefficient Components ÃŽ ²o ÃŽ ²o HNO3 0.1119 0.3206 0.001 NaNO3 0.0068 0.1783 -0.0007 Ca(NO3) 0.2108 1.409 -0.02014 Table 2. Uniquac Group interaction parameters in the absence of metal nitrates a (m,n) NPH TBP HNO3.TBP NPH 0 2.05741 0.679624 TBP -3.04549 0 -1.1645 HNO3.TBP -1.03328 1.143979 0 b (m,n) NPH TBP HNO3.TBP NPH 0 1.007842 0.999125 TBP 0.983532 0 1.095824 HNO3.TBP 0.993173 1.019649 0 Table 3. Unifac Group interaction parameters in the absence of metal nitrates a (m,n) CH2 CH3 (CH2O)3PO HNO3(CH2O)3PO CH2 0 0 2.56180892 -48.1996 CH3 0 0 2.56180892 -48.1996 (CH2O)3PO -5.15816 -5.15816 0 -6.13375 HNO3(CH2O)3PO -2.57271 -2.57271 34.781685 0 b (m,n) CH2 CH3 (CH2O)3PO HNO3(CH2O)3PO CH2 0 0 0.997309 1.126187 CH3 0 0 0.997309 1.126187 (CH2O)3PO 1.016819 1.016819 0 1.131422 HNO3(CH2O)3PO 1.015345 1.015345 0.890301 0 Table 4. Uniquac Group interaction parameters in the presence of Sodium metal nitrate a (m,n) NPH TBP HNO3.TBP NPH 0 -1.82623 6.863001 TBP 0.87821 0 0.552002 HNO3.TBP 1.380676 2.272663 0 b (m,n) NPH TBP HNO3.TBP NPH 0 0.990771 1.019671 TBP 0.999592 0 0.998537 HNO3.TBP 1.001281 1.004269 0 Table 5. Unifac Group interaction parameters in the presence of sodium nitrate a (m,n) CH2 CH3 (CH2O)3PO HNO3(CH2O)3PO CH2 0 0 0.742770 -0.6378 CH3 0 0 0.742770 -0.6378 (CH2O)3PO 1.096426 1.096426 0 -0.373895 HNO3(CH2O)3PO 0.748111 0.748111 -0.20966206 0 b (m,n) CH2 CH3 (CH2O)3PO HNO3(CH2O)3PO CH2 0 0 1.000835 1.005434 CH3 0 0 1.000833 1.005434 (CH2O)3PO 0.99968 0.999688 0 1.004477 HNO3(CH2O)3PO 1.000817 1.000818 1.003927 0 Table 6. Uniquac Group interaction parameters in the presence of Calcium metal nitrate a (m,n) NPH TBP HNO3.TBP NPH 0 0.3249 -0.4026 TBP 0.95221 0 -1.40706 HNO3.TBP 1.168545 1.39797 0 b (m,n) NPH TBP HNO3.TBP NPH 0 0.997878 0.99529 TBP 0.999836 0 0.99200 HNO3.TBP 1.00058 1.000138 0 Table 7. Unifac Group interaction parameters in the presence of calcium nitrate a (m,n) CH2 CH3 (CH2O)3PO HNO3(CH2O)3PO CH2 0 0 5.9429 2.14979 CH3 0 0 5.9429 2.14979 (CH2O)3PO 2.6932 2.6932 0 -2.59369 HNO3(CH2O)3PO 3.8889 3.8889 3.8740 0 b (m,n) CH2 CH3 (CH2O)3PO HNO3(CH2O)3PO CH2 0 0 0.9839 0.99622 CH3 0 0 0.9839 0.99622 (CH2O)3PO 0.99447 0.99447 0 1.011186 HNO3(CH2O)3PO 0.990612 0.990612 0.990633 0 Table 8. Standard absolute deviations between predicted and experimental mole fraction of extracted complexes. System Δ x (Uniquac) Δ x (Unifac) HNO3/TBP/Diluent 0.016 0.0051 HNO3/TBP/Diluent/NaNO3 0.0435 0.0429 HNO3/TBP/Diluent/Ca(NO3)2 0.015 0.0051

The Bereavement Journey :: essays research papers

The Bereavement Journey Breavement is handeled differently in different generations. Weather it is a kid that has a terminal illness or an elderly person who is diagnosed with a terminal illness, each breave differently. Breavement deals with not just someone clsoe dying but, someone themselvs who is diagnosed with a life threatening illness. Kids are more afair of death than adults are. Kids do not underdstand death like adults. In one of our class discussions , Dr. Bradshaw told our class a story about how he went to Yale New Haven hospital (I think) and Dr. Bradshaw stated that a young boy who was a terminal cancer patient drew him a picture of a tank going after him. When Dr. Bradshaw told our class this , it was then clear to me that a child does not understand death as well as adults. But there are also ways a parent can help a child with breavement like buying the child a pet and when that pet dies, explain to the kid whay the pet died and that it can not be replaced. â€Å"childeren are capeable of experiencing greif† (DeSpilder 359). Childeren tend to be more quiet when dealing with a death of someone close. Childeren like to forget the sight of a dead one and try and move on without talking to anyone. Adults experience greif more open. When a certain person reaches adult hood , more and more people that he or she knows is going to die, a parent can die, a friend, and even a child. The most extemem death a parent can experience is death of a child. â€Å" the death of a child may be experienced as the ultimate lack of protection and nuture, the ultimate breakdown and failure in being a â€Å"good parent†Ã¢â‚¬ . When and adult experiences a deah he or she will be more open and go to counceling or actually talk to someone, and talking to somneone about your problems is a good way of breavement. Elderly when dealing with deaht and breavement is also an extreme. An elderly is close to death as is, but his or her friends are starting to die repidly and most of all a spouse is very close to end of life.

Information Seeking Behaviour of Primary School Teachers in Nigeria

TOPIC: THE INFORMATION NEEDS, SOURCES AND SEEKING BEHAVIOUR OF TEACHERS IN NIGERIA PRIMARY SCHOOLS IN IBADAN. PROBLEM STATEMENT: Every human needs information to solve a given problem and make decisions. There have been studies that have been focusing on the behavioural patterns of information seeking of humans, organisations and systems, but majority of these studies have been mainly on the information seeking behaviour of higher education stakeholders, industrial, economic and social societies.Studies have not been carried out on the educational grassroots (primary education). This study would focus on the patterns of information seeking behaviour of primary school teachers. PURPOSE: The purpose of this study is to explore the patterns in the information-seeking behaviour of teachers in primary schools in Ibadan metropolis. An in-depth analysis of what kind of information sources are used to cater for the growing needs a teacher, the channels used in conveying these sources and the teacher motivation factor.It is hoped that this study will lead to a better understanding of the information needs of teachers in primary education. OBJECTIVES: This study strives to assess the information needs and information seeking behaviour of teachers in primary schools in Ibadan metropolis. The objectives of this study are: a. To identify the information needs of teachers in primary schools their perceptual feelings that arise from these needs. b. To examine the selected attributes of information that primary school teacher’s value in their selection of information sources and content. . To identify the media/channels used to access their information. d. To identify the challenges in meeting their information needs. e. To examine teachers evaluation of selected information sources. RESEARCH QUESTIONS: a. What are the main sources used by primary school teachers to meet their information needs? b. What are the major barriers in meeting their information needs? c. Do te achers get all the information required from the required sources? d. Are these sources of information sourced for within or outside the schooling environment? . What is the level of awareness, accessibility, availability and satisfaction teachers gain when using this information sources? f. What are the relationships between their information needs and selected demographic fact? SCOPE AND LIMITATIONS: This study would be conducted with the awareness that certain limitations would be present during the design and the instruments used: This study would only be focused on the information needs and seeking behaviour of public primary school teachers in LAGELU local government area of Ibadan Oyo state.

Puritans Views On Sex And Morality Essay

What were the Puritans views on sex and morality? How do they compare to American values of today? Puritan is described as one who lives in accordance with Protestant precepts, especially one who regards pleasure or luxury as sinful. It is said that a widely known Puritan by the name of John Calvin (1509-1564) was cheerless and had a viciously malevolent theology based on total human depravity and the implacable wrath of God. An unhappy and unhealthy ascetic, he had ulcers, tuberculosis, and migraine headaches and considered life of little value and God as a harsh tyrant. Calvin set up a brutal political theocracy. No dancing, fancy clothes, and jewelry were allowed. He was in favor of death penalty for adultery. Even legitimate love was stringently regulated. Solemn weddings with no revelry were the beliefs that he preached to others. The Calvin marriage had two functions: (1) to produce offspring (2) to eliminate incontinence. Another Puritan believer who was famous during his times was John Knox . He had Blue Laws of the 1650s, and was against Sunday amusements, smoking, drinking, gambling, fancy clothing. He also promoted public whippings, scarlet letters, execution for adulterers, and the Salem â€Å"witch† executions. Stern puritan traits were often only expressions that masked moods of mischief and romance. Sex outside of marriage was attacked. Puritans greatly enjoyed sex inside marriage and propagated the concept of the virtue of virginity. 16th Century Puritans tried to combine the ideals of love with the normality of sex into marriage. They also valued money more than leisure, and success more than culture. After the 17th century. the Puritans as a political entity largely disappeared, but Puritan attitudes and ethics continued to exert an influence on American society. They made a virtue of qualities that made for economic success—self-reliance, frugality, industry, and energy—and through them influenced modern social and economic life. For the Puritans, a person by nature was wholly sinful and could achieve good only by severe and unremitting discipline. Hard work was considered a religious duty and emphasis was laid on constant self-examination and self-discipline. Profanation of the Sabbath day, blasphemy, fornication, drunkenness, playing games of chance, and participation in theatrical performances were penal offenses. It was the notion that Puritans were strict, formal, quick to judge and always on the lookout for anything mischievous. Anything too ostentatious, pretentious or blatant was immediately a source of discipline for the Puritans. On this note, before making a comparison between the two, we must first ask, what is morality? Morality is concerned with the distinction between good and evil or right and wrong. It is the perceived guidelines of a standard of how we live our life, how we act, how we think about things and the protocol of how things work around us.   This first example of immorality may be considered by many as one that does not have anything to do with morality, but if you give it more then cursory thought, you would most likely consider it a morality issue. Luxury things are one of the most prevalent consumer items nowadays. In fact, many major industries stem from this market/ business. If you think deeply about it, WHY do consumers buy luxury items when there are existing items that could as well be the same quality and kind? Luxury items promote the notion that those who belong to a certain class or earning bracket are those who can afford such goods. They promote a certain image of the luxury item purchaser, that they are a â€Å"higher-class† or that they belong to a higher level of social status. This in itself could be seen as condescending. In comparison to the Puritans, indulgence in wordly things are considered â€Å"evil† and unright. Today’s times propagate consumerism, luxury, indulgence, opulence. Whereas, for the Puritans, all these were wrong values as they believed in simplicity. Albert Einstein once said † The value of a man resides in what he gives and not in what he is capable of receiving.† But with the morality and values of America today, it seems, that people are more concerned about what they can receive or benefit over that which they can give. And this is contrary to what Puritans believe in. With regards to sex, Puritans strongly believed in the sanctity of marriage. They believed that sex was only to be enjoyed if it was inside marriage. They valued virginity and upheld rigid values concerning physical intimateness outside of marriage. As compared to a majority of Americans, it seems that in today’s world, they are more open to sexual relations outside of marriage. Many Americans do not believe in preserving their virginity for marriage. This is stark contrast to what Puritans believed in. Perhaps even in relationships, Puritans only believed in relationships with a purpose-one that was heading towards marriage. Where as young people, Generation X,Y,Z and baby boomers do not seem to always have marriage in mind when dating a prospect. This only skims the surface of a myriad of values on sex and morality that separates modern-day Americans from Puritans but this shows the positives and negatives about two very different perspectives and what positive points we can pick up from each aspect. Works Cited McMahon, Dr. C. Matthew. â€Å"Puritan Roots: A Brief Sketch of the Values of Puritanism†. E. C. Hill. Society and Puritanism in Pre-Revolutionary England (2d ed. 1967).

Free Essays on The Safety and Health Manager and Function

THE SAFETY AND HEALTH MANAGER AND FUNCTION; HAZARD AVOIDANCE Regardless of the occupation an individual chooses, safety and health will always be a concern. The severity of the concern is dictated by the danger entailed within a particular occupation. Whether the danger is small or large, measures to protect the worker need to be put into place, and practiced. Responsibility for personal safety cannot be solely placed on the individual. The safety and health manager is needed to help facilitate worker protection from hazards. Of course the main objective is to keep individuals in the workplace safe as well as healthy, but there are also regulations that must be followed; regulations that were put into place with a goal of protecting the worker. The safety and health manager also has an important role in ensuring these regulations are enforced and upheld. Of course each firm has unique programs to deal with safety and health issue. This paper will discuss the various aspects of safety and health within the Rockford Illinois attachment of Cadbu ry Adams; from an interview conducted with Ms. Robin Sullivan, the Safety Manager. Cadbury Adams, which is a U.S. subsidiary of a British company Cadbury Schweppes (Hoovers Online, 2004) and is a confectionary manufacturer. The Rockford based detachment of Cadbury Adams produces products such as chewing gum, gum base, as well as encapsulated sweeteners. They are commonly known for the productions of such products as Bubblicious, Dentyne, Chicklets and Halls cough drops. The Cadbury Adams firm employs about 850 personnel, 200 of which are employed through a temporary service (R. Sullivan, personal communication, August 20, 2004). The average worker’s workweek for this firm is a 5-day a week 40 hours per day schedule, but with the current production demands, many departments have a 6 to 7 day workweek (R. Sullivan, personal communication, August 20, 2004). With 850 employees engaged in a nume... Free Essays on The Safety and Health Manager and Function Free Essays on The Safety and Health Manager and Function THE SAFETY AND HEALTH MANAGER AND FUNCTION; HAZARD AVOIDANCE Regardless of the occupation an individual chooses, safety and health will always be a concern. The severity of the concern is dictated by the danger entailed within a particular occupation. Whether the danger is small or large, measures to protect the worker need to be put into place, and practiced. Responsibility for personal safety cannot be solely placed on the individual. The safety and health manager is needed to help facilitate worker protection from hazards. Of course the main objective is to keep individuals in the workplace safe as well as healthy, but there are also regulations that must be followed; regulations that were put into place with a goal of protecting the worker. The safety and health manager also has an important role in ensuring these regulations are enforced and upheld. Of course each firm has unique programs to deal with safety and health issue. This paper will discuss the various aspects of safety and health within the Rockford Illinois attachment of Cadbu ry Adams; from an interview conducted with Ms. Robin Sullivan, the Safety Manager. Cadbury Adams, which is a U.S. subsidiary of a British company Cadbury Schweppes (Hoovers Online, 2004) and is a confectionary manufacturer. The Rockford based detachment of Cadbury Adams produces products such as chewing gum, gum base, as well as encapsulated sweeteners. They are commonly known for the productions of such products as Bubblicious, Dentyne, Chicklets and Halls cough drops. The Cadbury Adams firm employs about 850 personnel, 200 of which are employed through a temporary service (R. Sullivan, personal communication, August 20, 2004). The average worker’s workweek for this firm is a 5-day a week 40 hours per day schedule, but with the current production demands, many departments have a 6 to 7 day workweek (R. Sullivan, personal communication, August 20, 2004). With 850 employees engaged in a nume...

Customer Request Listening Quiz

Customer Request Listening Quiz You will hear a customer asking for help in a shop. Write down the answers to the questions concerning what she wants. Click on the listen here link. Once you have listened twice, return to this page and take the listening quiz. Write or type the answers. After you have finished, find the answer key at the bottom of the page to see if you have answered the questions correctly. Listen here.   What did the woman receive as a gift?What kind of gift was it?Why does she not want it?Why cant she get her money back?What can she do with it?What would she like?What kid of handbag would she like?What kind of handbag was she looking for?Where is the handbag that she likes?What is the problem with the handbag she likes?What can she have instead of a refund?Who would she like to speak to?What does the man think the manager will say?Where has the manager been? Answer Key: A briefcaseA birthday giftShe doesnt like it and she already has one.She doesnt have a receipt.She can exchange the briefcase.A handbagSomething black, smallish, and not too expensiveSomething more classicalIn the windowIt costs less than the briefcaseA credit noteThe ManagerHe will say the same thing.At lunch

Explicación sencilla del sistema educativo en EE.UU.

Explicacià ³n sencilla del sistema educativo en EE.UU. Para los recià ©n llegados a Estados Unidos, el sistema educativo es uno de los grandes misterios y uno de los temas que ms inquietudes plantea. Para navegarlo exitosamente es importante entender los puntos bsicos de la educacià ³n obligatoria. En este artà ­culo se resuelven dudas sobre quà © aà ±os comprende la educacià ³n obligatoria, tipos de escuelas, cules son los grados y, finalmente, temas especiales como estatus migratorio y escuelas pà ºblicas, alimentos, educacià ³n especial, etc. Aà ±os de educacià ³n obligatoria en EE.UU.: K-12 En Estados Unidos la educacià ³n es obligatoria entre los grados K-12, esto quiere decir, entre kindergarten -preescolar- al grado 12. Lo que no es tan claro es a quà © edad se debe comenzar en kindergarten y a cul finalizar los estudios obligatorios ya que cada estado establece sus propias reglas. Pero en general puede decirse que en algà ºn punto entre los 5 y los 8 aà ±os los nià ±os deben escolarizarse y deben estudiar hasta los 16 o, en algunos estados, 18-19 aà ±os. Por ejemplo, en California es obligatoria la enseà ±anza entre las edades de 6 y 18 aà ±os, pero se permite dejar de estudiar a los 16 si el estudiante se ha graduado de high school o ha obtenido el tà ­tulo equivalente que se conoce como CHSPE y, adems, tiene el permiso de sus padres. Por otro lado, en Connecticut la educacià ³n es obligatoria entre los 5 y los 18 aà ±os, permitiendo la ley multas y cargos delictivos contra los padres que no envà ­an a sus hijos a las escuelas.  ¿Dà ³nde deben escolarizarse los nià ±os? Estados Unidos brinda un amplio abanico de posibilidades para enviar a las escuelas a nià ±os, desde escuelas pà ºblicas y todas sus variedades o privadas y todas las diferentes opciones, pasando por educacià ³n en casa. Segà ºn el Centro Nacional de Estadà ­sticas para la Educacià ³n, 50.700.000 estudiantes estudian en escuelas pà ºblicas, es decir, la mayorà ­a de los pupilos en edad de estudios obligatorios. Las escuelas pà ºblicas se caracterizan por: ser gratuitas para los estudianteslos fondos provienen del gobierno federal, el estado, el condado, la municipalidad o una combinacià ³n de variosestn obligadas a admitir a los estudiantes que habitualmente residen en el distrito escolar En algunos estados se permite que los padres puedan elegir escuela. Tambià ©n es frecuente que se permitan alternativas a los padres cuando la calidad de las escuelas del lugar donde residen deja mucho que desear en cuanto a calidad, mediante el sistema que se conoce como voucher. Existen varios tipos de escuelas pà ºblicas. En primer lugar, estn las regulares. Algunas son excelentes. Adems de las regulares, estn las chapter, que son escuelas que funcionan con fondos pà ºblicos pero que son gestionadas privadamente por empresas, por cooperativas de maestros o, incluso, por padres o por comunidades. Existe una importante diferencia en calidad de la enseà ±anza entre distintas escuelas chapters, por lo que si esa es la opcià ³n de los padres es muy conveniente que investiguen antes de registrar a sus hijos. Adems, estn las escuelas pà ºblicas conocidas como magnet, que son escuelas pà ºblicas que destacan por su excelencia acadà ©mica. Se especializan en un rea acadà ©mica en particular. Las magnet se caracterizan por asegurar la diversidad à ©tnica y racial de sus estudiantes.  En esta base de datos se puede ver cules son las mejor calificadas en todo Estados Unidos, permitià ©ndose una bà ºsqueda por estados. Por otro lado, tambià ©n existen varios tipos de escuelas privadas en las que en la actualidad estudian poco menos de 6 millones de alumnos.  En este tipo de escuelas los estudiantes envà ­an una solicitud y deben esperar a ver si son admitidos. Asimismo, deben pagar por sus estudios, aunque hay casos en los que hay becas disponibles para los mejores estudiantes sin recursos econà ³micos. En Estados Unidos, donde 1 de cada 3 high schools son privadas, existen los siguientes tipos de escuelas de esta naturaleza: En primer lugar, estn las Escuelas independientes, que no pueden recibir fondos de grupos religiosos, aunque pueden tener una estrecha relacià ³n con ellos. Hay menos de 2,000 pero se encuentran dentro de esta categorà ­a las famosas  Phillips Academy  Andover, con un excelente sistema de becas para  estudiantes excelentes pero sin recursos,  y Exeter. En segundo lugar, hay escuelas parroquiales, que estn estrechamente vinculadas con una iglesia y son muy populares, conformando el mayor nà ºmero de escuelas privadas. En los Estados Unidos la mayorà ­a son catà ³licas, aunque tambià ©n las hay protestantes y judà ­as. Un aspecto a tener en cuenta es que son, en general, notablemente ms baratas que las escuelas independientes. En tercer lugar, destacar las escuelas privadas con fin de lucro, que se conocen en inglà ©s como proprietary schools.   Por à ºltimo, existe una alternativa a las escuelas pà ºblicas y a las privadas: la escolaridad en casa y es que en los Estados Unidos ms de un millà ³n y medio de estudiantes reciben la educacià ³n en sus casas, lo que se conoce como home schooling,  actuando como profesores sus padres, maestros-tutores contratados o, incluso, siguiendo cursos completos por internet. Los requerimientos en cuanto a la obligacià ³n de notificar esta opcià ³n de enseà ±anza, rendir exmenes o curriculum a seguir varà ­a enormemente entre los diferentes estados, por lo que es necesario informarse en profundidad de las reglas que rigen en el lugar de residencia habitual.    ¿Cà ³mo se dividen las escuelas por grados? Es muy comà ºn encontrar estos tipos de escuelas: En primer lugar, Primaria, conocida en inglà ©s como elementary school. Los muchachos estudian hasta los grados 5to o 6to, dependiendo de los distritos. Como regla general, hasta que tienen 11-12 aà ±os. En segundo lugar, Intermediaria, conocida en inglà ©s como middle school y tambià ©n como junior high. No existe en todos los distritos y donde sà ­ la hay, hay variacià ³n en los grados que la componen, siendo comà ºn que comprenda 4to, 5to y 6to grado. Se trata de un paso intermedio entre la primaria y la secundaria. En tercer lugar, Secundaria, conocida en inglà ©s como high school. comprende los grados 9 a 12 y comienza a la edad de 14-15 aà ±os. Hay una gran variedad de tipos de high school, como las especializadas en preparar para college y universidad, especiales, vocacionales  o alternativas. Las personas que alcanzan los 19 aà ±os de edad y no han obtenido el diploma de high school pueden sacar una certificacià ³n alternativa. La ms conocida es el GED, que tambià ©n se puede rendir en espaà ±ol. Pero hay otras opciones, dependiendo de los estados, como por ejemplo el TASC y el HiSET. Adems, en el caso de los mexicanos es posible obtener el certificado de bachillerato de Mà ©xico sin salir de los Estados Unidos.  ¿Quà © hay sobre la educacià ³n temprana  o pre-k? La educacià ³n temprana  no es obligatoria pero se brinda en un buen nà ºmero de escuelas pà ºblicas y privadas. Comienza a partir de los 3 aà ±os y el programa Head Start promueve la participacià ³n de nià ±os de bajos recursos. Los padres o tutores interesados deben consultar con las opciones en su lugar de residencia, ya que hay grandes diferencias entre distritos y estados. Escuelas, derechos migrantes y problemtica de visas Todos los nià ±os en edad de recibir educacià ³n obligatoria, es decir, en grados K-12 tienen derecho a asistir a una escuela pà ºblica en el distrito de su residencia habitual. Esto aplica por supuesto a los ciudadanos americanos, a los residentes permanentes y  Ã‚  tambià ©n a los nià ±os indocumentados. Asà ­ lo establecià ³ claramente una sentencia de la Corte Suprema que se conoce como Plyler v. Doe. Los padres, madres o tutores que confronten problemas por su estatus migratorio o el de sus nià ±os pueden contactar con Equity and Civil Rights, explicar su problema y solicitar que se cumpla la ley. Tambià ©n pueden asistir a las escuelas pà ºblicas los nià ±os presentes en los Estados Unidos con visas derivadas, como por ejemplo, la F-2, la H-4 o la J-2. Tambià ©n los hijos de extranjeros con visas de inversià ³n E-1 o E-2 vlidas. Sin embargo, la situacià ³n es muy diferente para el caso de nià ±os que ingresan a los Estados Unidos con visa de turista. Estudiar en una escuela pà ºblica significa que se est cometiendo una infraccià ³n migratoria y cada vez es ms frecuente que se le revoque la visa al nià ±o y tambià ©n a sus padres. Son varias las opciones de visa para estudiar en Estados Unidos que se brinda a esos nià ±os. Es muy importante entender que desde el punto de vista de la ley migratoria y las escuelas es muy distinta la situacià ³n de un nià ±o indocumentado, que sà ­ puede ir a las escuelas, y la de un nià ±o que ingresa al paà ­s con visa de turista y pretende asistir a una escuela pà ºblica. Estos  nià ±os no estn protegidos por Plyler v. Doe. Idioma, educacià ³n especial, vacunas y alimentos Si los nià ±os no hablan inglà ©s o si los padres desean que hablen con fluidez inglà ©s y espaà ±ol, pueden considerar los programas de educacià ³n que se brindan en uno o ambos idiomas. Hay una gran variedad de opciones, dependiendo del lugar de residencia. Madres, padres y tutores de nià ±os con situaciones especiales, como por ejemplo autismo, epilepsia, parlisis cerebral, etc deben explorar las diversas opciones de educacià ³n especial que mejor se ajusten a las necesidades de sus hijos. Hay opciones muy diversas, desde integracià ³n a escuelas especiales. Lamentablemente, las oportunidades no son las mismas y dependen en gran medida del lugar de residencia. Entre los requerimientos para registrar nià ±os para las escuelas es muy comà ºn el de pedir el rà ©cord de vacunas, si bien esto no es igual en todos los estados y hay importantes diferencias. En esta pgina en espaà ±ol de Los Centros para el Control y Prevencià ³n de Enfermedades se explica informacià ³n muy importante sobre dà ³nde llevar al nià ±o a vacunar, cules son las vacunas y la edad para recibirlas e incluso quià ©n puede obtener ayuda econà ³mica para las vacunaciones. Finalmente, destacar que todos los nià ±os enrolados en escuelas pà ºblicas o en privadas sin fin de lucro pueden recibir asistencia de alimentos si asà ­ lo precisan. Es indiferente su estatus migratorio y/o el de sus padres ya que lo à ºnico que se tiene en cuenta es la situacià ³n alimentaria del nià ±o. El programa ms grande es el Programa Nacional de Almuerzos Escolares. Tambià ©n destacar el Programa de Desayunos Gratuitos. Estas ayudas tambià ©n estn disponibles en verano cuando las escuelas no estn en activo. Despuà ©s de la educacià ³n obligatoria La enseà ±anza superior puede seguirse en colleges o universidades. Es importante considerar el costo e intentar evitar, en la medida de lo posible, llegar al momento de recibir el tà ­tulo con mucha deuda, ya que puede ser un gran lastre. Considerar las opciones de becas, debiendo los estudiantes excelentes esforzarse y animarse y creerse que pueden optar a lo mejor. Estas son 12 universidades de à ©lite que becan a todo tipo de estudiantes, incluidos los indocumentados. Tambià ©n considerar la opcià ³n de los colegios comunitarios, que resultan ms econà ³micos, adems de brindar otras ventajas. Puntos clave: educacià ³n en Estados Unidos En Estados Unidos, la educacià ³n de los nià ±os y adolescentes es obligatoria.Tipos de escuelas: pà ºblicas (50,7 millones de estudiantes) y privadas (5,9 millones de alumnos). Tambià ©n es legal recibir educacià ³n en casa, pero cada estado regula este derecho de diferente manera.Categorà ­as de escuelas pà ºblicas: regulares, chapter y magnet.Educacià ³n obligatoria y migracià ³n: por sentencia de la Corte Suprema Plyler vs. Doe de 1982, los nià ±os indocumentados tienen derecho a estudiar en escuelas pà ºblicas. Los nià ±os con visas derivadas hijos de trabajadores temporales o estudiantes internacionales tienen tambià ©n ese derecho. Por el contrario, es ilegal estudiar con una visa de turista. Este es un artà ­culo informativo. No es asesorà ­a legal.