Vietnam Justified or Not free essay sample

Vietnam, although not technically considered a war was an extended conflict that still had to be justified to an American people. The Tonkin Gulf Resolution was the identification of this extended conflict and was declared by Congress in 1964 making this conflict official. This resolution was justified because it was declared by a competent authority and was seen as being the best thing for the American people at the time, even though today it receives a lot of pessimism from those same Americans. Many would say that we should not have been in Vietnam in the first place and that we were yet again pretending to play the role of global peacekeeper, others would say that we were just promoting our own interests. The U. S role in Vietnam first started in the late 50’s as a mission to help the French with their territory in Indochina. As U. S allies, the U. We will write a custom essay sample on Vietnam: Justified or Not? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S was obligated to help France in its territory and try to end any aggression towards them and if helping an ally, conflict is justified. The true extent of the United States involvement did not really start until the communist division of North Vietnam and South Vietnam after France lost control over its original territory. When asking whether the beginning of a conflict, if not war, is justified the party that is taking the action chiefly has to question whether the human rights of the citizens are put in question or not. As with any Capitalist nation, it is a goal to fight communism when possible on a global scale because it threatens the people of that country as a whole. This threat comes not only from the likelihood of the country to oppress its populace, but also because by fundamental nature, communistic countries do not trade with Capitalist ones. This conflict was also justified when examining Just War Theory because a country is allowed to protect itself from possible future aggression. One of the chief concerns held by the U. S was that China, another communist nation, would influence the continuity of communism in Vietnam and that Vietnam would be the next â€Å"domino† to strengthen communism as a whole. Another thing that should be examined closely is the overall point of the war in Vietnam, was it to introduce peace and stability to the region, or to win the war against communism. The young President John F. Kennedy, who was continuing the Vietnam War after taking office from Dwight Eisenhower, did not want to seem weak to other countries. Giving up against a communist power would make the U. S seem weak and give rise to a new rebellion against this western superpower. This â€Å"never back down† notion held onto a strong government sentiment to stay in Vietnam and helped to continue this aggression towards North Vietnam; whether it was justified or not. When analyzing Vietnam Just War Tradition must also be taken into account, this tends to set the stage for the proper conduct of war. When the U. S considered the possibility of maintaining a standing in Vietnam, it most certainly took into account the gravity of threat that the communist North Vietnam posed. As being seen as the next piece on the communist playing field the U. S felt that this â€Å"war† with Vietnam was a last resort to stopping global tyranny. Also, in the case of Vietnam there was a distinction that had to be made between combatants and non-combatants; in this case it was the difference between communist North Vietnam and French territorial South Vietnam. As a part of fighting North Vietnam, Americans were stationed in Southern Vietnam, one of the biggest things that America had to avoid was hurting non-combatants as to maintain friendly relationships and this could be extremely hard because of the use of extremely powerful weapons that some would consider heinous. Close to 200,000 North Vietnamese civilians were killed during the course of our stay making it hard to justify just such a military action. The use of incendiary weapons was very prominent in the heavily forested areas of Vietnam because of the thousands and thousands of miles of underground tunnels. The in-humanitarian use of heinous incendiary weapons was not outlawed until 1980 in a protocol in the Geneva Convention. The use of these incendiary weapons would be classified today as making the Vietnam War unjust because of the unnecessary suffering that the recipients of napalm and other flammable white phosphorus munitions received. But, did the ends, being the result, justify the means that were used during the war? Many would say that the answer to that question is no simply because of the senseless nature of the war itself. Yes, preventing a large spread of communism should be the goal of a Democratic nation, but is it worth the sacrifice of almost 60,000 American lives and countless other Vietnamese when almost 80% of the Vietnamese people supported this new regime and the leadership of Ho Chi Minh? These are all good questions to analyze retrospectively 50 years later, but what is important is whether the war was justified or not and whether more good was done than harm.

The Koster Site 9,000 Years on the Illinois River

The Koster Site 9,000 Years on the Illinois River The Koster site is an ancient, deeply buried archaeological site located on Koster Creek, a narrow tributary stream incised into the alluvial deposits of the lower Illinois River Valley. The Illinois River is itself a major tributary of the Mississippi River in central Illinois and the site lies only about 48 kilometers (30 miles) north of where Illinois meets the Mississippi today at the town of Grafton. The site is stunningly important in North American prehistory, for its well-preserved human occupations dating back nearly 9,000 years, and the impact of its discovery so deep within the alluvial fan. Chronology The following chronology is derived from Struever and Holton; the horizons were what was visible in the field, although later analysis proved there were 25 distinct occupations in Kosters stratigraphy. Horizon 1, Mississippian, AD 1000-1200Horizon 1b, Middle-Late Woodland (Black Sand phase), AD 400-1000Horizon 2, Early Woodland (Riverton), 200-100 BCHorizon 3, Late Archaic, 1500-1200 BCHorizon 4, Late Archaic, 2000 BCHorizon 5, Middle-Late ArchaicHorizon 6, Middle Archaic (Helton phase), 3900-2800 BC, 25 human burialsHorizon 7, Middle ArchaicHorizon 8, Middle Archaic, 5000 BCHorizon 9, Middle Archaic, 5800 BCHorizon 10 Early-Middle Archaic, 6000-5800 BCHorizon 11, Early Archaic, 6400 BC, 9 human burials, 5 dog burialsHorizon 12, Early ArchaicHorizon 13, Early Archaic (Kirk notched point), 7500-6700 BCHorizon 14, sterile At the surface, Koster covers an area of approximately 12,000 square meters (about 3 acres), and its deposits extend more than 9 meters (30 feet) into the rivers alluvial terraces. The site is at the contact between the limestone bluffs and upland loess plains to the east and the Illinois River floodplain to the west. Occupations present within the date of the deposit from Early Archaic through the Mississippian period, radiocarbon-dated to between about 9000 to 500 years ago. During most of the prehistoric occupation of the site, the Illinois River was located 5 km (3 mi) to the west with a seasonally fluctuating backwater Lake within one km (half-mile). Chert sources for making stone tools are in the nearby limestone bluffs lining the valley and included Burlington and Keokuk, sources which vary in quality from fine-grained to coarse-grained. Site Discovery In 1968, Stuart Struever was a faculty member in the anthropology department at Northwestern University in Evanston, Illinois. He was a down-stater, however, having grown up far from Chicago in the small town of Peru, Illinois, and he never lost the ability to speak the language of the down-stater. And so it was that he made true friendships among the landowners of the Lowilva, the local name for the Lower Illinois Valley, where the Mississippi River meets Illinois. Among the life-long friends he made were Theodore Teed Koster and his wife Mary, retired farmers who just happened to have an archaeological site on their property, who just happened to be interested in the past. Struevers investigations (1969-1978) at Koster farm revealed not only the middle and early late Woodland materials reported by the Kosters but a stratified multi-component archaic period site of astonishing depth and integrity. Archaic Occupations at Koster Beneath the Koster farm lies evidence of 25 different human occupations, beginning with the early Archaic period, around 7500 BC, and ending with the Koster farm. Village after village, some with cemeteries, some with houses, beginning some 34 feet below the modern Koster farmstead. Each occupation was buried by the deposits of the river, each occupation leaving its mark on the landscape nonetheless. Probably the best-studied occupation to date (Koster is still the focus of many graduate theses) is the set of Early Archaic occupations known as Horizon 11, dated 8700 years ago. Archaeological excavations of Horizon 11 have revealed a thick midden of human occupation residues, basin-shaped storage pits and hearths, human graves, diverse stone, and bone tool assemblages, and floral and faunal remains resulting from human subsistence activities. Dates on Horizon 11 range from 8132-8480 uncalibrated radiocarbon years before the present (RCYBP). Also in Horizon 11 were the bones of five domesticated dogs, representing some of the earliest evidence for the domestic dog in the Americas. The dogs were purposefully buried in shallow pits and they are the earliest known dog burials in North America. The burials are essentially complete: all of them are adults, none exhibit evidence of burning or butchery marks. Impacts In addition to the vast amount of information garnered about the American Archaic period, the Koster site is also important for its long-term interdisciplinary research efforts. The site is located near the town of Kampsville, and Struever set up his lab there, now the Center for American Archaeology and a major center of archaeological research in the American Midwest. And, perhaps most importantly, the Northwestern University excavations at Koster proved that ancient sites could be preserved hidden deep beneath the valley floors of major rivers. Sources Boon AL. 2013. A Faunal Analysis of the Eleventh Horizon of the Koster Site (11GE4). California: Indiana University of Pennsylvania.Brown JA, and Vierra RK. 1983. What happened in the Middle Archaic? Introduction to an ecological approach to Koster Site archaeology. In: Phillips JL, and Brown JA, editors. Archaic Hunters and Gatherers in the American Midwest. New York: Academic Press. p 165-195.Butzer KW. 1978. Changing Holocene Environments at the Koster Site: A Geo-Archaeological Perspective. American Antiquity 43(3):408-413.Houart GL, editor. 1971. Koster: a stratified archaic site in the Illinois Valley. Springfield: Illinois State Museum.Jeske RJ, and Lurie R. 1993. The archaeological visibility of bipolar technology: An example from the Koster site. Midcontinental Journal of Archaeology 18:131-160.Morey DF, and Wiant MD. 1992. Early holocene domestic dog burials from the North American Midwest. Current Anthropology 33(2):225-229.Struever S, and Antonelli HF. 2000. Koster: Ameri cans in Search of their Prehistoric Past. Long Grove, Illinois: Waveland Press. Wiant MD, Hajic ER, and Styles TR. 1983. Napoleon Hollow and Koster site stratigraphy: Implications for Holocene landscape evolution and studies of Archaic period settlement patterns in the Lower Illinois Valley. In: Phillips JL, and Brown JA, editors. Archaic Hunters and Gatherers in the American Midwest. New York: Academic Press. p 147-164.

Top 10 Highest Paying Nursing Jobs

Top 10 Highest Paying Nursing Jobs if you’re going into nursing for the money, you are probably not choosing a career for the right reasons. still,  knowing what salary to expect can definitely help you plan your career. across the field of medicine and across the country, salaries can vary based on location and experience factors, but scrubsmag has rounded up the available data for you to consider. according to the u.s. bureau of labor statistics, the top pay group for nurses includes nurse anesthetists, nurse midwives, and nurse practitioners (median salary $96,460, and the top 10% of earners can receive as much as $161,030). payscale.com reports the following stats and averages:  1. nurse anesthetistmedian  total annual salary*: $133,115 total salary annual range*: $83,449–$185,065 median hourly rate: $69 hourly range: $30.09–$95.05  2. psychiatric nurse practitionermedian total annual salary: $90,376 total salary annual range: $71,109–$127,386 median hourly rate: $50 hourly rang e: $35.66–$80.21  3. adult nurse practitionermedian total annual salary: $88,199 total annual salary range: $75,016–$114,185 median hourly rate: $46 hourly range: $35.86–$60.23  4. certified nurse midwifemedian total annual salary: $86,013 total annual salary range: $69,564–$109,650 median hourly rate: $45 hourly range: $36.21–$54.63  5. family nurse practitionermedian total annual salary: $84,239 total annual salary range: $69,705–$110,359 median hourly rate: $44 hourly range: $34.86–$58.26  6. nursing directormedian total annual salary: $83,029 total annual salary range: $56,340–$122,462 median hourly rate: $37 hourly range: $24–$55.30  7. clinical nurse specialistmedian total annual salary: $81,305 total annual salary range: $61,674–$117,969 median hourly rate: $40 hourly range: $29.94–$63.96  8. clinical nurse managermedian total annual salary: $75,965 total annual salary range: $53,845†“$100,567 median hourly rate: $33 hourly range: $22.88–$45.26  9. registered nurse supervisormedian total annual salary: $65,854 total annual salary range: $48,761–$89,544 median hourly rate: $29.87 hourly range: $22.94–$40.66  10. charge nursemedian total annual salary: $65,265 total annual salary range: $47,670–$85,918 median hourly rate: $29.04 hourly range: $22.40–$39.06

Critical Thinking Reflection Essay Example | Topics and Well Written Essays - 750 words

Critical Thinking Reflection - Essay Example Most government in the world are developing methods to improve on the lives of their citizens. America is no exception. This part of the paper will be looking at how America can reduce its citizens’ poverty. There are several methods through which the issue of poverty can be addressed. The most important is through creating jobs. The best pathway to avert poverty is through a decent income. America needs about 5.6 million new jobs so that the country can avoid heading deeper into poverty (Sherman, 2011). To create jobs, the federal government should consider investing in strategies such as rebuilding infrastructure, renovating abandoned housing structures, developing non-renewable energy, and so on. Raising the minimum wage is also another method of combating inequality. Today’s minimum wage is $7.25 which cannot be able to lift a family of three out of poverty. If the minimum wage is raised from that figure to about $10.10, nearly 20 percent of children will see their parents receive a raise which will reduce poverty (Wage & Primer, 2014). Gender inequality is one of the contributing factors of poverty in most parts of the world. Women usually earn less than their male counterparts even when they are doing the same job and have same level of qualification. If the wage gap is closed, poverty in women will be cut by half and will add almost half a trillion dollars to the US GDP (Seguino, 2009). To bridge this gap, employers should be held accountable if they have any discriminatory salary practices. The above question required the use of critical thinking to develop not only a logical but also relevant and accurate response. In America, poverty is not as pervasive as it is in countries for instance in Asia or Africa. The process of critical thinking helped in gathering the information presented in Part â€Å"1† of the paper. To identify the actual number of people that are in poverty, it is crucial to first understand and define what poverty is, which I

Michael Eisner's Walt Disney company Essay Example | Topics and Well Written Essays - 1250 words

Michael Eisner's Walt Disney company - Essay Example Based on his interest in cartoons, Walt entered into a partnership to form â€Å"Iwerks-Disney Commercial Artists,† an initiative that made Disney develop an interest in the work of animation. To advance in his new career, Walt decided to borrow a camera from an advertising company, which encouraged him do develop further interest in Animation. Based on this drive, he managed to create the â€Å"Laugh-O-Gram Studios.† As his interest advanced in the field of animation, he opted to establish his firm after forming an agreement with Frank Newman to play the cartoons that Disney made in his theatre (Wasko, 2013). Initially, â€Å"Laugh-O-Gram Studios† became relatively big before going bankrupt in Kansas City. A mouse, Mickey, inspired â€Å"Oswald† creation later on. This resulted in the phrase â€Å"It All Started with a Mouse.† However, after Disney lost the rights he had in â€Å"Oswald,† he embarked on the road to creating his unique character, the â€Å"Mickey Mouse.† During this time, Technicolor was taking shape in the industry, making it possible for Walt to introduce additional characters in his work. He won an award in 1932 after Mickey emerged as the most common cartoon in the animation history (Wasko, 2013). Driven by the urge to create a full film, Disney initiated working on â€Å"Snow White† in 1934. He accomplished this initiative in 1937. This emerged as one of the highly successful film for 1938, which fetched more than $8 million for the company. Presently, this figure is equivalent to $132,671,390. After the success of â€Å"Snow White,† Disney embarked on a path to create Fantasia and Pinocchio. With the growth of Disney, Walt went to Hollywood and established the Walt Disney Studio before it went into debt. Here, although movies would not be considered as financially successful in the case of Disney, they had some degree of popularity (Wasko, 2013). Furthermore, during the World War II era, Disney was

Creation Myths Essay Example for Free

Creation Myths Essay Creation myths are present in all cultures of the world, and while these stories reflect very different beliefs of creation, they also possess many similarities as well. Each culture from around the world has developed beliefs and cosmogony that help them to understand the most ancient and primordial of questions: where did we come from? Ancient civilizations bore stories of primitive worlds, gods, and creators who sprung forth to create the world we live in and who created the first man and woman. Experts have come to find that there are common themes of creation myths which all myths can be classified into; accretion and conjunction stories, secretion stories, sacrifice stories, division or consummation stories, earth-diver stories, emergence stories, two-creator myths, deus faber (the maker god), and ex nihilo (out of nothing). Some cultures usually bear more than one type of theme for creation. Two creation myths that bare similarities and differences are the Norse and Egyptian. The theme of Norse creation is based on accretion and conjunction, secretion, and two-creator myths, while Egyptian creation myths follow the themes of secretion, deus faber, and ex nihilo (Leonard McClure, 2004). Norse creation myths spring forth from the Swedish and Scandinavian cultures. The Norse myth begins in a world called Ginnunngagap, which was the earth before the heavens were created and before any living thing existed. In the Southern end of Ginnungagap was a land called Muspelheim, a fiery realm of fire and poison, and to the North was a land of ice and cold called Niflheim. The gods that came after, created Midgard which was the middle land born from the great Yggdrasil tree; a pleasant and habitable place for humans. The gods resided in a different realm in the center of the earth called Asgard; from Asgard, the gods watched over all of mankind. The elements that exist in these worlds are plants, soil, water, wind, mist, ice, and fire (Brancaccio, Tonk, Van Driel, Passantino, 2012). The world before time in Egyptian creation was called Nu. Nu was the dark swirling waters of nothingness and chaos. Atum the creator, a sexless being, sprung forth ex nihilo from the waters of Nu, and through secretion, bore a son and daughter who created earth and sky. Elements of this world are water, rain, earth, plants, and wind (Brancaccio, Tonk, Van Driel, Passantino, 2012). The creators in Norse mythology began with the first three beings; Ymir a male frost giant, Buri a male god, and Buri’s wife, the first goddess. Audhumla was the first animal who licked free from the ice Buri and his wife. Audhumla was also the one who gave Ymir sustenance through its milk. Buri and his wife the goddess, bore three sons; Odin, Vili, and Ve. These three sons killed and dismembered the giant Ymir, whose corpse then created the world. Ymir’s flesh became the land, his blood became the sea, skull became the dome of sky above, his bones became mountains, and his hair became the grass and trees. Odin then stole sparks of fire from the land of Muspelheim, to create the sun, moon, and stars. Destroyers of this world came later in Norse mythology with the introduction of other beings and giants that bring forth Ragnarok, the time of destruction of Midgard. Surt is the guard and giant of Muspelheim who destroys the heavens with his fiery sword. Hati and Skoll are wolves the chase the sun and moon, are the destroyers of these celestial beings. The frost giant Loki, along with Fenrir, and the World Serpent are also released by Surt to aide in the destruction of the world (Rosenberg, 2006). In Egyptian myths, the main creator was called Atum. He was neither male nor female, possessed an all seeing eye. He joined with his shadow and bore a son from his spit called Shu, and from his vomit, a daughter called Tefnut. Shu was made the god of air, and Tefnut the goddess of moisture, they were responsible for sorting out the chaos of the universe into a perfect balance called maat. These two produced children, one male and one female, Geb and Nut, who were then separated to create the earth and sky. Other gods were also created who each had an individual responsibility in creating maat, these gods were Isis queen of the gods, Hathor the goddess of love and beauty, Osiris the god of wisdom and justice, Seth the god of evil, Thoth the god of wisdom, and Nepthys the protector of the dead (Brancaccio, Tonk, Van Driel, Passantino, 2012). Cosmic occurrences in Norse creation played a great role in the creation of the first beings and the first world. The mingling of fire and ice caused the melting of a mountain which produced the first being Ymir, the frost giant. Celestial bodies such as the sun and stars were created of fire sparks from the Land of Muspelheim. The role of cosmic occurrences in Egyptian creation was expressed by celestial beings becoming the creators of natural phenomena. Nut the sky goddess gave birth to the sun every day, and also produced rain that fell upon the earth to grow plants. The cycle of rainfall, sunrise, and sunset were all thought to be produced by the gods. The similarities shared amongst the Norse and Egyptian myths were evident in the several aspects and themes. For one, both Creators Ymir and Atum, were deus faber meaning that they alone were the first creators, they also both arrived into their respective worlds ex nihilo, out of nothingness. Secondly, Ymir and Atum created other beings through secretion; Ymir created beings through his sweat, and Atum created man with his tears. In both myths, many lesser gods were created to govern over natural phenomenon, and played roles in the cycles of death and rebirth. The difference between the two cultural myths is the fact that Norse creation was born out of violence and violent acts. Gods were constantly in battle; the theme of good and evil play a large part in Norse myths. Egyptian myth presented the need to bring peace and order to the chaotic world of Nu. The gods and goddesses main role was to find balance and Maat. In conclusion, world creation myths have similarities as well as differences. The commonality between them all is that they serve to fulfill the same need which is the need to understand the world around us and understand our origins. Earlier cultures have pondered over the beginning and creation as we still do in this day and age.

The Character Development Program of Charlotte-Mecklenburg Schools :: Education CMS Essays

The Character Development Program of Charlotte-Mecklenburg Schools Charlotte-Mecklenburg Schools (CMS), with the support of The University of North Carolina at Charlotte, recently received a four-year, 1.83 million dollar grant from the United States Department of Education to implement a character development program for students. This program is designed to integrate character development into classroom instruction and to ensure parental and community involvement in character development initiatives. The program has existed for one year. The purpose of this paper is to overview the goals and activities of the program. The program goals are to: (1) enhance character development among CMS students; (2) identify the extent to which students in the treatment group exhibit fewer instances of negative behavior as a result of exposure to character development activities; (3) enhance the understanding and involvement of parents and families in school-based character education efforts; and (4) increase the involvement of the faith and social communities in school-based character education efforts in CMS. The goals of the program are being measured through multiple data collection techniques  ¡V surveys, interviews, focus groups, observations, and review of existing data. Evaluation of the program is both formative and summative. Using a quasi-experimental design with carefully matched comparison conditions, twenty-five elementary, middle, and high schools with more than 24,000 students (i.e., the treatment group) are being exposed to an array of character development initiatives. These schools have been matched with demographically similar schools (i.e., the control group) that are not receiving these initiatives. Baseline data for goals and objectives were obtained during the 2002-2003 school year for the purpose of comparison with data obtained during subsequent years of the program. We expect that this program will decrease office referrals and suspensions, increase attendance, and increase the number of students participating in service learning at a statistically significant level. In addition, we expect that Parent-Teacher Association attendance and parental awareness of good character will increase. Also, we anticipate an increase in involvement in schools of the faith and business communities, a fusing of character and religious teachings within the faith community, and an increase in the in-kind and financial support of the schools from the business and social community. During the next three years, CMS central office will support the treatment schools' efforts to enhance character development by: . Developing a guide for parents that describes how families can teach and model

Are Wars Necessary?

Are Wars Necessary? I think, there are quite few people who actually believe that the war is something good, wholesome and useful. It is and has always been one of the worst and most disgusting, destructive events that can happen. But it is to the same degree wrong to accuse it of all the deadly sins existing in the world. Although war is always evil, sometimes it is the lesser evil, in some cases it is inevitable.I, of course, don’t support the idea that the war is necessary in socio-economical sense – there is such a point of view, stating that the war is the motive power of progress and effective method of keeping demographic situation stable. Of course, some inventions were first applied in military, but also because this research has always been better supplied. And, although a lot of people die in the course of wars, it is not enough to really influence demographics, especially nowadays.I am speaking about the war as the conflict of interests and state that yes, i n certain situations war is necessary and even turns out into a thing to be proud of. War may be offensive and defensive and, just like in the case of self-defense, in the event of armed attack from another country any kind of violence used in retaliation is acceptable, because any other course of action will mean suicide.Looking at the same analogy, there is no much difference between a country attacking another country from a mugger on the street. The fact that the offenders are numerous, wear uniforms and deliver speeches makes absolutely no difference. Read more: http://www. paperwritings. com/free-examples/essay-about-war. html#ixzz2DxD5bCkQ

Viewing Mrs. Dalloway Through the Lens of “Modern Fiction”

In â€Å"Modern Fiction,† Virginia Woolf comments on the flaws of modernist writers such as Wells, Bennett, and Galsworthy.   Their narrow focus on the material and lack of affinity for the spiritual or realistic, is evidence enough that they have fallen short in the literary sense.   In Mrs. Dalloway, Woolf explores connections with truth, reality, and that which is above the material through her narrative techniques, complex imagery, and provoking themes, thus emphasizing through Mrs. Dalloway what she has so adamantly called for in â€Å"Modern Fiction.†Woolf possesses the ability to create a work of fiction that evokes a pleasant reading experience for the reader without utilizing a central plot.   In Mrs. Dalloway, Woolf chooses to explore the narrative possibilities of bringing several characters through one single day in time.   This narrative technique works well in a text that mainly focuses on Mrs. Dalloway’s world view, her inner workings, and her exploration and sensory experience of the world surrounding her.The organizational structure of the novel challenges Woolf to create characters that are deep enough to be realistic while dealing with only one day of their lives.   Woolf creates within the character of Clarissa the inherent sense of the magnanimity of living one day in time.   Clarissa â€Å"had a perpetual sense, as she watched the taxi cabs, of being out, out, far out to sea and alone; she always had the feeling that it was very, very dangerous to live even one day† (16).Through Clarissa, Woolf creates a sense of the complexity each day is capable of bringing to individual characters, thus calling her readers to â€Å"look within life†¦examine for a moment an ordinary mind on an ordinary day.   The mind receives a myriad impressions—trivial, fanstastic, evanescent, or engraved with the sharpness of steel† (3).   Clarissa, through her sensory perception of the world around her, feels the danger of living even one day.Woolf’s embrace of the realistic and spiritual aspects of the world, asserted in â€Å"Modern Fiction,† are set up within this novel so that those views will be challenged.   Through the character of Clarissa, struggling through one day in time, Woolf compels the reader to consider the possibilities beyond the material world.   This narrative technique moves the action forward, and simultaneously delves into the life and inner workings of Clarissa, baring her soul to the reader and opening up the possibilities and realities of the spiritual world.Woolf also employs imagery that similarly challenges the reader to explore the possibilities of what lies beyond the material.   The imagery of death is quite prevalent in the text, and these images are mainly viewed through Clarissa, as she makes sense of her life.   Critic Jacob Littleton, in his article, â€Å"Portrait of the Artist as Middle-Aged Woman,† asserts that b ecause Clarissa possesses a â€Å"heightened view of existence,† she always possesses a â€Å"preternaturally vivid awareness and fear of the termination of the existence she loves so much† (38).Clarissa’s â€Å"fear of termination† resonates most clearly in her isolated attic bedroom.   The image of her bedroom symbolizes loneliness and death, and serves as a place where Clarissa frequently contemplates these subjects.   Her bed, â€Å"no longer the marriage bed symbolizing fertility, is symbolized by her fertile mind as shrinking into her world in a way that other outlooks available to her do not† (40).   She has no one but herself in which to rely, and this is evidenced through her continual fascination with the concept of death and the end of existence.Clarissa’s transcendental theory, which she uses as a reference to inform herself of the realities of the spiritual realm, causes her to surmise that â€Å"since our apparitions, th e part of us which appears, are so momentarily compared with the other, the unseen part of us, which spreads wide, the unseen might survive, be recovered somehow attached to this person or that, or even haunting certain places after death†¦perhaps—perhaps† (79). The image of the spiritual transcending death through means of apparitions is another powerful image within the text, and interlocks with the image of death and presents itself simultaneously.In the case of Septimus, Clarissa is able to feel a connection with him after he has died that seems to transcend death.   She assimilates herself with him after he took his life.   She knows that â€Å"she felt glad that he had done it; thrown it away†¦He made her feel beauty; made her feel the fun.   But she must go back.   She must assemble† (185).   Mrs. Dalloway sees herself in Septimus, even though she has never encountered him face-to-face; she sees something in Septimus that she desires fo r herself.Woolf, through Clarissa’s transcendental theory and interactions with the image of Septimus, uses Clarissa’s experience to assert her own views on the spiritual aspect of reality.   There is something far above the material that causes Clarissa to feel this affinity with Septimus.   There is something beyond herself that calls her to him, thus causing her to desire his fate for her own.   The power of the imagery of death and the ability to transcend it is fully realized in the doubling of Clarissa and Septimus.Lastly, Woolf uses themes that connect reality with the spiritual realm in an attempt to further her thesis in â€Å"Modern Fiction,† for fiction to be modern and worth reading, it must explore that which is above the material world.   Woolf’s main concern in the novel seems to be the inner workings of Mrs. Dalloway, her thought processes, and how she engages with the world surrounding her.   Woolf juxtaposes Clarissa’s i nternal self with her external world, thus setting up one of the most prevalent, resonant themes within the text, and it is â€Å"against this system that Woolf places a world of private significance whose meaning is wholly irreducible to facts of the external world† (37).This struggle between the internal and external surrounds not only Clarissa, but her double, Septimus, and thus permeates the novel.   Personality, according to Ellen Bayuk Rosenmann, in her article, â€Å"The Invisible Presence,† seems to be a â€Å"private fact,† which is far â€Å"alienated from public and political culture† (77).   Society at large is able to neither appreciate nor understand the inner workings of the soul, and thus stands at a distance.Woolf asserts in â€Å"Modern Fiction,† that â€Å"Whether we call it life or spirit, truth or reality, this, the essential thing, has moved off, or on, and refuses to be contained any longer is such ill-fitting vestments as we provide† (3).   In essence, the separation between the internal (soul) and the external (material world) is not navigable.   Mrs. Dalloway is forced to break down the material barriers that bar her from knowing herself, and delve into the depths of her soul to find the spiritual, the truth.Another fascinating theme within the text is the intriguing concept of human interaction.   Characters within the novel are being continually merged together through their experiences and through their own imaginations and memories as well (Littleton 39).   One of the most interesting examples of this is the relationship between Mrs. Dalloway and Septimus.   Clarissa never visually sees Septimus, yet he is the most significant part of her day.   Clearly, Woolf is merging the two characters together, yet she blurs the lines a bit, thus furthering her assertions in â€Å"Modern Fiction,† that â€Å"life is not a series of gig lamps symmetrically arranged; life is a lu minous halo, a semi-transparent envelope surrounding us from the beginning of consciousness to the end† (4).Septimus is a part of Clarissa’s consciousness, even though she does not realize it.   His life has a large impact of Clarissa, and he is the sole character that compels her to remain true to her soul. Critic J. Hillis Miller, in his article, â€Å"Repetition as Raising the Dead,† explains that â€Å"no man or woman is limited to him or herself, but each is joined to the others†¦diffused like a mist among all the people and places he or she has encountered† (173).   The characters are connected on various levels, and Woolf shows this connection quite acutely through the lens of Lady Bruton as she muses about the way in which Hugh and Richard remain with her after they leave, â€Å"as if one’s friends were attached to one’s body, after lunching with them, by a thin thread, which†¦became hazy with the sound of bells, striki ng the hour† (112).This statement furthers Woolf’s ideal that there is an inherent spiritual connection within human beings, a â€Å"thin thread† which connects humanity.   The interaction between the characters is remarkable, as Woolf continues to assert that there is a spiritual connection between human beings that surpasses any material, physical connection (8).Through means of narrative technique, fascinating imagery, and compelling themes, Woolf continues to assert her thesis in â€Å"Modern Fiction,† that fiction must be concerned with the reality of life, its inherent truth and spirituality.   If fiction is only willing to explore the material, it will do a disservice to humanity, for there is a world beyond the material that begs to be explored.   In Mrs. Dalloway, Woolf explore this other world, and brings to light fascinating possibilities that lie far beyond that realms of the material.Works CitedLittleton, Jacob. â€Å"Mrs. Dalloway: Por trait of the Artist as a Middle-Aged Woman.† Twentieth Century Literature. Hempstead: Spring 1995. 41:1, 36-48.Miller, J. Hillis. â€Å"Repetition as Raising the Dead.† Virginia Woolf. Ed. Harold Bloom. New York: Chelsea, 1986.Rosenmann, Ellen Bayuk. â€Å"The Invisible Presence: Virginia Woolf and the Mother Daughter Relationship.† Baton Rouge: Louisiana State UP, 1986.Woolf, Virginia. Mrs. Dalloway. New York: Harcourt, 1925.Woolf, Virginia. The Common Reader. 1st edition. 1925.

Licencia de conducir para indocumentados en California

Licencia de conducir para indocumentados en California En cumplimiento de la ley AB60 los inmigrantes indocumentados que tienen su residencia habitual en California pueden sacar la licencia de conducir.   Esta ley ha sido todo un à ©xito. Comenzà ³ a aplicarse con fecha del 2 de enero de 2015 y, en su primer aà ±o, 830,000 migrantes indocumentados obtuvieron su licencia. Es decir, la mitad del total de conductores que obtuvieron su documento eran indocumentados. En este artà ­culo se explica en 7 puntos lo que se debe de tener en cuenta y que facilita entender todos los pasos en la tramitacià ³n de la licencia, particularmente quà © documentacià ³n se puede presentar para probar identidad y residencia. Cà ³mo hacer una cita para los exmenes para sacar la licencia Marcar al 1-800-777 o ingresar en la pgina oficial de DMV de California (en espaà ±ol). Y asà ­ cerrar la cita. Antes de hacer gestiones para sacar la licencia, tener muy presente que si se ha utilizado una licencia bajo un nombre falso, eso es delito de fraude y podrà ­a ocasionar problemas. En estos casos, consultar con un abogado o una organizacià ³n de apoyo a inmigrantes para estudiar el caso. Quà © hay que hacer ANTES de cerrar la cita para los exmenes Si en el momento de solicitar la licencia de conducir  se tienen  tickets (multas)  sin pagar no se podr obtener. Hay que pagar la totalidad de lo que se debe o, si es mucho, cerrar un acuerdo para pagar a plazos. Recordar que las condenas por DIU (manejando mientras intoxicado por alcohol y drogas) es una falta grave, est incluida entre las causas que convierten a un inmigrante en prioridad para deportacià ³n.   Quà © exmenes hay que rendir para sacar la licencia Son necesarios dos exmenes:  uno de manejar y otro de conocimientos sobre leyes de trfico, seà ±ales, etc. Este examen de conocimientos se puede rendir en inglà ©s y tambià ©n en otros idiomas, como el espaà ±ol o el mixteco, el trique y otras lenguas indà ­genas.  En la pgina web de DMV hay ejemplos de exmenes de manejo  que se pueden utilizar para practicar. Tambià ©n se puede acudir a organizaciones sin fin de lucro  que brindan servicios para preparar el test. Quà © documentacià ³n se necesita para que los indocumentados puedan obtener una licencia de manejar en California Entre los documentos que se necesitan para sacar la licencia de conducir habr que mostrar los que prueben  la identidad del inmigrante  y tambià ©n los que  prueben que efectivamente reside  en el estado de California: Para identificarse: Suficiente UN (1)  documento: Tarjeta Federal Electoral vlida de Mà ©xico. Si no se tiene, mirar las siguientes opciones.O mostrar dos (2) documentos de entre los siguientes: Tarjeta de identificacià ³n vlida de Guatemala, Tarjeta de identificacià ³n vlida de Perà º, pasaporte extranjero vlido de cualquier paà ­s, tarjeta ID con foto emitida por el gobierno federal, tarjeta consular de Mà ©xico, Ecuador o Guatemala. En estos casos el DMV comprobar con el gobierno que emitià ³ el documento que es verdadero. Por ejemplo, chequear con los consulados sobre la tarjeta consular y con los gobiernos extranjeros sobre los pasaportes. Si no es posible obtener dos de esos documentos, entonces:O mostrar dos (2) documentos de entre los siguientes: Pasaporte extranjero expirado, pero que tiene una fecha de emisià ³n de 2005 o posterior, o un certificado de nacimiento que ha sido emitido  en los à ºltimos seis meses a la fecha de aplicacià ³n de la licencia por la autoridad del paà ­ s en el que se nacià ³ y que adems tiene una foto del aplicante y que adems est traducida al inglà ©s por el consulado y contiene una certificado con Apostilla. O una tarjeta I.D. emitida por el gobierno federal con una foto actual. Si tampoco es posible obtener estos documentos: O solicitar una entrevista con un investigador del DMV  que puede tener en cuenta documentos diversos como  transcrips  de escuela con fecha de nacimiento de solicitante, aplicacià ³n de asilo,  forma I-20 para estudiantes internacionales, forma DS-2019 para los que han tenido una visa J-1, licencias de matrimonio y/o divorcio, licencias de manejo de otros paà ­ses, planillas de impuestos, etc. Antes de presentar estos papeles verificar las caracterà ­sticas que deben tener en cuanto a idioma, traduccià ³n, fechas, fotos, autoridad que las emite, etc. Documentos para probar la residencia en California Presentar uno (1) de los siguientes documentos: Escritura de hipotecaLease  de vivienda con fecha de inicio del alquiler y firmas del inquilino y del arrendador.Tà ­tulos de propiedades inmobiliarias.Facturas de  utilities  con direccià ³n y nombre.Rà ©cords mà ©dicosRà ©cords de pago de impuestos federales o al estado de CaliforniaRà ©cords de pago de impuestos sobre bienes raà ­ces (property tax bill)Confirmacià ³n de cambio de direccià ³n emitido por el Servicio de Correos (forma CNI. 107)Licencia de matrimonio o documentos sobre parejas civiles (domestic partners) con la direccià ³n de residencia.Rà ©cords de bancosDocumentos emitidos por el gobierno federal Los padres o guardianes de  menores de edad  puede testificar en la  aplicacià ³n el lugar de residencia del menor. Todo lo que hay que saber sobre la mayorà ­a de edad en Estados Unidos. Cul es el costo El  costo  de la licencia es de  $33. Para quà © puede utilizarse esta licencia de manejar La licencia de manejar para indocumentados de California sà ³lo se podr utilizar para conducir y para comprar un seguro para el auto. No puede utilizarse como I.D. para, por ejemplo, abrir una cuenta en un banco. Hay que saber que la licencia para indocumentados luce distinta de la que tienen el resto de californianos. En la parte frontal tiene escrito la frase (FEDERAL LIMITS APPLY) y por eso es fcil identificarla.   A tener en cuenta Estar alerta y evitar fraudes, por ejemplo, comprar para uso errà ³neo una licencia internacional de manejar. Si se viaja a menos de 100 millas de la frontera es posible encontrarse en carretera con un control migratorio interno. Y si se es detenido o arrestado (manejando o de otra manera) estos son 7 derechos que tienen los indocumentados. Por à ºltimo, California es el estado con ms inmigrantes indocumentados en todo Estados Unidos con ms de 2.4 millones de personas en esa situacià ³n migratoria. Reconociendo esa realidad,muchas ciudades han optado por proteger a todos los miembros de su comunidad mediante una polà ­tica de ciudades santuario  y tambià ©n reconociendo beneficios sociales. Disfrutar California Por à ºltimo, para las personas que residen o visitan California, puede ser de interà ©s estas 7  recomendaciones para obtener boletos baratos para Disneyland, en Anaheim, California. Este artà ­culo no es asesorà ­a legal. Sà ³lo tienen carcter informativo.

Capital One Case Study Essay Example for Free (#3)

Capital One Case Study Essay 1. What is Capital One’s business and who are their competitors? Capital One’s business deals with a bank financial servicing company. They specialize specifically in banking, credit cards, home loans, auto loans and savings products. Capital One was founded by Richard Fairbank and Nigel Morris in 1988. Fairbank highly focused on the marketing and customization of credit card use and information. The company is very analytical and is very technological when gathering data information. They were basically put together centering around the idea of technology within the company itself. Some of their direct competitors would be against Bank Of America, American Express and Barclay’s bank. 2. What is their strategy to grow profitably and compete? Give examples. Capital One was put together with technology right at the core of their business. This makes them different from their competitors since most other companies had a business model first before technology was every involved. The technological part of their company is very important since they use it to analyze and comprehend their customers characteristics such as credit risk. This is basically their way of improving customer service and to increase profitability. Fairbank developed a data machine that was able to access a customer risk factor from each product as well as detect fraud. At Capital One’s point of inception, the online communication was making its way in our society so the company focused on highly internet marketing. This strategic action lead to 2.5 millions customers signing up as this online banking systems was the new and improved way to make payments. 3. How do they use information to implement their strategy? What kinds of information do they use and where does it come from? They vastly use their information system and technology to help during day to day activities. Their main use of this information is to analyze customer data and make appropriate suggestions and choices regarding their marketing strategy. They implement many â€Å"tests† and have used their idea of diving up their customer population by segmenting their data. This was a success and was a high profit for capital one. This lead to their improvement of customer relationships since they had vast information of them and had technology that could easily access and identify their customers through a digital fingerprint. This company focuses on personal information from their customer base to make decisions and access which one of them will be able to pay them back after a loan. One of the ways capital one has access this information is through the post office’s file and other checking agencies as well. Capital one basically takes information from any pertinent source that can provide then with reliable data. 4. List and describe the information technologies used to support their strategy? Information-based strategy – company focuses on high credit risk\low credit risk – this helps them comprehend their customer’s data and to make sure that their choices are made with those people who are actually going to pay them back – their information-based system collects and analyzes the information which helps them market to their customers as it attracts various aspects of customer’s needs Data Warehouse & Mining Infrastructure – this is to support their information based system while having shared communication between different branches – Their offices in UK and US can have clearly make accurate decisions since they can both have access to each others database – This software analyzes their customer data with such intelligence that it is used to help them with final decision making – It is also used for customer service support 5. Describe their notion of a â€Å"scientific test†. Contrast this approach to product development and launch with a more traditional approach that a manufacturing company might use. Capital One’s scientific test was used with their software to collect test data information while enhancing the data they already had as well. They used this software to analyze and collect information from potential customers. They conducted over 45,000 tests at one point which helped them comprehend customer information while identifying any fraudulent activity as well. They grew every day and had millions of customer signed up online at the end. Capital One had a great relationship with their IT department since technology was part of its core competencies. Fairbank even allowed anyone to propose an idea for a test if it was profitable looking enough. This showed that the company wanted to involve each and every employee to work with them on their marketing strategy. The process for product development occurs when an idea is started, to the design and then with the actual product being manufactured and engineered. Capital One way of working with this process involves having their marketers research and access the information and data to understand their customers tendencies and preferences. A more traditional approach that a manufacturing company may use is having Capital One is started with a strict business model and then having to computerize it later on. Everything is first manually done and analyzed in this case. The technology and use of software would be used later on in terms of Capital One’s informational strategies. Capital One Case Study. (2016, Dec 08).

Curriculum Evaluation Essay Example | Topics and Well Written Essays - 500 words

Curriculum Evaluation - Essay Example It is a sound research method which can be used in educational institutions for evaluating merit of students (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP stands for ‘Context, Input, Process and Products’. Context implies evaluating the requirements and problems; Input relates to evaluating of the plan to address the requirement, Process is the evaluation of implementation of plan, and ultimately Product stands for the evaluation of anticipated and unexpected results (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). There are different sights of Curriculum Evaluation standards which are to be given priority in the evolution. According to JCSEE (Joint Committee on Standards for Educational Evaluation), there are four kinds of standards for Curriculum Evaluation which are ‘Utility Criteria’, ‘Feasibility Criteria’, ‘Propriety Criteria’, and ‘Accuracy Criteria’ (Sowell, E. J., â€Å"Curriculum: An Integrative Introduction†). CIPP evaluation technique goes through certain stages. In the year 2003, Sander and Davidson had projected 11 stages for applying CIPP model. The first stage consists of assessment of school elements which are finance, human resource, competency and other resources.